Development of a framework for graduate attributes and curriculum alignment: a case study for a diploma in electrical engineering at a university of technology in South Africa
Ngoma, Louwrence (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024072924025
https://urn.fi/URN:NBN:fi:amk-2024072924025
Tiivistelmä
The Engineering Council of South Africa (ECSA) introduced Graduate Attributes (GAs) assessment to Higher Education Qualifications Sub-Framework (HEQSF) aligned engineering qualifications. The introduction of GAs assessment by ECSA into the HEQSF-aligned qualifications requires higher education institutions to adhere to this requirement for accreditation purposes. This study examines whether or not a University of Technology’s diploma in electrical engineering curriculum aligns with the GAs specified by ECSA.
This investigation is carried out on qualitative analysis, which deals with the alignment between modules content and ECSA GAs criteria. To assess the current alignment between these GAs and the curriculum, gap analysis involves examining relevant documents such as qualification curriculum, module guides and module descriptors. To achieve this goal, it is proposed that comparing learning outcomes with ECSA GAs criteria is useful in highlighting areas where there are alignment gaps.
The synthesis of findings from the literature review and alignment analysis reveals that students are failing modules linked to GAs assessment. Although GAs are mentioned in the module guides, the alignment of GAs criteria with teaching activities, assessment methods and assessment criteria is missing. The study proposes a framework to align the GAs criteria and the diploma curriculum effectively. The framework considers the need to train academic staff on GAs, curriculum mapping, aligning GAs criteria with modules learning outcomes, assessment criteria, assessment methods, performance indicators and teaching activities. Recommendations based on the research findings are proposed to enhance the integration of GAs into the curriculum through constructive alignment, proposing changes in teaching practices, assessment methods, and curriculum design. This study provides valuable insights into curriculum alignment in engineering education and offers practical recommendations for integrating ECSA GAs to better equip students for the workplace.
This investigation is carried out on qualitative analysis, which deals with the alignment between modules content and ECSA GAs criteria. To assess the current alignment between these GAs and the curriculum, gap analysis involves examining relevant documents such as qualification curriculum, module guides and module descriptors. To achieve this goal, it is proposed that comparing learning outcomes with ECSA GAs criteria is useful in highlighting areas where there are alignment gaps.
The synthesis of findings from the literature review and alignment analysis reveals that students are failing modules linked to GAs assessment. Although GAs are mentioned in the module guides, the alignment of GAs criteria with teaching activities, assessment methods and assessment criteria is missing. The study proposes a framework to align the GAs criteria and the diploma curriculum effectively. The framework considers the need to train academic staff on GAs, curriculum mapping, aligning GAs criteria with modules learning outcomes, assessment criteria, assessment methods, performance indicators and teaching activities. Recommendations based on the research findings are proposed to enhance the integration of GAs into the curriculum through constructive alignment, proposing changes in teaching practices, assessment methods, and curriculum design. This study provides valuable insights into curriculum alignment in engineering education and offers practical recommendations for integrating ECSA GAs to better equip students for the workplace.