ROUVRAIS Siegfried1, CHIPRIANOV Vanea3,2
Article de revue avec comité de lecture
International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), april 2012, vol. 2, n° 2, pp. 80-92
On the one hand, no one international model for quality assurance evaluation of higher education has emerged. On the other hand, as a reference model rather than a prescription, the CDIO initiative proposes a mature integrated framework for creation or continuous improvement of engineering programs. However, institutions developing and managing educational programs have to juggle the expectation of various accreditation and evaluation bodies, which may create consistency and interoperability problems. A need exists to unambiguously specify relations among quality assurance concepts to enable more transparent and comparable descriptions of quality frameworks for educational programs. Following constructive alignment principles, this article creates structural models using some of the CDIO Standards. In doing so it lays the foundations of an architectural meta-model for describing complex educational systems, which will contribute to consistency and interoperability among quality frameworks.
1 : INFO - Dépt. Informatique (Institut Mines-Télécom-Télécom Bretagne-UEB)
2 : Lab-STICC - Laboratoire en sciences et technologies de l'information, de la communication et de la connaissance (UMR CNRS 6285 - Télécom Bretagne - Université de Bretagne Occidentale - Université de Bretagne Sud)
3 : LUSSI - Dépt. Logique des Usages, Sciences Sociales et de l'Information (Institut Mines-Télécom-Télécom Bretagne-UEB)
CDIO, Curriculum, Design, Education, Engineering, Models, Constructive alignment, Quality assurance, System thinking, Educational frameworks, Pédagogie