Current Trends in International Engineering Education in Finland The Case of Degree Programme in IT...

Current Trends in International Engineering Education in Finland Current Trends in International Engineering Education in Finland

The Case of Degree Programme in IT at Rovaniemi PolytechnicThe Case of Degree Programme in IT at Rovaniemi Polytechnic

Authors:Authors:

Piotr Krawczyk, Markku Taipale, Taisto Arkko,Piotr Krawczyk, Markku Taipale, Taisto Arkko,

Rovaniemi Polytechnic, Rovaniemi, Finland Rovaniemi Polytechnic, Rovaniemi, Finland

BackgroundBackground Rovaniemi Polytechnic started its engineering degree programme in Rovaniemi Polytechnic started its engineering degree programme in

IT IT (DPIT) (DPIT) with English as a language of instruction 18 months agowith English as a language of instruction 18 months ago

aat the same time the polytechnic underwent major curricula redesign t the same time the polytechnic underwent major curricula redesign process across all the existing programmesprocess across all the existing programmes

over the last 12 months, major shift towards well defined and aligned over the last 12 months, major shift towards well defined and aligned R&D efforts has been annaunced and developed in form of a R&D efforts has been annaunced and developed in form of a comprehensive strategy across all the campuses comprehensive strategy across all the campuses

the faculty members are non-native speakers of Englishthe faculty members are non-native speakers of English

Programme Development, Environment, and ConstrainsProgramme Development, Environment, and ConstrainsInternationalization/Globalization Internationalization/Globalization

students adapt to the quickly evolving new global order by actually students adapt to the quickly evolving new global order by actually experiencing it through living, studying, and perhaps working, in a foreign experiencing it through living, studying, and perhaps working, in a foreign country as part of their polytechnic education at the undergraduate levelcountry as part of their polytechnic education at the undergraduate level

flexibility is the key word and should be placed in the context of serving flexibility is the key word and should be placed in the context of serving community, serving the nation, and serving human diversitycommunity, serving the nation, and serving human diversity

DPIT has benefited from years of experience of Finnish IT programmes at DPIT has benefited from years of experience of Finnish IT programmes at Rovaniemi PolytechnicRovaniemi Polytechnic

we seek to offer well balanced curriculum with hard-core engineering we seek to offer well balanced curriculum with hard-core engineering modules complemented by many courses focused on universal soft skills modules complemented by many courses focused on universal soft skills advocated by the ICT industry advocated by the ICT industry

Programme Development, Environment, and ConstrainsProgramme Development, Environment, and ConstrainsConvergence e.g. Bologna Declaration ImpactConvergence e.g. Bologna Declaration Impact

DPIT DPIT programme has been transferred to ECTS in early 2005programme has been transferred to ECTS in early 2005

effort has been made to make it easily readable and comparable across effort has been made to make it easily readable and comparable across Finnish system and abroadFinnish system and abroad

DPIT DPIT programme promotes internationalisation as well as increased programme promotes internationalisation as well as increased mobility for its Finnish and foreign studentsmobility for its Finnish and foreign students

course is offered for the engineering students to learn about the regional course is offered for the engineering students to learn about the regional and European dimension of our educationand European dimension of our education

quality asurrance is emerging as vital issue across all the processesquality asurrance is emerging as vital issue across all the processes

Programme Development, Environment, and ConstrainsProgramme Development, Environment, and ConstrainsIntegration with the existing Finnish PrIntegration with the existing Finnish Proogrammes e.g. Staff Recruitmentgrammes e.g. Staff Recruitment

tthe curriculum was built based on the core competencies of the existing he curriculum was built based on the core competencies of the existing staff in Finnish programmesstaff in Finnish programmes

tthis significantly reduces the amount of the additional resources requiredhis significantly reduces the amount of the additional resources required

nnew staff is recruited to fit the curricular and language requirements of ew staff is recruited to fit the curricular and language requirements of bothboth DPIT and Finnish IT DPIT and Finnish IT programmes programmes

Programme Development, Environment, and ConstrainsProgramme Development, Environment, and Constrains

