Quality assessment in engineering education

The author argues that there is a view that engineering educators need to work-not just to satisfy the rigours of quality assessment, but more importantly so that they can develop an efficient approach to their work in the face of decreasing resources and recruitment difficulties that resolves the tension between teaching and research, and assures the quality of their students' experience Professional Institution accreditation has much to be thanked for in creating the culture for such developments. It is his view that accreditation should now look for a place alongside quality assessment in ensuring a methodology that is developmental as well as judgmental, and does not create a burden on a department that frustrates the delivery of the very thing that it sets out to measure-a quality engineering education.<
>