Assessment of the Master s Degree Programme in Embedded Systems at the three universities of technology (Delft, Eindhoven, Twente)

Transcription

1 Assessment of the Master s Degree Programme in Embedded Systems at the three universities of technology (Delft, Eindhoven, Twente) QANU February 2011

2 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 P.O Box RA Utrecht The Netherlands Phone: Fax: Internet: QANU / Q276 Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

3 Table of Contents Foreword 5 Part I General Part 7 1. Structure of the report 9 2. Task and composition of the assessment committee Working method of the assessment committee 13 Part II Programme Report Report on the master s programme in Embedded Systems offered by the three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 17 Appendices 61 Appendix A: Curricula Vitae of the committee members 63 Appendix B: Programme of the site visit 65 QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 3

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5 Foreword This report describes the findings of the Embedded Systems assessment committee for the master s programme in Embedded Systems at the 3TU. The report is part of the quality assessment of university bachelor s and master s programmes in the Netherlands. The purpose of this report is to present a reliable picture of the results of the degree programme, to give feedback to the internal quality assurance of the programme, and to serve as the basis for accreditation of this programme by the Accreditation Organisation of the Netherlands and Flanders (NVAO). Quality Assurance Netherlands Universities (QANU) aims to ensure independent, unbiased, critically constructive assessments using standardised quality criteria, while taking specific circumstances into account. The QANU Embedded Systems assessment committee has fulfilled its task with great dedication. The programmes have been evaluated in a thorough and careful manner. We expect that the judgements and recommendations will be carefully considered by the programme organisation and the Board of the 3TU. We thank the chairman and members of the assessment committee for their willingness to participate in this assessment and for the dedication with which they carried out their task. We also thank the staff of the department concerned for their efforts and for their cooperation during the assessment. Quality Assurance Netherlands Universities Mr. Chris J. Peels Director Dr. Jan G.F. Veldhuis Chairman of the Board QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 5

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7 Part I: General Part QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 7

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9 1. Structure of the report In this document, assessment committee reports its findings. The report consists of two parts: a general part (Part I) and a programme part (Part II). The general part summarises the tasks, composition, input documentation and working methods of the assessment committee. The programme part describes the evaluation and assessment of the master s programme in Embedded Systems at the 3TU (Delft, Eindhoven and Twente). This programme part is structured in accordance with the accreditation criteria of NVAO (Accreditation Organisation of the Netherlands and Flanders). QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 9

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11 2. Task and composition of the assessment committee 2.1. Task of the assessment committee The task of the assessment committee is to evaluate and assess the master s programme in Embedded Systems at the 3TU (Delft, Eindhoven, Twente) according to the accreditation criteria set by NVAO. Based on and in accordance with these criteria, the assessment committee is expected to assess different aspects of quality of the programme, based on the information provided by the programme in the self-assessment report and on discussions during the site visit. The assessment report contains implicit recommendations by the committee; however, the emphasis lies on the assessment and justification of basic quality Constitution of the committee The assessment committee consists of a chairman and four members. Appendix A lists short descriptions of the curricula vitae of the committee members. Chair prof. dr. Peter Marwedel, professor in Embedded Systems at TU Dortmund, Germany. Members dr. L. (Leon) Stok; vice President of IBM's Electronic Design Automation group; prof.dr.ir. D. (Dirk) Stroobandt; professor in Hardware and Embedded Systems at Ghent University, Belgium; prof. dr. G. (Bert) Zwaneveld; hoogleraar professionalisering van onderwijsgevenden, in het bijzonder in het wiskundeonderwijs en het informaticaonderwijs, Ruud de Moor Centrum van de Open Universiteit; G.H. (Giso) Dal BSc; master student Informatics at Leiden University. All members of the assessment committee signed a declaration of independence as required by the QANU protocol to ensure that the committee members judge without bias, personal preference or personal interest, and the judgement is made without undue influence from the institute, the programme or other stakeholders. The project leader of the assessment was Mrs. drs W. van Gastel. She was supported by Mrs. drs. M. Truijens of QANU. Mrs. dr. M. Van Bogaert of QANU was involved in the finalization of the report. The site visit took place on 4 and 5 November The programme of the site visit is included in appendix B. QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 11

