E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering

E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering

Juliana Kaya Prpic, Graham Moore
ISBN13: 9781466618091|ISBN10: 1466618094|EISBN13: 9781466618107
DOI: 10.4018/978-1-4666-1809-1.ch007
Cite Chapter Cite Chapter

MLA

Prpic, Juliana Kaya, and Graham Moore. "E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering." Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., IGI Global, 2012, pp. 124-154. https://doi.org/10.4018/978-1-4666-1809-1.ch007

APA

Prpic, J. K. & Moore, G. (2012). E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering. In K. Yusof, N. Azli, A. Kosnin, S. Yusof, & Y. Yusof (Eds.), Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices (pp. 124-154). IGI Global. https://doi.org/10.4018/978-1-4666-1809-1.ch007

Chicago

Prpic, Juliana Kaya, and Graham Moore. "E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering." In Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., 124-154. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1809-1.ch007

Export Reference

Mendeley
Favorite

Abstract

An outcomes-based approach to engineering education within the tertiary sector is now mandatory in Australia, with the government body responsible for the quality of tertiary education (TEQSA) and the professional body responsible both for accrediting engineering degrees and for registering professional engineers (Engineers Australia) couching their expectations and requirements in terms of outcomes expressed as competencies. In response, the institutions providing engineering qualifications have expressed the outcomes anticipated from successful completion of their courses in terms of graduate attributes. The net effect is that the outcomes attached to engineering education relate to a wide variety of domains, ranging from the spatial (what points on the engineering landscape must be covered) through the agentic (what actions an engineer should be able to undertake) to the temporal (when in an engineering career particular competencies should be evident), but how these translate to practical competencies at the level of the individual student or practicing engineer is not explicit.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.