University of Florence – School of Engineering International Relations Office 1 Quality Assurance...

University of Florence – School of EngineeringInternational Relations Office

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Quality Assurance in Engineering Education RAEE Accreditation Centre

Tomsk, April 01-02 2005

European Dimension of Higher Education in Engineering

Prof. Claudio Borri,Vice Dean for International Relations

President of TN E4/TREE

School of EngineeringUniversità di Firenze, Italy


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Presentation OutlinePresentation Outline

• Professional background in EE• Present trends in EE and its developments• Globalisation and its impact on EE • European traditions, specificities and values• Towards a true European innovative EE approach• EEE - European Engineering Education• Société Européenne pour la Formation des

Ingénieurs (SEFI) • recent developments in EE (TREE)


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Professional Background in EEProfessional Background in EE(Prof. C. Borri)(Prof. C. Borri)

• European Post-graduate Studies (A. von Humboldt Fellowship);

• Teaching and Research in Civil/Structural Engineering;• Vice-Dean for International Relations, School of

Engineering;• Co-ordination of International Ph. D. Courses;• Deputy Rector for EU Mobility Programmes;• Chair of EU SOCRATES TN in EE;• SEFI Vice-President and President elect (2005/07).


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Present Trends in EE and Future DevelopmentsPresent Trends in EE and Future Developments

EE is facing some general but real problems• finances reductions or limitations• decreasing attractiveness • length of the studies incompatible with industry needs• not enough staff evolution or renewal• lack of recognition by political and leading bodies

with, also… - the impact of globalisation - enlarged competition

- the generalization of the use of ICTs - the development of the “competencies” evaluation

- the role of life long learning


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EE in the heart of some specific European debates• the Bologna process;• the two-tier system of EE and the discussions around;• accreditation and assessment methods harmonization;• the intra-European mobility: not satisfactory;• the new enlarged Europe: unity and diversification.

Without forgetting in the background- the low competitiveness of European Universities;- the high level of European costs - salaries, services;- the new global market of Higher Education;- the development of new worldwide standards;- the brain drain of brilliant European graduates.


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Recent general developments in EEpedagogical, teaching and learning strategies

• active learning methods, empirical approaches;• project based learning, team and interdisciplinary work;• problem based learning - the disciplines after the

needs;• …Recent general developments in EE

curriculum, courses and programmes• creativity, innovation, quality, safety methodologies;• ethics, cultural, human and social values;• sustainability at various levels;• …


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Globalisation and Its Impact on EEGlobalisation and Its Impact on EE

Globalisation as a determining factor of evolution

• industry is rapidly moving towards a worldwide market;• employment is becoming fragile also for engineers;• WTO and the development of services at world wide

level;• the new information society accelerating the

globalisation;• education, no more a protected economical sector.


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Globalisation and its traces on Engineering and EE

• the Bologna process; • FEANI and the Eur-Ing title; • ABET, Criteria 2000;• the Washington Accord;• the ESOEPE harmonization EUR-ACE: towards a

European Accreditation Model• …


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Globalisation: positive and negative consequences for EE

• better visibility and comparability of educational programmes;

• forcing the Universities to innovate;• introducing more flexibility in the educational systems.

But also…• increasing the pressure on costs reduction;• putting emphasis on short terms industrial goals;• loss of identity, tradition and specific values; • “industrialization” of educational programmes;• education like a wine or cheese product.


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European Traditions, Specificities and ValuesEuropean Traditions, Specificities and Values

EE in Europe, a long, solid and diverse tradition

Three main pillars…• the French “Grandes Ecoles” : ENPC … 1747

(society needs, republican elitism, theory)• the German scientific education: Humboldt

(autonomy of science, engineers as scientists)• the British pragmatism: the Engineering Societies

(technology, problem solving spirit)

and any kind of systems combinations• Latin world• Nordic countries• Central and East Europe


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European Traditions, Specificities and ValuesEuropean Traditions, Specificities and Values

EE in Europe, an adaptation to National cultures and needs• a diversity of educational systems, aims and methods• multiple, diverse systems with few interfaces• strong linguistic and cultural differences

Beyond the differences, some common values• EE is based on professional traditions and cultures

… not a whatever higher education programme• EE refers to strong scientific bases

… meaning autonomous and rigorous thinking• EE is focusing on trying to solve society needs

… leading to integrate engineering and societal values• at last EE is an humanist development of the engineer

as a person and a society citizen


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Towards a True European Innovative EE Towards a True European Innovative EE ApproachApproach

Facing the new global context …

how to define and set up a true European EE approach for the next two or three decades?

• How can EE in Europe be attractive again ?• How can EE in Europe be able to face the global competition?• How can EE in Europe become a model, a reference?

Would it be possible to really invent new EE concepts based on the European cultural traditions and making clear the difference with other EE approaches?


