ECD-EAST Faculty Training workshops Tomsk, Moscow, Petersburg June 2011 Engineering Master Programmes in Europe

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1 ECD-EAST Faculty Training workshops Tomsk, Moscow, Petersburg June 2011 Engineering Master Programmes in Europe Günter Heitmann Technical University Berlin, SEFI

2 1. Need for continuous innovation in Engineering Education 2. Bologna Process: Aims, action lines and state of implementation 3. Master programmes in European Engineering Education 4. Conclusions

3 1. Engineering Education needs continuous innovation: Responsive to new demands, creative towards new offers Demands arising from: - Scientific and technological developments, - New teaching/learning approaches and environments, - Global economic competition, - Changing labour markets and work environments, - Societal demands: Sustainability, ethics, risk care

4 1. Engineering Education needs continuous innovation: Responsive to new demands, creative towards new offers Demands arising from: - Political conditions: e.g. National Higher Education strategies and funding patterns, - International Agreements: Bologna Process, Copenhagen Process, Lisbon Recognition Convention, Transnational academic and professional Networks - HEIs interest: Competitiveness through high quality in education, research and services, - Call for attractiveness and accountability

5 2. Bologna Process Objectives and Action lines: - Consecutive three-cycle system - Easily readable degrees relevant to the labour market, based on learning outcomes, documented by Diploma Supplements - Increased mobility and recognition of qualifications - Implementation of internal and external Quality Assurance Systems, referring to common standards - A common course credit system, preferably ECTS - Promotion of recognition and transparency by a European Qualifications Framework

6 Bologna Process: Achievements by 2010: - Signatories increased from 29 to 47 countries - Three cycle system in general implemented, but with significant variations - Increased diversity of programmes and degrees: transparency, mobility and recognition of qualifications still dissatisfactory - ECTS implemented, but not in all countries and with differences - Since Bergen (2005): Qualifications Framework for the EHEA, based on Dublin Descriptors, in many countries no National Frameworks yet, partly because of the competing EQF-LLL of the European Union from Since 2005: European Standards and Guidelines for Quality Assurance in Higher Education (ESG): Accreditation accepted as approach - London 2007: European Register ofquality Assurance Agencies (EQAR)

7 Bologna Process: Deficiencies and perspective: - National interests and conditions dominate over Bologna process requirements - Transparency, comparability and recognition still lacking, mobility partly decreased, also because of social and financial reasons - Basic concepts not understood and implemented: e.g. the concept of Learning outcomes; subsequently: the shift from teaching to learning; - As stated already in 2007: Action lines need to be comprehensivly approached If the Bologna Process is to be successful, all countries need to use learning outcomes as a basis for their national qualifications frameworks, system for credit transfer and accumulation, the diploma supplement, recognition of prior learning and quality assurance. This is the precondition for achieving many of the goals.

8 3. Master programmes in European Engineering Education: before Bologna Process started Different approaches to the formation of (professional) engineers: education + X? - Continental Europe favoured integrated 5 to 6 years programmes at Universities leading directly towards a master degree/dipl.-ing., many countries in addition with 3 to 4 years programmes for more practice oriented professional engineers at Fachhochschulen, etc. - UK and Ireland like USA with consecutive bachelor/ master system but with bachelor degree as entry into the profession and master for specialization, research and continuing education Curriculum development: input-based and teaching centered

9 3. Master programmes in European Engineering Education: after Bologna Process started - Three cycle structure in engineering education implemented in the majority of the meanwhile 47 signatory countries, but still an even increased diversity, e.g. - France did not change its mainly 2+3 Grandes Ecoles system with programmes leading directly to a second cycle degree after 5 years; in addition: special short cycle continuing education masters - UK did not care about Bologna structures and implemented four year integrated programmes to an MEng degree as new academic requirement for registration as Chartered Engineer; 3 years Bachelor (Beng) qualifying for Incorporated Engineer registration, in addition 1 to 2 year taught or research Master of Science programmes

10 3. Master programmes in European Engineering Education: after Bologna Process started - Germany allowed a 3+2 or 4+1, even a 3 and a half plus 1 and a half structure: Research Universities prefer a 3+2 solution and expect bachelor graduates to continue to a master degree (MSc); Universities of Applied Science (UAS) also offer master programmes, mostly Master of engineering, sometimes Master of Science - Italy introduced a structure but is not satisfied by the professional quality after 3 years, about 80% of first cycle graduates in engineering continue to a master degree Curriculum development: increasingly outcomes based and learner centered, partly due to accreditation requirements

