Transcript Egenevaluering

Selbu-seminar
6 – 7 februar 2008
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Egenevaluering
SWOT-analyse
Internasjonal benchmarking
Key figures and indicators
Eivind Bratteland
Arbeidsgruppe egenevaluering
Arbeidsgruppen bestod av:
• Eivind Bratteland, Studieprogramleder
• Kjell Holte, K
• Knut Alfredsen, VM
• Øivind Arntsen, BAT
• Liv Undseth, fak
• Nils Smeland, student
• Øyvind Aass, student
Rammer og føringer
• ”Indremedisin”, egenevaluering som ledd i
bevisstgjøring, kvalitet og relevans av vårt studium
• Innspill til det internasjonale evalueringspanel (derfor
skrevet på engelsk)
• Innspill til Fremtidens Byggstudium
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Føringer gitt fra FUS mhp arbeidet
Max 20 sider + vedlegg
Gruppen har vektlagt å være ærlig!
Vi har forsøkt å få frem de viktigste poenger, men
rapporten kunne vært ytterligere spisset
Mission
The study programme in Civil and Environmental
Engineering at NTNU is the main provider of graduates
in Norway in its field on a Master level, meeting the
demands from the society, the public, and the industry.
Our graduates play a crucial role in shaping, developing
and maintaining the built infrastructure in a sustainable
and environmentally acceptable way, and to seek
solutions to future civil and environmental challenges in
an overall perspective.
Goals
• To recruit and educate excellent students in the broad area of Civil
and Environmental Engineering, meeting the demands of the society
and providing graduates at an international competence level.
• To provide a good and basic knowledge in mathematics, physical
sciences and core civil engineering subjects.
• To offer a diversity of research-based fields of studies, enabling
graduates to plan, design, build and maintain sustainable and
environmentally friendly civil engineering works.
• To foster a critical, creative and constructive attitude, aiming at a
holistic approach towards the impact of engineering solutions in a
societal, economic and global context.
• To prepare the graduates for a future changing profession, and
provide a sound basis for life-long learning.
• To provide a solid foundation for doctoral studies in the various
fields.
Learning objectives
Study programme
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Broad and profound knowledge of physical and engineering sciences and
of core civil engineering subjects. Ability to apply this knowledge at an
advanced level.
Broad and profound scientific and technical knowledge in the selected
various fields of civil and environmental engineering studies, including
ability to use this knowledge in development and innovation of the field in
a societal and interdisciplinary context.
Thorough knowledge of paradigms, methods and tools, enabling
analysis, modeling, evaluation, simulation, design and research within the
field of study.
Ability to solve technological problems within civil and environmental
engineering independently through problem analysis, formulation of subproblems and assessing innovative technical solutions on familiar and
new situations. This includes a professional understanding and attitude
towards identifying and acquiring lacking expertise, critically monitoring
and evaluating existing knowledge, planning and executing research,
adapting to changing circumstances, and integrating new knowledge.
Learning objectives
Study programme – cont.
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Ability to work independently and in multidisciplinary teams, in
interaction with specialists and in taking necessary initiatives.
Ability to communicate effectively the results of the engineering
work to both the professionals and the non-specialists. Adequate
level in both domestic and English language.
Recognition and understanding of the need to evaluate and
assess the civil engineering works in a technological, ethical and
societal context, and to take responsibility related to sustainability,
environment, economy and social welfare.
Ability and attitude towards maintaining professional competence
through life-long learning.
Norsk versjon av læringsmål
1.
Bred og dyptgående kunnskap innen grunnleggende fysiske, matematiske og
ingeniørvitenskapelige fagområder, og innen bygningsingeniørutdannelsens
kjernefag, samt evne til å anvende denne kunnskapen på avansert nivå.
2.
Bred og dyptgående vitenskapelig og teknisk kunnskap i den valgte studieretning,
inkludert evne til å bruke kunnskapen i utvikling og innovasjon av fagområdet i en
samfunnsmessig og tverrfaglig kontekst.