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13 3. Working method of the assessment committee 3.1. Preparatory phase The assessment committee (committee) was constituted formally on 4 November During this inaugural meeting the committee discussed its task and the working methods. After receiving the self-assessment report, the project leader checked the quality and completeness of the information provided. After approval, the self-assessment report was forwarded to the committee. During the initial meeting at the start of site visit, the committee discussed their findings. In addition to the self-assessment report, the committee members each read several theses for the programme that was assessed. Theses of each of the three locations (Delft, Eindhoven, and Twente) were read and assessed by the committee. When considered necessary, committee members could read additional theses during the site visit, but no use was made of this possibility. Selection of the theses was done at random by the project leader. Since the committee had to evaluate programmes leading to a scientific degree (BSc, MSc), specific attention was given to the scientific level of the theses, the requirements, carefulness of judgement by the reviewer of the programme and the assessment procedure used. After all, in a thesis the student has to show evidence of the required qualifications to earn a degree Site visit Before the site visit the project leader set up a programme for the interviews. The draft programme was discussed with the chair of the committee and the coordinator of the programme. During the site visit, interviews are held with a representative of the faculty board, Programme Director, Educational Committee, Examination Board, alumni, study advisor and other supporting staff. Furthermore, a selection of both students and lecturers was interviewed. During the site visit the committee received additional information, for example study books and reports from the meetings of the Educational Committee. This information was studied during the site visit. A consultation hour was scheduled to give students and staff of the programmes the opportunity to talk to the assessment committee. No requests were received for the consultation hour. The committee used a significant part of the final day of a site visit to discuss the assessment of the programme and to prepare a preliminary presentation of the findings. The site visit concluded with a presentation by the chairman in which the preliminary findings were provided. The presentation consisted of a general assessment and several specific findings and impressions of the programme Scores of the standards The assessments are performed in accordance with NVAO s accreditation framework. The scale for the scores of the standards prescribed by NVAO was adopted; each standard is scored on a four-point scale (unsatisfactory, satisfactory, good, and excellent), themes are scored on a two-point scale (satisfactory, unsatisfactory). The committee adopted the standard decision rules provided by QANU. These are: QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 13

14 Unsatisfactory; the level for this facet is below the basic standard of quality; Satisfactory; the level meets the best basic standards of quality; Good; a quality level is attained that exceeds the basic standards of quality and is the result of a well-considered policy; Excellent; a quality level is attained that is very good in all aspects and meets international benchmarking. It is an example of international best practice. The default assessment is satisfactory, i.e. the programme complies adequately with the criteria. The assessment committee feels that despite critical remarks, the score satisfactory can be given to a specific standard. In those situations, the critical remarks will be accompanied by positive observations. When the assessment committee observes a good national practice, the judgment will be good. When both a good practice and a critical remark are observed by the committee, a weighted average score is given. In the rare case that the assessment committee decides to grant an excellent score, it aims to signal a best international practice that deserves to be copied within the academic community Reporting After the site visit the project leader wrote a draft report based on the findings of the committee. The draft was first read and commented upon by the committee members. The draft report was then sent to the programme involved to check for factual irregularities. Any comments of the programme were discussed with the chair of the committee and, if necessary, with the other committee members. After that, the report becomes official. 14 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

15 Part II: Programme Report QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 15

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17 4. Report on the master s programme in Embedded Systems offered by the three universities of technology in the Netherlands (Delft, Eindhoven and Twente) Administrative data Master s programme in Embedded Systems Name of the programme: Embedded Systems CROHO number: Level: master Orientation: academic Number of credits: 120 EC Degree: Master of Science Mode(s) of study: full-time Location(s): Delft, Eindhoven and Enschede Expiration of accreditation: Enschede Delft Eindhoven The site visit of the committee Embedded Systems to the 3TU master s programme in Embedded Systems of the three universities of technology in the Netherlands (Delft, Eindhoven en Twente) took place on 4 and 5 November Structure and organization of the faculty The three universities of technology in the Netherlands - Delft University of Technology (TUD), Eindhoven University of Technology (TU/e) and University of Twente (UT) - have joined forces in the 3TU.Federation (3TU). This federation maximizes innovation by combining and concentrating strengths in research, education and knowledge transfer. With respect to education, the 3TU.Federation hosts five master s degree programmes. These programmes do not provide a joint degree, but the curricula at the three locations have a common basis: 1. Embedded Systems (ES) 2. Sustainable Energy Technology 3. Construction Management & Engineering 4. Systems & Control 5. Science Education & Communication At TU Delft (TUD), the master s programme in Embedded Systems is offered by the Faculty of Electrical Engineering, Mathematics and Computer Science (EEMCS). In addition to the ES programme, the Faculty of EEMCS offers bachelor s programmes in Electrical Engineering, Computer Science and Applied Mathematics as well as master s programmes in Electrical Engineering (EE), Computer Engineering (CE), Computer Science (CS), Media & Knowledge Engineering (MKE), Applied Mathematics (AM) and Systems & Control (3TU). The 3TU master s programme in Embedded Systems is positioned between EE and CS and shares the Board of Studies and the Board of Examiners with the master s programme in Computer Engineering. The ES programme is mainly taught by lecturers from the QANU / Embedded Systems three universities of technology in the Netherlands (Delft, Eindhoven and Twente) 17