Student RecruitmentStudent Recruitment there is there is a a legal requirement for the admission process to be transparent, legal requirement for the admission process to be transparent,

predictable, clear and objectivepredictable, clear and objective

admission criteria and exam evaluation process are defined and approved admission criteria and exam evaluation process are defined and approved by the by the RectorRector

programme has certain autonomy to calibrate the criteria on a yearly basis programme has certain autonomy to calibrate the criteria on a yearly basis oonce approved by the Rector, they are frozen well in advance before the nce approved by the Rector, they are frozen well in advance before the

overall admission process startsoverall admission process starts

yearly quota of 25 students has been established for DPITyearly quota of 25 students has been established for DPIT

TABLE 1 PROCESS DYNAMICS IN FIGURES DPIT Recruitment 2004/2005 2005/2006 No of applicants 86 107 No of apps. at the entry exam 20 33 No of accepted 14 25 No of students 11 ~20-25 Dropout rate 18% N/A List of Countries China, Vietnam,

Russia, Holland, Finland and USA

China, Vietnam, Russia, Finland, Tanzania, Kenya, Afghanistan, (Cameroon and Greece).

Programme Development, Environment, and Constrains

Student Recruitment


Curricula DevelopmentCurricula Development

recently updated curricula contentrecently updated curricula content

special English language courses for students and lecturersspecial English language courses for students and lecturers

heterogeneity among the applicants heterogeneity among the applicants • candidates are coming from different cultures and educational candidates are coming from different cultures and educational

backgrounds backgrounds • ““math problem” math problem” • entry exams in math and English are designed to assure the minimum entry exams in math and English are designed to assure the minimum

level of skills to benefit from the engineering education level of skills to benefit from the engineering education

entrepreneurial skills for the engineering graduates entering the global entrepreneurial skills for the engineering graduates entering the global labourlabour market market

many courses enabling our graduates to initiate and engage in effective many courses enabling our graduates to initiate and engage in effective interdisciplinary dialogue interdisciplinary dialogue

STUDY MODULES/COURSES ECTS Year

BASIC STUDIES 75

Common basic studies 15

Communication 3 1

New Learning Environments 3 1Lapland as Part of EU 3 3

Entrepreneur, Enterprise and Society 3 1

Basics of Research and Development Process 3 2

PROGRAM- SPECIFIC BASIC STUDIES 60

Languages 18

Orientation Course 3 1

Finnish for Foreigners 1/Finnish 3 1

Finnish for Foreigners 2/Swedish 3 1

Communication Skills for IT Engineers 3 1

English for Industry and Business 3 2

Advanced English for Information Technology 3 3

STUDY MODULES/COURSES ECTS Year

Mathematics 26

Algebra and Geometry 3 1

Linear Algebra 5 1

Differential Calculus 3 2

Technical Computing and Programming

3 2

Integral Calculus and Applications 4 3

Discrete Mathematics 4 4

Statistics and Probability 4 2

Physics 16

Mechanics 4 1

Electricity and Magnetism 5 2

Physics Laboratory 3 2

Waves and Particles 4 3

PROFESSIONAL STUDIES 105 ECTS

YEAR

COMPULSORY PROFESSIONAL STUDIES 84

Basics of Information Technology 8

Introduction to Information Technology 3 1

Networking Basics (CCNA1) 5 1

Entrepreneur Studies 12

Introduction to Business Planning 3 1

Management Accounting 3 2

Introduction to Marketing 3 3

Business Cases in IT 3 4

Project Studies 9

Project Work 5 4

Managing Software Project 4 4

Electronics 12

DC Circuits 3 1

AC Circuits 3 2

Electronics 1 3 2

Electronics Laboratory 3 2

PROFESSIONAL STUDIES 105 ECTS YEAR

Programming

6

Introduction to Programming 3 1

Object Oriented Programming 3 2

Databases and Information Management

6

Relational Databases and SQL 3 2

Database Applications3 3

Cisco Networking Academy 11

Routers and Routing Basics (CCNA2)

3 2

Switching Basics and Intermediate Routing (CCNA3)

5 3

WAN Technologies /CCNA4) 3 3

Advanced Electrical Engineering 12

Digital Circuits 1 3 3

Digital Circuits Laboratory 3 3

Digital Circuits 2 3 3

Electronics 2 3 3

Advanced Software Engineering 8

Software Engineering 3 3

Design Methods 5 3

ADVANCED PROFESSIONAL STUDIES (Module 1 or Module 2)