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Grunnleggende kunnskap om paradigmer, metoder og verktøy; som gjør
studenten i stand til å analysere, modellere, simulere, evaluere, prosjektere, bygge
og forske innen den valgte studieretning.
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Evne til å løse bygg- og miljøtekniske problemstillinger basert på problem-analyse,
formulering av delproblemer, og til å vurdere innovative tekniske løsninger i kjente
og i nye situasjoner. Dette inkluderer en profesjonell forståelse og holdning til å
identifisere og sikre tilstrekkelig ekspertise, kritisk kontrollere og evaluere
eksisterende kunnskap, planlegge og utføre forskning, tilpasse seg endrede
rammebetingelser, og integrere ny kunnskap.
Norsk versjon av læringsmål, forts
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Evne til både selvstendig oppgaveløsning og teamarbeid i samvirke med
spesialister og til å ta nødvendige initiativ.
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Evne til effektiv formidling av resultater av ingeniørarbeidet til både profesjonelle
innen fagområdet og til ikke-spesialister, på et tilfredstillende nivå både på norsk
og på engelsk.
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Erkjennelse og forståelse av behovet for å evaluere og bedømme
bygningsingeniørens arbeid i en teknologisk, etisk og samfunnsmessig kontekst,
herunder ansvar for miljømessige, økonomiske og sosiale bærekrafthensyn.
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Evne og holdning til å opprettholde profesjonell kompetanse gjennom livslang
læring.
SWOT-analyses, strengths
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Good student recruitment and student qualities
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A dominant national recognition and responsibility in the fields of Civil and
Environmental Engineering
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A broad study programme aiming to meet the demands of industry and
public authorities
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Good basic learning facilities, including laboratories, and an experienced
staff
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High and increasing number of PhD students
SWOT-analyses, weaknesses
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Mismatch between NTNU’s stated high ambitions and goals and available
economic resources
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Increasing work-load without corresponding increase in staff resources
made available
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Lack of funding for maintaining and upgrading laboratories and for securing
technical staff for education and research
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Ageing staff and difficulty in recruiting suitably qualified new academic staff
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Lack of industrial initiatives and support for new research projects
SWOT-analyses, opportunities
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An imminent new generation of academic staff may facilitate adjustments to
education content and research
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Increased involvement from industry and public authorities in long term
cooperative and funding commitments
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Targeted collaboration (networking) with successful universities abroad and
at home
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Ongoing efforts to review the study programme to meet the future
expectations of the industry and of the next generations of students and
teachers
SWOT-analyses, threats
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Lack of human and economic resources to maintain and develop the
capacity and quality in education and research
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Due to internal and external conditions, inability to maintain the current
positive trend in student recruitment
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Increasing difficulty in recruiting Norwegian students to PhD programmes
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Loss of industrial commitment to support education activities and research
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Reduced enthusiasm and involvement of staff members and students
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A resource situation causing disintegration of national competence and
general sub-critical size of divisions
SWOT-analyser, oppsummering av
FUS
Strengths:
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Strong research-based courses with great diversity, given by partly very
highly qualified researchers and research groups, and many well equipped
laboratories
High level of qualifications among incoming students, good rate of
applications
Collaboration with SINTEF (solves the issue of how to employ several
critical groups of researchers with high reputation which NTNU could not
afford alone)
Close network to Norwegian industry and public administration
Strong international networks with international universities as well as
companies
Sufficient exchange of international students
Highly acknowledged student society and learning environment
NTNU educates approximately 80 % of Norwegian master’s engineers
SWOT-analyser, oppsummering av
FUS
Weaknesses:
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Lack of qualified applicants to certain programme of study
There is a mismatch between number of applicants to some programmes of
study and the needs for candidates in the market
Lack of qualified professors within certain important subject areas
Too small budgets for the maintenance and renewal of laboratory facilities
Problems with flexibility in the curriculum connected to the rigid
standardized course size
SWOT-analyser, oppsummering av
FUS
Opportunities:
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Strong international networks with universities as well as international
companies. Gives opportunities for establishing alliances and collaboration
agreements with acknowledged participants regarding education as well as
research and dissemination.