18 departments of Software Technology, Microelectronics & Computer Engineering, and Telecommunications. At TU Eindhoven (TU/e), the master s programme in Embedded Systems is offered collaboratively by the Department of Electrical Engineering (EE) and the Department of Mathematics and Computer Science (CS), with the latter acting as the administrative host of the ES programme. The governance structure of the master s programme in ES has been laid down in a mutual agreement document. It covers the formal responsibility as well as the participation of EE as well as CS staff members in the ES Educational Committee, Examination Committee and Admission Committee. In addition, the departments in Eindhoven offer master s programmes and specialization tracks in Computer Science and Engineering, Business Information Systems, Information Security Technology, Industrial and Applied Mathematics, Electrical Engineering, Broadband Telecommunications Technologies and Systems and Control (3TU) and bachelor s programmes in Electrical Engineering, Applied Mathematics and Computer Science. In the Department of Electrical Engineering the Electrical Systems group is involved. In the Mathematics and Computer Science department there is involvement of the Formal Methods group, the Systems Architecture & Networks group and the Design and Analysis of Systems group. Besides involvement of these departments, one course is taught by members of the Systems Engineering group of the Department of Mechanical Engineering. At the University of Twente (UT), the master s programme in Embedded Systems is offered by the Faculty of Electrical Engineering, Mathematics and Computer Science (EEMCS). The Faculty also offers bachelor s programmes in Electrical Engineering, Computer Science, Applied Mathematics and Creative Technology. Moreover, it offers master s programmes in Electrical Engineering, Mechatronics, Human Media Interaction, Applied Mathematics, Computer Science, Systems and Control (3TU) and Telematics. In Twente, the ES programme is positioned between Electrical Engineering (EE) and Computer Science (CS) and shares its Education Committee with the Master s in Electrical Engineering. The programme is mainly taught by lecturers from the chairs of Control Engineering (EE), Integrated Circuit Design (EE), Signals and Systems (EE), Design and Analysis of Communication Systems (EE, CS), Formal Methods and Tools (CS), Computer Architecture for Embedded Systems (EE, CS) and Pervasive Systems (CS). To provide coordination between the three locations of the programme, four consultative bodies have been established. The 3TU master s programme in Embedded Systems has a Programme Board in which the Directors of Studies meet regularly. The Programme Board is in charge of the execution of the educational programmes. The Coordinating Board of Admission discusses issues regarding the admission of students to one of the three locations. The Coordinating Board of Education deals with educational issues. The Coordinating Board of Examiners discusses guidelines for assessment. Although the committee assessed the master s programme in Embedded Systems during one site visit and the results are provided in one report, the assessment of the various standards is valid for the programme in Embedded Systems at all three locations. 18 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

