by Yu Shouwen, Tsinghua University

1. The Practice and Reflection on the
Quality Improvment of Engineering
Education
Yu Shouwen
Tsinghua University
2016-October, 18,Beijing,China

2. Outline
• 1---A very brief introduction of engineering
education in China
• 2—The practice of enhancing the quality of
engineering education in China
3—Reflecting on the concept of engineering
education

3. • 1---A very brief introduction of
engineering education in
China

4. Chinese Engineering Education System

5. Chinese Engineering Education System-2015
12
11 PhD in Eng
10
Doctor Level
D. Eng
9
8 Master in Eng
M. Eng7
Master Level6
Bachelor in Eng5
4
Bachelor Level
3
Vocational
Education2 Technical College
1

6. Engineering programs took about 1/3 of all the undergraduate
programs in 2013.
Engineering
Levels, types & scale of engineering education

7. • By 2014, China had 2,529 regular HEIs (including 1,202 undergraduate HEIs
and 1,327 higher vocational colleges). There were 788 institutions providing
graduate programs, including 571 regular higher education institutions and 217
research institutes.
• The total number of undergraduates in regular HEIs reached 25,476,999 in 2014
and the gross enrollment rate was 37.5%.
• 30% of the educational programs in universities were engineering programs.
Scope of Engineering Education in China
Percentage of Eng degrees in all degrees awarded by Chinese universities in 2010.
Resource: Educational Statistics in China, 2011.

8. Strengthen the engineering education in China
• In general, the engineering education
programs compose about 30~40% in China’s
higher education system.
• With the rapid development of science and
technology, and with the awareness of the
importance of technological transfer, the role
and position of engineering education will
become more significant.

9. Encouraging Outstanding Young People to Be
Modern Engineers in the 21st Century
• ‘Better Engineers and Better Professionals”
• Some outstanding Chinese youths in current society didn’t
want to choose engineering technology as their major
• They were unlikely to be cultivated to be engineers and
professionals.
• The preferred majors of many young people included such
hot specialties as: finance, commerce, administration, foreign
language, law etc.

10. The Needs
• The development of this system was
continuously promoted along with the process
of Industrialization.
• At the medium-term development of modern
industrialization.
• On the basis of economic globalization, build
the modern engineering systems with Chinese
characteristics

11. The development trend of international
engineering education showed the following
characteristics throughout:
– First, engineering development towards the
direction of comprehensive and systematic large
project.
– Second, nanometer, information and
biotechnology,.... were inevitably combined with
engineering technique due to its fast develop
the engineering education strategy some
developed country used was to “occupy” the
innovative persons training in the high-end,

12. Vest（MIT，AAE,US）pointed

13. Change—fundamental engineering
vocabulary ht t p: //www. Nae. Edu/Act ivitie s/Event
s/Annual Meetings/19611/53074.aspx
• Force, velocity, size, modulus, electric power.
temperature , frequency…old vocabulary…
• Now, we use new vocabulary: such as
• Scale, range, state, complexity, integration,
framework, evolution , robot, cost accounting,
coupling system , green production, climate
change,….
• It is language in the engineering system
• To face these change in the EE

14. • The manufacture and the engineering need
large labor input were transformed or
“outsourcing” to other countries,
• We must “walking on two legs”, not only
possess innovative engineering but also served
to manufacture engineering which need large
number of labors but will combined with IT
• Third, projects are developing towards two ends:
part of it developed to cutting-edge and fine,
the other part developed to systematic,
complex and large

15. • Some developed countries have aware their problems
and proposed the “return to engineering” .changing
after financial crisis;
• The goal of our country is “Toward innovation”
• The engineering education in China must hold the need
of country, achieve the balance between
“globalization” and “localization”
• Establish the engineering education not only have
Chinese characteristic but also adapt to the
development of the global.

