Collaborative meta-profile development to harmonise mechanical engineering education in Africa
Abstract
This paper describes the contribution of the Tuning Methodology toward harmonisation of undergraduate mechanical engineering programmes in Africa. This methodology is an interactive process in which academics develop high quality curricula and learning standards for students through the identification of generic and subject specific competences in consultation with employers, students, graduates, peers and other stakeholders involved in Mechanical Engineering higher education. The current Tuning process involves academics in 11 universities drawn from across Africa. The aim is to collaboratively contribute to revitalizing and reforming Mechanical Engineering higher education in Africa to make it more responsive to Africa’s developmental needs. The results so far show that such a project is not only highly feasible but also holds promise for establishing compatible academic structures and reference standards across Africa, which would facilitate student and staff mobility as well as enhance cooperation not only among African academic institutions, but also between African institutions and those in the rest of the world. Eighteen generic competences and nineteen mechanical engineering-specific competences are developed, analysed and synergised to form a meta-profile that will inform the next phase of the project, which is the actual curriculum development. This activity is part of “Tuning Africa” project, which is funded through European Union-African Union collaboration.
Published online: 20 December 2014
Downloads
References
Alarcon, Francisco, Pablo Beneitone, Roberto de Armas, Sergio Kieling, Leticia Sune, and Diana Veneros. “Student Workload and Degree Profiles: the experience of CLAR credit in Latin America.” Tuning Journal for Higher Education, no. 1 (2013): 165-186.
Galal Abdel-Hamid Abdellah et al. “Recent developments in Egyptian engineering education through competitive projects.” 2008. Paper presented at the Third African Regional Conference on Engineering Education (ARCEE), Pretoria, South Africa, courtesy the African Engineering Education Association (AEEA), September 26-27, 2006.
Hahn, Karola, and Damtew Teferra. “Tuning as instrument of systematic Higher Education reform and quality enhancement: the African experience.” Tuning Journal for Higher Education, no. 1 (2013): 127-163.
Jackson, H., K. Tarhini, A. Zapalska, and S. Zelmanowitz. “Strategies to Infuse Global Perspectives and Industrial Collaboration in Engineering Education.” Paper presented at the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October, 2010.
Kouwenhoven, W. “Competence-based Curriculum Development in Higher Education: a Globalised Concept.” In Technology Education and Development, edited by Aleksandar Lazinica and Carlos Calafate. InTech, 2009.
Cantrell, M., M. Kool, and W. Kouwenhoven, eds. “Competence-based curriculum development in higher education: some African experiences.” In Access & Expansion: Challenges for Higher Education Improvement in Developing Countries. Amsterdam, The Netherlands: University Press, 2010. http://hdl.handle.net/1871/15816, 2010.
Kumar, V., Karl R. Haapala, Julio L. Rivera, Margot J. Hutchins, William J. Endres, John K. Gershenson, Donna J. Michalek, and John W. Sutherland. “Infusing sustainability principles into manufacturing/mechanical engineering curricula.” Journal of Manufacturing Systems 24, no. 3 (2005): 215-225.
Markes, I. “A review of literature on employability skills needs in engineering.” European Journal of Engineering Education 31, no. 6 (2006): 637-650.
Martín P., Ignacio de los R., and Dante G. “Higher Education in Industrial Engineering in Peru: Towards a New Model Based on Skills.” Procedia — Social and Behavioral Sciences 46, no. 2 (2012): 1570-1580. Paper presented at the 4th World Conference on Educational Sciences (WCES-2012), February 2-5, 2012 Barcelona, Spain.
Meijers, A.W.M. et al. “Criteria for Academic Bachelors and Masters curricula.” Technical University of Eindhoven, 90-386-2217-1, Eindhoven, 2005.
_____. “The ABET “Professional Skills” — Can They Be Taught? Can They Be Assessed?” Journal of Engineering Education 94, no. 1 (2005): 41-56.
Strobel, J., Wang, J., Weber, N.R., and Dyehouse, M. “The role of authencity in design-based learning environments: The case of engineering education.” Computers & Education 64 (May 2013): 143-152.
“Worldwide CDIO Initiative.” http://www.cdio.org.
Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:
1. Authorship:
The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.
2. Copyright and Code of conduct:
a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.
b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).
c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.
d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.
e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.
3. Users:
Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.