19 4.1. The assessment framework Aims and objectives S1: Subject-/discipline-specific requirements The intended learning outcomes of the programme correspond with the requirements set by professional colleagues, both nationally and internationally, and the relevant domain concerned (subject/discipline and/or professional practice). Description Referring to the self-assessment report, the programme is based on four key attributes, characteristic of the 3TU master s programme in Embedded Systems: resource boundedness, dependability, a systems design approach and multidisciplinarity. Resource boundedness is seen as the most distinguishing characteristic. Opposed to a normal ICT system, these systems are embedded in a physical environment that poses constraints on the operation of the system. Resources can be cost of devices, chip area, size, response time, energy costs and also development costs. Designers of embedded systems have to face these resource constraints. Therefore, besides functional specifications, they have to deal with non-functional (or extra-functional) properties determined by the application domain. The second characteristic is that embedded systems often function independently and must be dependable in their functioning. Society has become increasingly dependent on complex, distributed embedded systems. Systems must continually provide services in the face of harsh environmental conditions, partial system failures or loss of resources, and human errors. Users and consumers no longer tolerate products that do not meet a certain level of dependability. Many embedded systems have tight cost constraints that make traditional dependability techniques unfeasible. Adding additional hardware for fault tolerance mechanisms, such as dual or triple modular redundancy, often cannot be justified. Moreover, embedded systems are often software-intensive. Millions of lines of codes are not exceptional in an embedded system. The use of embedded systems in, for example, pacemakers or brakecontrol components sometimes requires a software quality that is far better than that of common software. The third characteristic is the requirement for a systems design approach that combines functional and non-functional requirements right from the start. Embedded systems can no longer be designed as two separate threads of hardware and software that are merged at a later stage. Central to this approach is the need to understand the interaction of the embedded system with its physical and network environments. This point of view requires engineering teams that possess skills in a wide range of disciplines such as computer science, electrical engineering, real-time computing, computer architecture, control and signal processing, computer networking and mathematics. Acquisition of these cross-disciplinary skills requires fundamental changes in engineering education. The scientific challenge to embedded systems engineers is to learn how to successfully integrate these different domains. Systems design is therefore a key characteristic of our embedded systems curriculum. The fourth characteristic refers to multidisciplinary; it entails cooperation between technical disciplines such as Computer Science, Electrical Engineering, Mechanical Engineering as well as possibly non-technical application domains. The different application domains that can be found in infotainment, transport and logistics, health and wellness, security and safety, industrial control systems, etc. also require a basic understanding of these different domains. QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven en Twente) 19

20 Therefore, the Embedded Systems Master s programme should stimulate a multidisciplinary attitude. With regard to the four key characteristics, the study programme contains the following components: Core courses to introduce the student to the design of embedded systems and their most important aspects such as requirement engineering, modelling, architectures, and testing and verification. These courses pay special attention to the aspects of systems design approach, dependability and resource boundedness mentioned above. Homologation courses to complement the EE Bachelor s orientation on CS competences and the CS Bachelor s orientation on EE competences to create a multidisciplinary basis for the core programme. Engineering projects to exercise the systems design approach and to become acquainted with the tools and methods used in different phases of the design process. A choice of specialization areas to address certain aspects or applications in more detail. Intended learning outcomes Description 1. Holistic view on embedded systems, their development and their embedding in larger systems 2. Master complex embedded systems Graduates have a holistic view on embedded systems, their development and their application in larger systems. This involves a multidisciplinary systems approach. They are capable of formulating abstract views to understand and master embedded systems of great complexity. 3. Describe and study structure and behaviour of embedded systems At the same time, they are able to describe and study the structure and the behaviour of (embedded) systems in great detail not only with respect to their functional behaviour but also with respect to their non-functional behaviour, such as resource boundedness and dependability. They understand the position and importance of the system during its lifetime. 4. Knowledge of contemporary Graduates have a thorough knowledge of contemporary techniques techniques to realize embedded systems. They have sufficient academic background to understand and apply techniques that will become available within the next decades. 5. Design of embedded systems Graduates have a sufficient basis for designing embedded systems 6. Knowledge of requirement at the required level of quality, or judging a priori that such a design cannot be realized. This supposes a thorough knowledge of requirement engineering, engineering, modelling, testing and implementation techniques performance modelling and analysis, validation and testing, and implementation techniques. They are aware of costs and environmental issues, and capable of making optimal use of the available means (e.g. software/hardware). 7. Flexible and inquisitive mind with regard to developments in the field Graduates have a flexible and inquisitive mind. They understand the theories, techniques and tools in this field in such a way that they are able to adapt these to fit their purpose optimally. 8. Invention of own specific tools, theories and techniques if unavailable They are able to invent their own tools, theories and techniques if these are not available. 9. Awareness of one s own position Graduates are aware of their position and that of the embedded and that of embedded systems in society systems they constructs in society. They are aware of and have a responsible attitude towards the impact of new technology on economy, the environment and the daily life of citizens. 10. Presentation and communication of ideas and visions on embedded systems 11. Ability to work in a multidisciplinary design team They are able to present and communicate their ideas and visions in a clear and concise way. They are also able to work in multidisciplinary design teams, a competence of which the industrial field of embedded systems is in great need. Table 1: Overview of intended learning outcomes/qualification profile 20 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