11 PhD 3+1 years PhD 3+1 years PhD 3+1 years PhD 3+1 years (1 year teaching) 2 years Master 3 years Bachelor (General open Univ) 15% 5% 2 years Master (180 ECTS) 3 years Bachelor (Univ.of Stavanger + UMB) 2 years Master 3 years Bachelor 80% 15% D Special progr. (Colleges of Engineering.) 15% 65% 2 years Master (Special progr.) D 5 years integrated Master (300 ECTS) (NTNU) Age 19 Upper secondary school B General studies C Different preparatory studies A Vocational studies

12 Engineering education in Sweden PhD 4 years (+ 1 year of teaching) As of July 1st, 2007 the integrated 4,5 year programme for MSc in Eng., civilingejörsexamen, will be 5 years. To be accepted to a Masters programme (or the last two years of the integraded programme) the general requirement is a BSc degree. To meet the additional requirements of a specific programme qualifying courses (Q) are often offered. 11 enigineering universities or engineering faculties at universities, or university colleges with special persmission, offer MSc in Eng degrees 26 enigineering universities or engineering faculties at universities or university colleges offer BSc in Eng. degrees. 3 years Bachelor of Sci in Eng (Högskoleingenjör) or Bachelor (Univ.) Q Master (Special progr.) 5 years integrated Master of Sci.in Eng. Civilingenjör Age 19 Various preparatory studies Upper secondary school Vocational Studies

13 Finnish Structure for Engineering Education (spring 2005) Teknologie doktor, 4 years 2 years Diplomi-insinøøri (120 ECTS) Supplementary Courses (30 ECTS) 3 years Tekniikan kandidaatti (180 ECTS) 4 years Insinøøri (AMK) (240 ECTS) Age 19 University Upper Secondary school Polytechnics

14 Engineering Education in Denmark Technical universities PhD 3 years Technical universities 2 years Master of Science and Technology Technical universities 2 years Master of Science in Engineering General Universities (Science) 3 years Bachelor of Science Technical Universities 3 years 3½ years Bachelor of Engineering Colleges of Engineering 3 ½ years Preparatory Studies Age 19 Upper secondary school Vocational Studies

15 Curriculum development in engineering education in the context of the Bologna Process Need and chance for innovative curriculum development: - Explicit learning outcomes orientation, - Shift to a learning-centered approach, - Offer of a variety of learning arrangements and situations, - Holistic curriculum-development and quality management concept, - Development of appropriate outcomes assessment, - Flexibility to address different student interests and learning styles, - Appropriate use of new teaching/learning methods - Approaches to promote life-long learning

16 Types of Master Programmes: EUA survey 2009: Master level provision takes three principal forms: 1. Taught master programmes with a strong professional development application, 2. Research-intensive Master programmes, 3. Continuing education Master programmes In some countries differentiation between: - Consecutive master programmes, extending a certain bachelor programme, - Specialised master programmes Also: Transnational Joint or Double Degree Programmes

17 Structures of Master Curricula: Besides traditional course and subject based curricula: Modularized curricula with many options for students to organize their individual curriculum; Project-oriented and problem-based curricula Work-based learning, individual contracts International Joint or Double Degree Programmes

18 Modularization at Aalborg University - Engineering M.Sc. (5 yrs) General Structure Spec 2 yrs Diploma (3½ yrs) Spec 1 yr. Project units Project work PU-courses Optional courses (voluntary) Study unit courses Science Technology Other cources Sector 2 yrs. Example Project units Study units Basic studies 1yr. 1st term Project work (15 ECTS) PU-Courses (10 ECTS) (5 ECTS) 2nd term Project work (15 ECTS) PU-Courses (7 ECTS) (8 ECTS)

19 Twente University - Mechanical Engineering:Structure of the curriculum (1) Undergraduate Program (Bachelor) - 3 years project-oriented curriculum - 40 % theory courses - 20 % project supporting courses - 40 % project work Graduate program (Master) - Specialization in Mechanical Engineering - 1 year courses - 1 year project work in industry & master thesis project

20 Example of Research orientedmaster Progamme: ETH Zuerich : Master of Science in Micro and Nano Systems The curriculum is structured in six categories. In every category a given number of credit points must be attained. ECTS Credits required Core courses : 36 Multidisciplinary courses: 6 GESS courses in Humanities, Social and Political Science: 2 Semester Project: 8 Internship: 8 Master thesis: 30 Total 90 ECTS-Credits

21 Conclusions: The Bologna Process has established new frame conditions and challenges for the necessary continuous reforms of engineering education Besides integrated programmes to master level degrees a great range of 1 to 2 years master programmes arrived Universities profit from increased autonomy to develop programmes according to their mission Quality assured partly by state regulations and standards, increasingly by programme accreditation and external institutional auditing Qualifications Frameworks and -in engineering education - EUR-ACE function as reference for required learning outcomes

22 Thank you for your attention! Waiting for your questions and remarks