CHAPTER THREE - RECOMMENDATIONS FOR CEPHEI COURSES
In this chapter, we look at recommendations for CEPHEI courses. However, first, we give some background as to how these recommendations came about. To decide on the type of courses to be hosted on the CEPHEI learning platform, a working group from the consortium undertook the following process. First, the group conducted surveys with 35 companies from China, Russia and Turkey. The companies were asked to give information about their type of economic activity, size, location, products, services, and number of years they had been working in the market. They were also surveyed about the type of courses that would be of the most interest to their company. Companies were also asked to provide areas of interest for courses, which skills and knowledge they would like to see developed for the optimal productivity of their company, and which skills and knowledge they believed would help them to achieve their company’s long-term goals. These surveys will continue to be undertaken in partner and programme universities throughout the project to gather the feedback of leading industry partners. From an analysis of the results of the surveys taken so far, the consortium came to the following recommendations.
3.2 Recommendations for Courses on the CEPHEI Learning Platform
In order to be included on the CEPHEI learning platform, each course should: meet the demands of knowledge, skills, and experiences as determined by industry needs; include innovative knowledge, encourage the development of soft skills; and include authentic experiences. The CEPHEI courses are envisioned to be part of a programme at QF-EHEA second cycle and EQF level seven. Therefore, we have set the programme outcomes in accordance to EQF level seven as follows:
- PO1. Highly specialised knowledge, some of which is at the forefront of knowledge in engineering, as the basis for original thinking and/or research.
- PO2. Critical awareness of knowledge issues in engineering and at the interface between different fields.
- PO3. Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields.
- PO4. Manage and transform work or student contexts that are complex, unpredictable and require new strategic approaches.
- PO5. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams.
Examples of courses included on the CEPHEI learning platform that meet these recommendations are: Design for Maintenance Operations; Disruptive Innovation; Marketing Analytics; Measurement Techniques; Systematic Creativity - TRIZ Basics Online; Technological Innovation and Ecological Civilization.
3.3 Recognized Accreditation Body Recommendations
As well as following the CEPHEI recommendations outlined above, any master’s level courses hosted on the CEPHEI CMS and LMS must be aligned to recognized accreditation body recommendations. These include the Bologna Process and national recommendations.
The Bologna Process is a cooperation of 48 European countries regarding higher education provision. The aim of the process is to improve the internationalization of higher education through the conjoined efforts of public authorities, universities, instructors, and students, with stakeholder associations, employers, quality assurance agencies, institutions, and international organizations. The main foci of the Bologna Process are:
- The introduction of a three-cycle system (bachelor/master/doctorate). Cycles of higher education are divided into first (bachelor’s degree with 240 credits), second (master’s degree with 120 credits), and third (doctorate with 180 credits).
- Strengthened quality assurance. Education provided must be high quality in that there is a high-quality learning environment, which recognizes and supports good teaching. It must be relevant in that it equips students with the knowledge, skills and core transferable competences they need to succeed after graduation. It is considered to relevant if it contributes to: sustainable employment; personal development; and active citizenship.
- Easier recognition of qualifications and periods of study.
(The Bologna Process and the European Higher Education Area, n.d.)
The Bologna Process enables Europeans to use qualifications from one country to transfer to a different university, gain credits from another university, or apply for a job in a different European country. This is done through the European Credit Transfer System. ECTS credits reflect the workload and learning outcomes on a course. Credits from courses are added together to contribute towards a student’s degree programme. As the ECTS system is standardised, this means that a student can easily transfer their credits from one university to another. While the ECTS system helps to make national systems more compatible, it also assists in the planning, implementation and evaluation of study programmes and provides transparency. 60 credits are equivalent to a full year of study. These are generally broken down into smaller components. (European Credit Transfer and Accumulation System (ECTS), n.d.)
If your university is not part of the Bologna process, national regulations must also be observed. In order to check if there are any additional regulations that your courses must adhere to locally, speak to the relevant officer at your institution.
3.4 Course Ownership
It is imperative that you identify who has ownership of your course at your institution. With most institutions, the ownership of courses lies with the instructor. However, if your institution has ownership of university courses, you must get permission from your institution before uploading your course to the CEPHEI CMS or LMS. If you are not sure who has ownership of your course, speak to the relevant officer at your institution.
Next Chapter - IDENTIFYING SUITABLE COURSES FOR THE CEPHEI LEARNING PLATFORM