21 ECTS

YEAR

Module 1: IT/ System Security 21

Security Management, Standards and Evaluation

3 4

Network Security 6 4

Introduction to Cryptography 3 4

Advanced Cryptography 3 4

Computer Security 3 4

Database Security 3 4

Module 2: Systems Engineering 21

Embedded Systems 5 4

System Engineering 3 4

VHDL Design 3 4

VHDL Implementations 4 4

Digital Signal Processing 3 4

Coding Theory 3 4

FREE-CHOICE ELECTIVES 15

PRACTICAL TRAINING 30

Training Period 1 9 1



BACHELOR'S THESIS 15


Teaching and LearningTeaching and Learning • lecturers are encouraged both financially, and in terms of further career prospect, to complete 3 year teacher’s education

• similar incentives are used to promote academic progress including PhD studies

• for both activities time is budgeted in lecturers yearly work plan

• appraisal meetings of the faculty members are arranged annually

• pilot initiative launched with regard to course content and lecture evaluation

questionnaire was developed to facilitate feedback from students on lecturer’s performance and course content evaluation is voluntary and, as of yet, not included to lecturer appraisal process

learning to learn course is offered to students at the early stage of their education at Rovaniemi Polytechnic


Research and DevelopmentResearch and Development

• Rovaniemi Polytechnic offers to its students and faculty members integrated teaching and learning environment

• research experience is of great importance not only to lecturers but it also serves as vehicle to enhance education of DPIT undergraduates

• research experiences allow engineering technology students to carry out in-depth study of engineering concepts, while emphasizing hands-on approach i.e.

• in the field of algorithmic mathematics, DPIT students participate actively in the International Mathematica Symposium, an interdisciplinary conference on applications of Mathematica in research,

education, industry and commerce • at the end of the first year of their studies, some students have been granted access and offered

guidance in our 3D/VR research and development facility called pLAB

• similar scheme was applied towards the DPIT freshmen at our Cisco lab in the area of network security


Training/Industry PlacementTraining/Industry Placement

30 ECTS credit units are allocated for industry placement on average - one month of full time work during each academic year


Two SpecialisationsTwo Specialisations

IT/System Security System Engineering/Embedded Systems

Programme Development, Environment, and ConstrainsProgramme Development, Environment, and ConstrainsThesisThesis

following documents assure uniform approach to the process across the entire organisation:

short guide, thesis agreement, project plan, thesis plan specifics, bibliography model, review memo, opponent guide, evaluation form

option of combining training and diploma work already in the first year of the programme

in the absence of an industry placement this provides opportunity for students to earn the credit units allocated to training by working with a faculty on a research topic of mutual interest with possible contribution to eventual

diploma work


Quality AssuranceQuality Assurance • DPIT is a subject to local regulations and procedures aiming at the polytechnic-wide quality assurance

• at the programme level we would like to work out equivalent TQM – total quality management approach

• ABET criteria are among many good examples to follow • we are working on custom made version of Taxonomy-Based Questionnaire to identify and evaluate major threats and success factors in our programme development efforts.

SWOT analysis -

StrengthsStrengths

1. Faculty1. Facultya. Stable and reasonably adequate numbera. Stable and reasonably adequate numberb. Fair academic and industrial backgrounds b. Fair academic and industrial backgrounds

2. A curriculum designed to meet local needs and comply with international standards (i.e., 2. A curriculum designed to meet local needs and comply with international standards (i.e., Bologna)Bologna)a. A clear focus on IT Security and Embedded Systemsa. A clear focus on IT Security and Embedded Systemsb. Strong engineering science componentb. Strong engineering science componentc. Availability of a good variety of general education coursesc. Availability of a good variety of general education coursesd. A well structured laboratory experienced. A well structured laboratory experiencee. A strong professional componente. A strong professional component

3. Well equipped laboratory, library and IT Facilities3. Well equipped laboratory, library and IT Facilities4. Adequate funding support (publicly funded)4. Adequate funding support (publicly funded)

a. Researcha. Researchb. Available faculty development opportunities (sabbaticals, teachers education, personal academic b. Available faculty development opportunities (sabbaticals, teachers education, personal academic

progress)progress)c. Hiring adequate human resourcesc. Hiring adequate human resourcesd. Maintaining and upgrading facilities, new campus projectsd. Maintaining and upgrading facilities, new campus projectse. Stable environment with medium and long term planning capabilitiese. Stable environment with medium and long term planning capabilitiesff. Tuition free education . Tuition free education