21 Domain-specific requirements; intended learning outcomes The intention of the master s degree programme in Embedded Systems is that upon completion of the programme graduates are acquainted with the whole trajectory of embedded systems design and have knowledge of all the major fundamental concepts involved. Graduates aware of the role of embedded systems in society know of the life span of embedded systems and of the role of architectures in the field of embedded systems. The graduates are capable of determining and formulating the requirements for an embedded system and can realize these in a design. They are familiar with a range of realization platforms ranging from distributed computer systems and reconfigurable hardware to direct realization in silicon chips. They know how to test and optimize an embedded system. The self-assessment report encloses the table above in which the intended learning outcomes of Embedded Systems are listed more precisely. The programme follows both guidelines for domain-specific requirements based on the initial proposal (in 2005) for the master s programme in Embedded Systems at Eindhoven University of Technology, the University of Twente and Delft University of Technology and other papers of professional colleagues. Benchmark master s degree programmes Embedded systems education has taken off on a grand scale in the past decade. Many leading universities offer either undergraduate or advanced courses in embedded systems. A leading consortium for shaping embedded systems curricula is Artist. It hosts workshops, fosters the development of educational materials and issues proceedings, books and other written material that help shape embedded systems curricula. In the ACM special issue on Embedded Systems Education (issue 4 (3) 2005), the article Guidelines for a Graduate Curriculum on Embedded Software and Systems provides a set of guidelines for a general computer science curriculum. The 3TU embedded systems curriculum was one of the basic curricula on which the guidelines were based. During the site visit, the committee discussed with the programme managers the qualification profile with the related intended learning outcomes of the 3TU Master in Embedded Systems. Assessment The committee has found a sound correspondence between the intended learning outcomes and the requirements set by professional colleagues and the relevant domain concerned. From the committee s point of view, the programme should provide students with advanced knowledge to understand the function and structure of embedded systems. The committee concludes that the first two intended learning outcomes (No 1, to obtain a holistic view on embedded systems, their development and their embedding in larger systems, and No 2, to master complex systems) are strongly connected with this qualification. The committee also holds the opinion that graduates should be able to design embedded systems and to undertake independent research. The committee has identified a strong link between the ability to design embedded systems and the intended learning outcome No 6. This learning outcome refers to a thorough knowledge of requirement engineering, modelling, testing and implementation techniques. The committee also concludes that the intended learning outcomes 5 (design of embedded systems), 7 (flexible and inquisitive mind with regard to developments in the field) and 8 (invention of own specific tools, theories and techniques if unavailable) link up sufficiently with its expectations regarding both the ability to design embedded systems and the ability to undertake independent research. QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven en Twente) 21

22 The committee therefore assesses the standard related to the domain-specific requirements as good. Additionally, the committee compliments the programme on the expressed intention of raising challenges of innovative, continuously developing technology. Master s programme in Embedded Systems: the committee assesses this standard as good. S2: Bachelor and master level The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a Bachelor s qualification or a Master s qualification. Description The self-assessment report provides an overview in which the qualification profile is related to the 3TU academic criteria. These criteria are an elaboration of the Dublin Descriptors: 3TU academic criteria: he/she is competent in one or more scientific disciplines is competent in doing research is competent in designing has a scientific approach possesses basic intellectual skills Domain-specific requirements 1.Holistic view on embedded systems, their development and their embedding in larger systems X X X X 2. Master complex embedded systems X X 3. Description and study of the structure and behaviour of embedded systems X X X 4. Knowledge of contemporary techniques X X X 5. Design of embedded systems X X 6. Knowledge of requirements engineering, modelling, X X X is competent in co-operation and communication testing and implementation techniques 7. Flexible and inquisitive mind with regard to developments in the field X X X 8. Invention of own specific tools, theories and techniques if unavailable X X X 9. Awareness of one s own position and that of embedded systems in society X X 10. Presentation and communication of one s ideas and visions on embedded systems X X 11. Ability to work in a multidisciplinary design team X X X X Table 2: Intended learning outcomes and the 3TU academic criteria takes account of the temporal and social context Assessment The committee has studied the intended learning outcomes in relation to the 3TU academic criteria as an elaboration of the Dublin Descriptors. The committee agrees with the way the qualification profile is related to the 3TU academic criteria in the self-assessment report. In its view, the intended learning outcomes meet sufficiently the 3TU academic criteria. The committee is convinced that the intended learning outcomes reveal that graduates of the master s programme obtain knowledge, understanding, skills and attitudes at an advanced 22 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

