Continuous improvement of engineering education is achieved through curriculum development, program evaluation, and program accreditation processes. This chapter is based on the view that one of the criteria for design of these should be alignment with the competencies required by engineers in the workplace. The chapter provides an 11-factor competency model developed in Australia to help achieve this alignment. The model describes the generic engineering competencies required by engineers graduating in Australia. The competencies embed inter-related technical and non-technical components. An advantage of this model over others is the concise and relatively distinct nature of the 11 factors due to the statistical rather than conceptual method of grouping the competencies. The chapter outlines the theoretical framework, the model, and its development. The research methods employed to develop the model include a literature review, a panel session, two large-scale surveys of engineers, and a focus group. Implications for curriculum design, accreditation, and program evaluation are discussed.
Continuous Improvement of the Assessment and Measurement Process for Engineering Education