Close network to Norwegian industry and public administrations - gives
good opportunities for projects, summer jobs and master's thesis work in
companies, which gives relevance to candidate’s qualifications and good
job opportunities. NTNU has the leadership of Idèportalen which seems to
be a useful tool to get relevant project ideas as well as to open doors to
admittance to small and medium-sized companies.
NTNU has leading research groups within a broad domain of important
scientific areas
NTNU could give higher priority to collaboration projects with SINTEF
NTNU has a portfolio of relevant international MSc programmes which gives
great possibilities to increase the exchange of international students as well
as researchers
SWOT-analyser, oppsummering av
FUS
Threats:
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Increasing international competition regarding recruitment of students as
well as teachers/ researchers
Lowered qualifications and motivation of applicants from upper secondary
school and colleges
Lack of qualified professors due to large amount of people reaching
retirement age in the next 10 years and few PhD qualified candidates in the
market.
The huge negative differences in wages for professors with respect to
engineers in private industry make it hard to recruit highly qualified
academic staff.
Too small budgets for maintenance and renewal of laboratory facilities
Too small budgets for giving laboratory-based teaching
Need for better pedagogical qualifications for teachers
International evaluation group
Deltakere:
• Prof. Michael Collins, University of Toronto, Canada
(Er villig, noe tidsavhengig)
• Prof. Wolfgang Rauch, University of Innsbruck, Østerrike
(Har sagt ja)
• Prof. J.K. Vrijling, Delft University of Technology, Nederland
(Er villig, men må trolig ha noe mer tid)
• Prof. Arne Elmroth, Lund Institute of Technology, Sverige
(Venter på svar)
International evaluation group
Some key issues:
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How does the structure and academic level of the civil and environmental engineering
education at NTNU compare with similar educations internationally?
Which areas are most relevant to develop cooperation with international universities?
Is the programme suitable for international cooperation and mobility?
Comparison of key figures and indicators relative to international trends.
Assessment of learning quality and learning methods, including laboratories
Recommendations for future adjustments in programme structure and content,
including
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Field of studies and main profiles
Volume (length) of common core compulsory subjects for all CEE students (the common
study platform)
Balance between compulsory and elective courses
Balancing a broad common study platform versus specialization needs
Assessment of multidisciplinary and non-technological courses
Key figures and indicators
Under arbeidelse, planen er å få opp tabeller med en del nøkkeltall som kan
sammenlignes med de andre universitetene.
Aktuelle tema:
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Studentdata og resultater
Akademisk personell data
Samspill med næringen
Profiler og emnetilbud
Basis/anvendt
Publikasjoner
osv
Development trends EUCEET
• Basic subjects - mathematics and natural sciences – seem to have
had the same extent over the past 20-35 years, perhaps with a
minor increase. Such basic subjects typically make up 20-30 % of
the programme of study.
• There is a trend towards a reduction in core subjects in engineering,
while specializations seem to increase. Core engineering subjects
make up 20 – 30 %.
• Applied and specialization subjects are often elective. The extent
varies a lot between the universities, with everything between 15
and 45 % of the total programme in these subjects.
• There is a trend in the direction of more non-technological subjects humanities, social sciences and economics.
Oppgaver fremover
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Videreføre og utvikle viktige saker som er tatt opp, men ikke ferdig
bearbeidet i selvevalueringen
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Få i gang en gruppe som ser på matrisene for å trekke ut konklusjoner av
disse
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Vurdere/gjennomgå læringsmål, både for studieprogram, men ikke minst for
studieretninger og hovedprofiler – disse er etter mitt skjønn ikke gode nok
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Søke de gode, beskrivende indikatorer/nøkkeltall som kan brukes over tid,
er lett tilgjengelige, og kan synliggjøre utviklingen for verden rundt oss
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Sikre nødvendig koordinering og samspill mellom delprosjektene