23 level characteristic of master s programmes. For example, students acquire specific knowledge of requirements engineering, modelling, testing and implementation techniques. They are also trained to be capable of designing embedded systems or inventing own specific tools, theories and techniques if unavailable. The committee therefore concludes that the programme fulfils the criterion relating to the level of learning outcomes. Master s programme in Embedded Systems: the committee judges this standard as satisfactory. S3: Academic orientation The intended learning outcomes of the programme correspond with the following descriptions of a Bachelor s and a Master s qualification: The intended learning outcomes are derived from requirements set by the scientific discipline, the international scientific practice and, for programmes to which this applies, the practice in the relevant professional field. An academic Bachelor (WO Bachelor) has the qualifications that allow access to at least one further programme at an academic Master's level (WO Master) and the option to enter the labour market. An academic Master (WO Master) has the qualifications to conduct independent research or to solve multidisciplinary and interdisciplinary questions in a professional field for which academic higher education is required or useful. Description In the self-assessment report the programme is described as research-oriented. The programme is embedded in active research groups. The scientific level of the programme is expected to be guaranteed by teaching the student to: analyse and model technical problems at a conceptual and mathematical level; have a methodological approach to requirement analysis, making specifications, designing concept solutions, implementation, verification and documentation to read and write scientific papers; understand scientific and research methodologies, to gain knowledge of the relationship between science and technology and of procedures to publish and disseminate scientific knowledge; work in a multidisciplinary team, to be able to acquire a basic understanding of other fields and to know how to apply embedded systems technology to these areas, which may be other engineering disciplines as well as other sciences; understand recent scientific developments in the field of embedded systems. in particular within the chosen specialization; participate in research by undertaking a master s thesis project within one of the research lines of the faculty or in a research institute in industry. In order to guarantee a professional orientation, the study programme is regularly reviewed by the External Advisory Board. This board is made up of representatives of companies and institutes interested in employing graduates from the embedded system programme. ES students are trained in abstract concepts and methods but are not necessarily acquainted with concrete tools as used in industry. It is to be expected that graduates require on-the-job training for particular tasks. In fact, this approach embodies the result of a deliberate choice to train students in a general, academic style, albeit with a strong focus on developments in the industrial field. It is assumed that their level of abstraction facilitates mastering of specific tasks in the job. QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven en Twente) 23

24 Assessment The committee studied the qualification profile and the related intended learning outcomes from the perspective of orientation. It has already concluded that the qualification profile corresponds with requirements derived from professional colleagues and the relevant domain concerned (Standard 1). The committee is satisfied that graduates of the master s programme in 3TU Embedded Systems have sufficiently acquired the qualifications carrying out academic research in their specialization area and therefore qualify themselves for relevant PhD programmes. The committee concludes that in the self-assessment report the 3TU criteria have a scientific approach and possess basic intellectual skills are linked with almost all the intended learning outcomes of the qualification profile of the programme. In its view, these criteria are explicitly directed to obtain academic and scientific skills. The committee studied the links between these criteria and the intended learning outcomes and holds the opinion that these links correctly indicate that academic and scientific skills are sufficiently covered by the intended learning outcomes. The committee therefore concludes that the programme fulfils the criterion related to the orientation of the final qualifications or competences to be acquired. Master s programme in Embedded Systems: the committee judges this standard as satisfactory. Assessment of the theme aims and objectives The Committee arrives at an overall assessment of the theme aims and objectives on the basis of its assessments of the separate standards. In the case of the Master s programme in Embedded Systems, it judges this theme as satisfactory Curriculum Description of the curriculum of the programme The Embedded Systems master s programme has study duration of two years. In the first year students attend, depending on their background, specific homologation courses and a socalled common core consisting of compulsory courses, choose a specialization and follow possibly additional courses required by the specialization chosen. The remainder of the first year consists of optional courses. The second year of the master s programme consists of attending mainly optional courses, an optional internship and the master s thesis. Curriculum in Embedded Systems The three curricula at the 3TU partners Delft, Eindhoven and Twente share the same structure (see the tables below) consisting of: A common core: courses that together embody basic knowledge in ES that any graduate in ES should master, such as embedded architectures, performance modelling and analysis, ES design, and system analysis and validation. The common cores in Delft and Twente have approximately the same size while at Eindhoven some extra courses are required which reflect the local features of the Eindhoven programme. Homologation courses: these function to ensure that students with different backgrounds, such as a bachelor s in Computer Science or a bachelor s in Electrical Engineering, share common basic knowledge in ES areas such as formal methods, software engineering, digital systems and control theory. 24 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