SWOT analysis

WeaknessesWeaknesses

1. Concerns in certain outcomes in graduating students1. Concerns in certain outcomes in graduating studentsa. Need for improvement in English oral and written communication skillsa. Need for improvement in English oral and written communication skillsb. Need for more integrated learning experience and real world applicationsb. Need for more integrated learning experience and real world applicationsc. Need for more creative and independent laboratory experiencec. Need for more creative and independent laboratory experience2. Quality and quantity of current students 2. Quality and quantity of current students a. The lack of motivation to excel among local studentsa. The lack of motivation to excel among local studentsb. Insufficient language preparation b. Insufficient language preparation c. Inadequate training in critical or analytical thinkingc. Inadequate training in critical or analytical thinkingd. Insufficient number of high quality applicantsd. Insufficient number of high quality applicants3. Large proportion of faculty with limited research experience3. Large proportion of faculty with limited research experience4. DPIT cooperation with industry at the planning stage4. DPIT cooperation with industry at the planning stage5. Low commercial awareness (publicly funded), promotion not aggressive 5. Low commercial awareness (publicly funded), promotion not aggressive

enough to effectively compete nation-wide and globally enough to effectively compete nation-wide and globally

SWOT analysis

OpportunitiesOpportunities

1. Assessment and accreditation (internationally recognized accreditations e.g. ABET)1. Assessment and accreditation (internationally recognized accreditations e.g. ABET)2. Security cluster in Rovaniemi 2. Security cluster in Rovaniemi 3. New trends in multi-disciplinary professional education and new teaching 3. New trends in multi-disciplinary professional education and new teaching methods methods a. Possibility of re-designing curriculum and by-laws to allow multia. Possibility of re-designing curriculum and by-laws to allow multi-- disciplinary teaching and learningdisciplinary teaching and learningb. Possibility of utilizing e-learning and distance educationb. Possibility of utilizing e-learning and distance education4. Dynamic society and culture 4. Dynamic society and culture a. Readiness to accept changesa. Readiness to accept changes5. Location5. Location a. Next to Oulu, second largest ICT cluster in Finland a. Next to Oulu, second largest ICT cluster in Finland 6.Up-to-date Polytechnic wide R&D strategy 6.Up-to-date Polytechnic wide R&D strategy 7. External funding by EU, TEKES, etc.7. External funding by EU, TEKES, etc.8. Possible commercialization through introduction of tuition fees8. Possible commercialization through introduction of tuition fees

SWOT analysis

ThreatsThreats

1. Quality of incoming students (language, analytical thinking, motivation)1. Quality of incoming students (language, analytical thinking, motivation)

2. Due to public funding, low commercial awareness, 2. Due to public funding, low commercial awareness,

3. Declining enrollment (interest) in engineering among local students3. Declining enrollment (interest) in engineering among local studentsa. Lack of sufficient number of quality students with strong interest in engineeringa. Lack of sufficient number of quality students with strong interest in engineeringb. Limited public awareness b. Limited public awareness

4. Competition (local, regional and global)4. Competition (local, regional and global)a. Emerging English degree programmes in other Finnish polytechnics and abroad a. Emerging English degree programmes in other Finnish polytechnics and abroad b. Accessibility of international schools via distance educationb. Accessibility of international schools via distance educationc. Fast pace of developments in technology (e.g. IT, emerging new fields)c. Fast pace of developments in technology (e.g. IT, emerging new fields)d. Programmes in IT both at Polytechnics and Universities in Oulu and other parts of the region. d. Programmes in IT both at Polytechnics and Universities in Oulu and other parts of the region.

5. Lack of globally recognized accreditation (i.e. ABET) 5. Lack of globally recognized accreditation (i.e. ABET)

6. IT/IS security in-house competence not fully established, local security 6. IT/IS security in-house competence not fully established, local security cluster in a planning stagecluster in a planning stage

Conclusions

a structured and repeatable approach to programme development is necessary for consistent management

effective programme management must cover all key development and support areas

the programme development process must create and sustain a non-judgmental and non-attributive problem elicitation environment so that tentative or controversial views are heard

no overall judgment can be made about the success or failure of a programme based solely on the number or nature of the problems

uncovered

Current Trends in International Engineering Education in Finland The Case of Degree Programme in IT...

Documents

Transcript of Current Trends in International Engineering Education in Finland The Case of Degree Programme in IT...