Development of mechanical engineering curricula at the University of Minho

The implementation of the Bologna protocol in the European Union has set new goals for the whole higher education system as: (a) a quality assessment for university courses; (b) a framework for the exchange of students and academics; and (c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho have been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system; the introduction of new learning methodologies and an accurate survey and understanding of the existing strong and week points of the previous experience. For this purpose, a comprehensive evaluation has been carried out with former students and a detailed map has been formulated regarding their professional careers and experiences. Furthermore, a discussion has been carried out in order to define the mission of the graduate in mechanical engineering. In brief, such mission may be referred by his ability to participate in the wealth creation through technology based innovation. Within this context, the curriculum has been structured in order to meet such goals. In addition to strong foundations in physics and mathematics, new subjects are introduced into the curriculum. The whole education is based upon project development which stimulates the students’ initiative, responsibility and their ability to integrate knowledge. Throughout the curriculum, students are enrolled into research projects developed in the department and it is expected that a few selected projects may be taken into a quasi industrial stage.(undefined

The European standards and guidelines for internal quality assurance

Purpose The authors’ thesis statement is that the literature on quality management in higher education is evolving towards an idea of integration. Considering Part 1 of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (ENQA, 2009) to be a framework for the implementation of quality management practices in universities, the purpose of this paper is to understand whether the ESG represent a truly integrated quality management model. Design/methodology/approach The authors analyse the content of the ESG taking into account three levels of analysis: the process level, the organisational level and the quality management principles level. Findings The analysis shows that the ESG are a quality management model, covering different processes, organisational levels and quality management principles. This is despite not being a truly integrated quality management model. Indeed, the ESG are mainly focussed on teaching and learning and on support processes, neglecting other processes of universities, such as research and scholarship and the third mission. In addition, they leave aside quality management principles more directly linked with a systemic and holistic approach to quality, such as the system approach principle. Originality/value The paper presents a new analysis of a much discussed quality management model for higher education. It explores the ESG in the light of the concept of integration, discussed according to a new framework of analysis. It also highlights the importance of a broader reflection on these standards and of their integration in the management systems of institutions.info:eu-repo/semantics/publishedVersio