Transcript Professor Jorg Steinbach

Technische Universität Berlin
Accreditation of engineering degree programmes
- current requirements and future challenges –
An International Perspective
Prof. Dr.-Ing. Jörg Steinbach
Vice-president of the Technische Universität Berlin
Past-President of SEFI
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Technische Universität Berlin
Accreditation

Accreditation is a process in which certification of
competency, authority, or credibility is presented.

Organizations that issue
credentials or certify third
parties against official
standards are themselves
formally accredited by
accreditation bodies; hence
they are sometimes known as
"accredited certification
bodies".
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Accreditation

The accreditation process ensures that their certification practices are
acceptable, typically meaning that they are competent to test and certify
third parties, behave ethically, and employ suitable quality assurance.
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Quality Benchmarks

design a good engineering curriculum in view of the responsibility to allow
for academic mobility on the European scale,

design a good engineering curriculum in view of the responsibility to prepare
for a professional career on the European scale,

ensure employability after completion of the first cycle based on outcome
assessment,
(In this context a must be stated that according to the overwhelming
majority of expert opinions employability must not be set equal to a
comprehensive engineering education.)

design a good engineering curriculum in view of the responsibility to prepare
for a professional career on the global scale,
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employability
PhD
research
MSc (Unv)
BSc (Unv)
Job Market
MEng (UAS)
BEng (UAS)
application
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Outcome orientation - competences
existing
novel
domain
method
1. Competent in one or
more scientific disciplines
4. A scientific approach
2. Competent
in doing
research
3. Competent
in designing
specific
5. Basic
6. Collaborating
intellectual skills and communicating generic
7. Takes social and temporal context into account
context
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European Qualification Framework

Six categories of Programme Outcomes

•Knowledge and Understanding
•Engineering Analysis
•Engineering Design
•Investigations
•Engineering Practice
•Transferable (personal) Skills
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Demands On Professional Mobility

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Education – and engineering education in
particular – is no longer a national topic but a
European one.
The requirements for a sound engineering
education must be fulfilled in common. This does
by no means call for identical curricula! But ….
What is asked for is:
establishing substantial equivalency in Europe!
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The Shoebox System
ECTS
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1st Term
2nd Term
3rd Term
4th Term
5th Term
6th Term
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Integrated Curriculum
ECTS
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Types of Accreditation Discussed

Program Accreditation In Germany
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System's Accreditation In Austria, Germany,
Norway etc.
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Program Accreditation On European Scale
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Program Accreditation On Global Scale
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Germany

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We interpret accreditation as the substitute to
the individual governments of the "Länder" in
their former responsibility to issue the permit to
run a curriculum at an institute of higher
education.
This is a quality management process, which
has no link to assess “professional qualification”
in terms of chartering systems etc.
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Austria, Germany, Norway etc.:
System’s Accreditation

This is a process, where the quality
management process of the institution
plays the governing role, as the
"Wissenschaftsrat" has outlined
extensively in his publications. This is
entirely not compatible with any of the
other program approaches.
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Quality Management in Teaching
It usually consists of :
• definition of the quality policy
• quality strategy
• quality control
• quality assurance and
• process optimization
In analogy to: ISO 9000:2005
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Process Modell In Teaching
(acc. DIN EN ISO 9000:2000)
Quality Policy
In Teaching
Leadership Board of
the University
Improvement
Monitoring
Project team
Employers‘
Survey
Evaluation
of Teaching
Alumni
follow up
Project team
support
Study
Applicants
Selection
1st year
students
Process
„Teaching & Learning“
Graduates
Profs, Lecturers,
Students
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Sample Sub-Processes of Teaching and Learning
Board of the University
QS²
LSK
Concept
AS
Prepara- Assesstion
ment
Permit
Accreditation
Evaluation
conduct
content management
Faculties
VP1 – Stb. 6.5.2007
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Quo Vadis?

national
approach
Alignment vs Agreement
 Europe
must develop its
own accord and seek
mutual global recognition
in a second step
 System‘s Accreditation
can only serve as
national amendment and
merge into TQM
activities
global
approach
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Quo Vadis?

Competence vs
Performance
 Teaching
intends to
provide
competencies
 Measurement checks
on resulting
performance
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