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Of course, one does not innovate just for innovating

If one has to invent a new European way for EE it must be done taking into account the real needs, those of- the European industry and service sector- the European nations and communities- the European citizen as well as future engineers- the European S &T developments

and also those of- the less developed populations and countries- a global but sustainable society at worldwide level


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Principle 1

Solid scientific and multidimensional foundations

One has to maintain for EE a very strong scientific background based on a high-level secondary education as well as a broad

multidimensional general education-Engineers are not pure “engine drivers” -

This scientific education should not be limited to the classical theoretical maths, physics and chemistry but must integrate life

sciences as well as the non-technical scientific disciplines.


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Principle 2

Diversity of recruitments, variety of routes

One has to attract top-level students from other continentsand / or with other backgrounds (even “non-scientific”) by

defining adapted programmes and diverse curricula-EE should not be driven by uniform standards –

Necessity also to re-inforce the intra-European mobilityespecially by facilitating the global integration of students

from Central-East European countries taking into account their real European motivation.


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Principle 3

European specificities in EE programmes

One has to define and set-up curricula that integrate the European concept of diversity even in the S&T fields

Synergy, combination of modules and programmesshould allow to focus on this concept of differentiation.

Necessity also to reinforce the staff intra-European mobility, Courses in foreign languages and on the European cultures

European students teams working on European projectsand why not a true and specific “European“ EE Diploma.


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Principle 4

Sustainability and systemic approaches

One has to strengthen the research dimension of EEconsidered as a fundamental part of the curriculum.

30 to 50% of engineering graduates should be invited to continue doctoral studies in co-operation with industry.


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Principle 5

Sustainability and systemic approaches

One has to re-think the curriculum, not in terms of disciplines,but more in terms of needs to satisfy (competences),

of aims to achieve …Problem-solving method, systemic approach and sustainability

goals should become the heart of a new EE policy.


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Principle 6

Flexible educational methods and environments

One has to consider education as an incremental step based on active and autonomous learning methods and on a strong and

efficient use of ICTs.That concept should lead to better integrate initial education

and life long learning.

European EE should become a domain of excellence for pedagogical expertise, learning and assessment methods

European investments should be developed for that purpose.


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Principle 7

Ethical, cultural and humanist European values

The European engineer has to be a real “honnête homme”of the 21st century society.

That means integrating the various ethical, cultural, humanand social dimensions in the curriculum.

Young engineers should be invited to co-operate with other experts (Medicine, Law, Art,…) as well as to work with social

and political partners.… Reaffirming the Renaissance Engineer

in the society of tomorrow …


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EEE - EEE - EuropeanEuropean Engineering Education Engineering Education

… a “trademark”, the seal of a new excellence for attracting the best students, staff and professionals with the aim to demonstrate the capability of Europe to solve

problems in a new global and worldwide society.


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SEFI SEFI ((Société Européenne pour la Formation des Ingénieurs, Brussels)Société Européenne pour la Formation des Ingénieurs, Brussels)

The largest Network in EE in Europe, grouping more than 400 members (HE Institutions, Individual Educators, Industries, Students and Teachers Associations).

http://www.sefi.behttp://www.sefi.be

Headquarters:119, Rue de StassartB-1140 BrusselsBELGIUM


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SEFI GoalsSEFI Goals

• established in 1973 as a non-profit organisation under Belgian law;• mission statements:

- promotion of information on EE;- improvement of communications and mobility among teachers and students in Europe;- development of the cooperation between engineering institutions;- promotion of cooperation between industry and educational institutions and development of the

European dimension in EE;- curriculum development;- LDL and Continuing Education;- Quality Assurance and Accreditation;- Ethical Issues;

… among others


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SEFI StructureSEFI Structure

The Society serves as a European forum and should be considered as a service to European institutions, academic staff, students and industry.

The Society works through:- Working Groups on different issues;- Administrative Council + Bureau + General Assembly;- President and two Vice-Presidents;- Annual Conference;- involvement in international projects (LEONARDO, TEMPUS

and SOCRATES programmes).


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Recent Developments in EERecent Developments in EE

After the Thematic Networks H3E (1996-99) and E4 (2000-04)

TREE (2004-07): a New Transversal TNP in EE.


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Role of Thematic Networks ProjectsRole of Thematic Networks Projects

“aim to define and develop a European dimension within a given academic discipline or other issues of common interest … through cooperation between university faculties or departments, academic or professional associations, and other partners. … Furthermore …TNP should: work towards assessing the quality of cooperation and curriculum innovation; promote, within an active forum, discussions on improvements in teaching methods …; foster the development of joint European programmes …and improve the dialogue between academic and socio-economic partners.”


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Some Keys to Success for TNPsSome Keys to Success for TNPs

• Networking;• enhancing the European dimension in the field

concerned; • visibility of the EE community;• accredited interlocutor of the EC;• creation of aggregates of TNPs.


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Большое спосибо за внимание!

University of Florence – School of Engineering International Relations Office 1 Quality Assurance...

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