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E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering
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Author(s): Juliana Kaya Prpic (University of Melbourne, Australia)and Graham Moore (University of Melbourne, Australia)
Copyright: 2012
Pages: 31
Source title:
Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices
Source Author(s)/Editor(s): Khairiyah Mohd Yusof (Universiti Teknologi Malaysia, Malaysia), Naziha Ahmad Azli (Universiti Teknologi Malaysia, Malaysia), Azlina Mohd Kosnin (Universiti Teknologi Malaysia, Malaysia), Sharifah Kamilah Syed Yusof (Universiti Teknologi Malaysia, Malaysia)and Yudariah Mohammad Yusof (Universiti Teknologi Malaysia, Malaysia)
DOI: 10.4018/978-1-4666-1809-1.ch007
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Abstract
An outcomes-based approach to engineering education within the tertiary sector is now mandatory in Australia, with the government body responsible for the quality of tertiary education (TEQSA) and the professional body responsible both for accrediting engineering degrees and for registering professional engineers (Engineers Australia) couching their expectations and requirements in terms of outcomes expressed as competencies. In response, the institutions providing engineering qualifications have expressed the outcomes anticipated from successful completion of their courses in terms of graduate attributes. The net effect is that the outcomes attached to engineering education relate to a wide variety of domains, ranging from the spatial (what points on the engineering landscape must be covered) through the agentic (what actions an engineer should be able to undertake) to the temporal (when in an engineering career particular competencies should be evident), but how these translate to practical competencies at the level of the individual student or practicing engineer is not explicit.
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