For the purpose of harmonization of European higher education, Europe’s education system has been going through major changes under what is commonly known as the ”Bologna Process”. The Bologna declaration in 1999 was the start of the introduction of a three cycle degree system in higher education in Europe. To date, many European universities have adopted this degree structure. The Working Party on Education (WPE) of the European Federation of Chemical Engineering (EFCE) carried out research to determine the contents of higher education in chemical engineering (ChE) and related disciplines such as applied chemistry and process engineering throughout Europe. The result has been a set of recommendations for the first (BS), second (MS) and third (PhD) cycle chemical engineering education aligned to the Bologna Process. They recommend that students studying towards bachelor and masters qualifications should be measured on their level of knowledge and the understanding they develop, rather than the amount of time they spend with the tutors. The recommendations also suggest that students studying for a PhD or doctorate degree should be encouraged to further develop their abilities to manage independent research work. The importance of learning outcomes has been emphasized at all levels. According to the Bologna Process, the first and the second cycle degrees should have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour-market needs. Within Europe, two types of higher education in ChE can be found: more research-oriented or more application-oriented first cycle (bachelor) programmes. Both types of studies cover a period of 3-4 academic years and 60 credits per year. After completion of the first cycle, students can continue their study with a second cycle program of ChE with 90-120 credits for a further 18-24 months. For the first and second cycles, the WPE of the EFCE adopt the European Accreditation of Engineering Programmes (EUR-ACE) framework and recommend a set of programme outcomes (knowledge and understanding, engineering analysis, engineering design, investigations, engineering practice and transferable skills) and a set guidelines (core curriculum, teaching and learning, industrial experience, review of the education process and student assessment) to achieve them. They also propose a minimum set of subjects required to define a course as chemical engineering and the level of achievement that might reasonably be expected at different levels. The talk will give an overview of the recommendations of the WPE and highlight their implementation at the Technical University of Denmark’s ChE programmes, whose accreditation has been approved by the EUR-ACE. Courses on process and product design will be used as examples.
|Publication status||Published - 2011|
|Event||AMIDIQ 32nd National Meeting and 1st International Congress - Riviera Maya, Mexico|
Duration: 3 May 2011 → 6 May 2011
|Conference||AMIDIQ 32nd National Meeting and 1st International Congress|
|Period||03/05/2011 → 06/05/2011|