Developing a robust self evaluation framework for active learning: the first stage of an ERASMUS+ project (QAEMarketPlace4HEI)

R. Clark*, J. Bennedsen, S. Rouvrais, J. Kontio, K. Heikkenen, F. Georgsson, A. Matthiasdottir, I. Soemundsdottir, M. Karhu, K. Schrey-Niemenmaa, P. Hermon

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Ume? University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning. The development of a new self-evaluation framework that feeds into a ?Marketplace? where participating institutions can be paired up and then engage in peer evaluations and sharing around each institutions approach to and implementation of active learning. All of the partner institutions are engaged in the application of CDIO within their engineering programmes and this has provided a common starting point for the partnership to form and the project to be developed. Although the initial focus will be CDIO, the longer term aim is that the approach could be of value beyond CDIO and within other disciplines. The focus of this paper is the process by which the self-evaluation framework is being developed and the form of the draft framework. In today?s Higher Education environment, the need to comply with Quality Assurance standards is an ever present feature of programme development and review. When engaging in a project that spans several countries, the wealth of applicable standards and guidelines is significant. In working towards the development of a robust Self Evaluation Framework for this project, the project team decided to take a wide view of the available resources to ensure a full consideration of different requirements and practices. The approach to developing the framework considered: a) institutional standards and processes b) national standards and processes e.g. QAA in the UK c) documents relating to regional / global accreditation schemes e.g. ABET d) requirements / guidelines relating to particular learning and teaching frameworks e.g. CDIO. The resulting draft self-evaluation framework is to be implemented within the project team to start with to support the initial ?Marketplace? pairing process. Following this initial work, changes will be considered before a final version is made available as part of the project outputs. Particular consideration has been paid to the extent of the framework, as a key objective of the project is to ensure that the approach to quality assurance has impact but is not overly demanding in terms of time or paperwork. In other words that it is focused on action and value added to staff, students and the programmes being considered.

Original languageEnglish
Title of host publicationProceedings of the 43rd SEFI Annual Conference 2015 - diversity in engineering education
Subtitle of host publicationan opportunity to face the new trends of engineering, SEFI 2015
PublisherSociété Eropéenne pour la Formation des Ingénieurs
ISBN (Print)978-2-87352-012-0
Publication statusPublished - 2015
Event43rd SEFI Annual Conference 2015 - Orleans, France
Duration: 29 Jun 20152 Jul 2015

Conference

Conference43rd SEFI Annual Conference 2015
Abbreviated titleSEFI 2015
CountryFrance
CityOrleans
Period29/06/152/07/15

Keywords

  • active learning
  • quality assurance
  • quality enhancement

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    • 1 Abstract

    Getting round pegs into round holes: getting students onto the right engineering programme

    Peters, M. D., 2015, Proceedings of the 43rd SEFI Annual Conference 2015 - diversity in engineering education: an opportunity to face the new trends of engineering, SEFI 2015. Société Eropéenne pour la Formation des Ingénieurs

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Open Access
    File
  • Managing the multiplicities of graduate level education! Are Master’s students’ expectations matched by their experiences?

    Clark, R. & Andrews, J., 30 Sep 2015. 1 p.

    Research output: Contribution to conferenceAbstract

  • Cite this

    Clark, R., Bennedsen, J., Rouvrais, S., Kontio, J., Heikkenen, K., Georgsson, F., Matthiasdottir, A., Soemundsdottir, I., Karhu, M., Schrey-Niemenmaa, K., & Hermon, P. (2015). Developing a robust self evaluation framework for active learning: the first stage of an ERASMUS+ project (QAEMarketPlace4HEI). In Proceedings of the 43rd SEFI Annual Conference 2015 - diversity in engineering education: an opportunity to face the new trends of engineering, SEFI 2015 Société Eropéenne pour la Formation des Ingénieurs. https://hal.archives-ouvertes.fr/hal-01265908