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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/9440

Title: Issues associated with professional accreditation of UK master's programmes
Authors: Horner, Jane L.
Keywords: Engineering education
Accreditation
Issue Date: 2008
Publisher: © Higher Education Academy Engineering Subject Centre, Loughborough University and the UK Centre for Materials Education
Citation: HORNER, J.L., 2008. Issues associated with professional accreditation of UK master's programmes. Engineering Education 2008: International Conference on Innovation, Good Practice and Research in Engineering Education. EE2008 conference proceedings. Loughborough: Higher Education Academy Engineering Subject Centre, Loughborough University.
Abstract: Traditionally in the UK, the Professional Engineering Institutions (PEIs) have accredited undergraduate programmes as meeting the educational requirements for registration as a professional engineer. Students follow either a BEng programme, which is three years full time study or an MEng programme, which is four years full time study. MEng programmes have a higher entry requirement than BEng programmes and are expected to produce graduates with both a broader and a deeper knowledge base than a BEng graduate in the same discipline. In 2004, the UK Engineering Council published UKSPEC, which expressed the competences required by professional engineers in terms of outcome statements and set the MEng outcomes as the minimum educational requirement for professional registration. With the introduction of UKSPEC, PEIs have started to accredit MSc programmes as meeting the further learning requirements for a BEng graduate wishing to become a chartered engineer. This has raised a number of issues in both PEIs and UK engineering departments regarding the assessment of the learning outcomes of MScs against the requirements of UKSPEC. These issues include how to determine the level of the learning outcomes and the specific nature of many UK masters programmes. The paper will address both the issues raised by PEIs and the problems encountered by departments. Although this paper is focused on issues related to UK taught postgraduate programmes, the observations on good practice are applicable to the quality assurance procedures of other taught postgraduate programmes.
Description: This paper was presented at Engineering Education 2008: International Conference on Innovation, Good Practice and Research in Engineering Education, held on 14 -16 July 2008, at Loughborough University, England.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/9440
Publisher Link: http://www.engsc.ac.uk/downloads/scholarart/ee2008/p053-horner.pdf
ISBN: 9781904804734
ISSN: 9048-0473
Appears in Collections:Conference Papers and Contributions (Aeronautical and Automotive Engineering)
Conference Papers (HEA Engineering Subject Centre)

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