25 Specialization courses: Embedded Systems offers an extensive variety of specialization courses depending on the individual choice of students. These courses offer specialization in different subfields of ES not only to deepen the students knowledge of the subfield chosen but also as a preparation to the master s thesis. The specialization courses are offered by the research groups involved in the master s programme; consequently, research is embedded in the programme. This will be discussed in more detail under Standard 4: Demands scientific orientation. An optional internship: preferably carried out in an international company/research institute. Students from a Dutch HBO institution (a university of applied sciences) or international students are usually advised to take homologation courses or electives instead. The master s thesis: an individual research project performed under supervision of a staff member from one of the research groups involved. This project is typically carried out as part of one of the research projects of the group. At Delft and Twente the student must conduct an individual literature study as a preparation to the thesis work. At Eindhoven this is optional: the orientation phase can also be part of the master s thesis itself. Subject TUD TU/e UT Embedded Embedded Computer Platform-based Design Embedded Computer architectures Architecture (6 EC) (5 EC) Architectures I (5 EC) Performance Performance Analysis (6 Performance Analysis of Quantitative Evaluation modelling and EC) ES (5 EC) of ES (5 EC) analysis Embedded system Embedded Real-time Embedded Systems Multi-disciplinary Design design Systems (6 EC) Laboratory (5 EC) Project (10 EC) Real-time Systems (6 EC) Real-time Architectures (5 EC) System analysis and validation System Validation (4 EC) Requirements Analysis, Design & Verification Part of Multi-disciplinary Design Project Further mandatory courses (local features) Table 3: Content of the three common courses (5 EC) Architecture of Distributed Systems (5 EC) Systems on Silicon (5 EC) Automated Reasoning (5EC) Multiprocessors (5 EC) Target TUD TU/e UT group BSc CS Digital Signal Processing Circuit Analysis (3 EC) Signals and Transformation (5 (4EC) EC) Modelling and Control (6 EC) Electronics for Embedded Systems (3 EC) Instrumentation of Embedded Systems (5 EC) Embedded Programming (4 EC) if not included in BSc Signals (5 EC) Control Theory (5 EC) Digital Systems (4 EC) if not included in the BSc Physical Modelling of Embedded Systems (5 EC) BSc EE System Programming in C Software Engineering Programming (5 EC) (3 EC) (3 EC) Embedded Programming (4 EC) Electr. for Embedded Systems (3EC) Formal Methods for Software Engineering (5 EC) Software Engineering (6 EC) Data Structures (6 EC) Software Engineering Models (5EC) Software Testing and Quality (4 EC) Operating Systems (5 EC) Table 4: Homologation courses QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven en Twente) 25

26 Schematically: MSc ES TUD TU/e UT Common Core Homologation Specialization Internship ( 20) (15) (20) Master s thesis (10+) Required total Table 5: Structure of the ES programme Curriculum in Embedded Systems since September 2010 In January 2010, a Programme Committee made up by the three Directors of Studies assisted by scientific staff of the three partners developed a new joint programme structure including a shared set of compulsory common core courses. The programme, started in September 2010, is described in more detail in the self-assessment report. There were three (related) reasons to develop this new programme: 1. After the NVAO accreditation visits in 2005, the chairman of the Accreditation Committee, Prof. Maarten Boasson, wrote a letter (dated 10 February 2006) to the boards of the partner universities. In this letter the three partners were advised to install an External Advisory Board composed of representatives of industry. Prof. Boasson also advised to install an independent programme committee to establish a well-balanced joint master s programme. Shortly after the start of the ES programme in 2006, an External Advisory Board was installed. To ensure his input, Prof. Boasson was asked to become a member of this board, to which he agreed. Although at that moment the three partners were not convinced of the necessity to install an independent programme committee, they agreed to put the issue of a joint programme on the agenda at a later stage. It was felt to be necessary to make a good start first with the newly accredited programmes. 2. The current programme started for the fourth time in September Apart from small changes, the original three programmes had not been adapted since their start in September Although the learning outcomes of the three current ES programmes are roughly the same, as had been recognized by Prof. Boasson in his letter, the three programmes seem to be too different at first sight. This does not sufficiently demonstrate the joint nature of the 3TU programme in ES. 3. Consistent with the above points, the wish to establish a real joint Master s programme became more and more apparent. Moreover, this urge was facilitated by the new Dutch higher education and research act (WHW), which enables universities to offer joint degrees starting from September As a result of this development, the 3TU.Federation pursues conversion of its five joint Master s programmes to formal joint degree programmes. The common core courses are the following: Embedded Computer Architectures (5 EC) Real-Time Systems (5 EC) System Validation (5 EC) Performance Analysis (5 EC) Embedded Systems Laboratory (5 EC) These courses will be taught separately at each location because the first four courses are also meant for students of the local master s programmes Computer Science or Electrical Engineering. The Embedded Systems Laboratory is a project. The contents of the courses 26 QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)

