Application of Bologna Cycle Programme Structures and the European Credit Transfer System to Irish Civil Engineering Programmes

Autor/inn/en	Magette, William L.; Richardson, Mark G.
Titel	Application of Bologna Cycle Programme Structures and the European Credit Transfer System to Irish Civil Engineering Programmes
Quelle	In: European Journal of Engineering Education, 45 (2020) 5, S.794-808 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1747399
Schlagwörter	Engineering Education; Student Mobility; Educational Cooperation; International Cooperation; Outcomes of Education; Educational Policy; Higher Education; Comparative Education; College Credits; Foreign Countries; Tests; Program Evaluation; Accreditation (Institutions); Ireland + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vergleichende Erziehungswissenschaft; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ausland; Examination; Prüfung; Examen; Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Irland
Abstract	The objective of this study was to assess, through a cross-institutional comparison, whether higher education institutions in the Republic of Ireland have responded to Bologna Declaration first- and second-cycle programme restructuring and applied the European Credit Transfer System (ECTS) to similarly-accredited civil engineering programmes in a consistent manner. Assessment strategies were also examined. The predominant programme structure was the pre-Bologna '4+1' structure, demonstrating limited national impact of the principles underpinning the Bologna Declaration cycle concept. The first-cycle programmes differed widely in terms of allocated student workload per ECTS credit as well as in the way that educational outcomes were assessed, which was primarily by written examination. There was no 'best' (or consensus) practice for applying the two-cycle programme structure or ECTS workload norms. This lack of national consensus reveals issues that may have relevance in other countries, 20 years after the signing of the Bologna Declaration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01