27 will be almost identical, with some room for local features. For each course, a team has been composed, consisting of the prospective lecturers in the three locations. Moreover, all three locations have agreed to offer two specialization courses through the 3TU video conferencing facility, starting in September For each of these specialization courses local counterpart lecturers for the other two sites have been appointed to help students with basic questions and problems. The local Education Committees have approved the new curriculum. The new programme is structured as follows: MSc Embedded Systems EC 25 Homologation 20 Specialization 65 Optional internship (15-20) Master s thesis (30 EC) preceded by an optional literature survey (10 EC) (10+) 30 Total 120 Table 6: New programme structure S4: Requirements for academic orientation The proposed curriculum meets the following criteria for an academic orientation: The students develop their knowledge through the interaction between education and research within the relevant disciplines The curriculum corresponds with current developments in the relevant discipline(s) by verifiable links with current scientific theories The programme ensures the development of competences in the field of research Where appropriate, the curriculum has verifiable links with the current relevant professional practice. Description To ensure the connection of the programme with the professional field, many courses are being adjusted to reflect the state-of-the-art in the field of ES. Moreover, the study programme is regularly reviewed by the External Advisory Board made up of representatives of companies and research institutes. Experts from industry and other research groups worldwide are often invited as guest lecturers. For the Master s thesis, research skills are an explicit part of the learning aims. Several skills are taught, such as formulation of research questions, study of the literature and the ability to work independently and in a systematic way, as well as documentation, discussion and presentation of the results. The master s thesis is often embedded in ongoing research projects. The scientific orientation is assumed to be incorporated in the course programme. Research papers are used in course material and research topics are used as examples for courses. Furthermore, research and design tasks for students are related to existing research projects of the research groups. During the site visit, the committee had the opportunity to read course descriptions, textbooks, readers and other course materials of each location. The curriculum was also discussed with programme managers, lecturers, students and alumni. Assessment The committee studied the old and the new curriculum of the programme from the perspective of the requirements for an academic programme. With respect to these requirements, the committee has not identified differences between the locations. The committee found a strong interaction between education and research. Overall, the lecturers are active researchers, embedding education in the research groups. The committee also concludes that recent and relevant literature is offered in theoretical courses. QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven en Twente) 27

28 The committee holds the opinion that research skills, such as a studying of the literature and the ability to work independently, are taught in several core courses. Some assignment forms are used as a way to develop academic research skills. For example, projects and courses are assigned with a presentation or an essay. Nonetheless, the committee thinks that research competences could be taught in more courses in the programme. The committee is convinced that both the old and the new curriculum enable students to develop accurate knowledge and skills relating to the current professional field. The link between the curricula and the professional field becomes visible, for example, in guest lecturers presented by professionals from industry. With respect to the curriculum since 2010, the committee has noticed that the link with the professional field is strengthened by the efforts of the External Advisory Board to assure the contents of the courses. On the basis of all these considerations, the committee concludes that both the old and the new curriculum meet the requirements for an academic orientation. Master s programme in Embedded Systems: the committee judges this standard as satisfactory. S5: Correspondence between the aims and objectives and the curriculum The curriculum is an adequate realization of the intended learning outcomes of the programme. This regards the level, the orientation and the subject-/discipline-specific requirements. The intended learning outcomes are adequately transferred into the educational goals of the curriculum or parts thereof. The contents of the curriculum ensure the students achievement of the intended learning outcomes. Description The relationship between the course contents and the qualification profile of the intended learning outcomes is depicted in the self-assessment report with the use of the next three tables. Learning outcome 1 Learning outcome 2 COURSE NAME Modelling and Control X X X X X X X Learning outcome 3 Learning outcome 4 Digital Signal Processing X X Digital Systems X X X X Embedded Programming X X X X X System Programming in C X X X X Software Engineering X X X X X X X X Software Testing and Quality X X X X X Embedded Computer Architecture X X X X Performance Analysis X X X X Real-Time systems X X X X Embedded Real-Time Systems X X X X X X X X System Validation X X X X X X X X Optional subjects / Internship X X X X X X X X X X X Master s thesis X X X X X X X X Table 7: Mapping of the intended learning outcomes onto the courses at TUD Learning outcome 5 Learning outcome 6 Learning outcome 7 Learning outcome 8 Learning outcome 9 Learning outcome 10 Learning outcome QANU / Embedded Systems, three universities of technology in the Netherlands (Delft, Eindhoven and Twente)