16. 2—The practice on the quality improvement of
engineering education in China
• 2.1—How to improve the training for better
engineers and professional?(Tsinghua Univ.)
• 2-2--The new professional degree—Master of
Engineering
• 2-3—Quality assurance and engineering education
accreditation
• 2-4--New achievement of newly-built HEIs and its
eligibility evaluation
• 2-5—PETOE Project driven from 2010 in China
• 2-6-CDIO --a new pilot and extension in China
• 2-7—Innovation, SRT Project ,

17. 2.1—How to improve the training for
better engineers and professional?
--- Encouraging outstanding young
people to be modern engineers in the
21th century

18. ---Problem
1)---In the taching and learning:Lack for practice
and students learning
2)---Evaluation of teachers—Orient on research
Big R --- “normal “ E ( Education)
3)--The third problem, the regulations and
upgrading of the institutions. Many colleges like
to be upgraded into universities.
4)--The fourth problem is that practice is reduced
constantly and lack cooperation between the
university and industry

19. • To get through the learning of engineering
knowledge, practical training of engineering,
and experience of real work.
• A gap between requirements of China’
industrial development and engineering
personnel training in institutions of higher
learning

20. • This training process should be completed by
both universities and enterprises.
• Engineering training is a vital section for the
students to combine theory with practice
• Put what they have learned into practice and
adapt themselves quickly into their future
work.
• Engineering education programs lack practical
training, the students’ basic engineering
abilities and designing abilities can’t be
developed,

21. Ask the understanding of some knowledge
related to economy and society
• We should provide outstanding students who
wish to be modern engineers with favorable
circumstances
• The practice and achievements of reform and
education—in the Engineering Education in
China:
First--The efforts in some universities:---

22. • Firstly, many engineering colleges have offered some
engineering specialties ( program ) to meet the
demand of the need
• Industrial engineering
• Financial engineering
• Engineering management,……..
• Other interdisciplinary specialties such as systematic
engineering, distributive engineering and technology,
social engineering science , logistic-engineering etc

23. • 2) Joint Bechlor and Master degree
integrated program
• Secondary, schools of engineering at some Chinese
universities, Tsinghua University’s engineering
departments, have carried out Bachelor-Master
consecutive pursuit system.
• About more than 50% of students in Tsinghua
University major-Engineering prefer such a learning
approach, students at Chinese engineering colleges
will take average 4 years to achieve a bachelor’s
degree.

24. • However, duo to time limit, most graduates
are no more than “semi-finished engineer”.
• If students only take 6 years take one or one
and a half year to put what they have learnt
into engineering practice during the phase of
graduation design thus they will be advanced
talents with engineering expertise.
• 3) Thirdly,The new professional Master
Degree—Master of Engineering:--it will
talking later..

25. • Fourthly A recent survey revealed that “UROP” and “UPOP”
developed by MIT,
• In China, University’s “Students’ Research
Training”(“SRT”,….) program and national “Challenge
Cup” of science and technology contest also appeal to a great
number of undergraduates and even postgraduates to
participate in such activities.
• Most Chinese universities encourage students to involve
themselves in such practical activities as science and
technology innovation or establishment of enterprises.
• Innovation activities, such as " Innovation center" and " Maker
Space"...

26. • Someone’s performance is excellent, he or
she will be given enough credits to replace
graduation design
• They are in or after class, and make them
grow into future outstanding engineers.

27. • To accomplish course concerned with
engineering technology and administration or
courses for postgraduates
• Such a distance-education approach
important form of further education for
engineering technicians
• Continuation engineering education and
advanced vocational training will become
another focal point.

28. • However, duo to time limit, most graduates
are no more than “semi-finished engineer”.
• If students only take 6 years take one or one
and a half year to put what they have learnt
into engineering practice during the phase of
graduation design thus they will be advanced
talents with engineering expertise.

29. 2.2-- New professional degree—
Master of Engineering
• Since 1984 China has begun to carry out Master of
Engineering Program. mid-1990s, Master of
Engineering was set up.
• Up to ~80 thousand per year now, covers more than
4 dozens of engineering fields . For candidates had
practical experience concerning engineering of more
than 3 years
• Two-year period of courses learning and thesis
writing, finally achieve ME by passing the oral
defense.

30. • As one of feasible ways to cultivate modern
engineers as the society requires thesis
papers regard to such enterprises’ urgent
needs as design, technique, experiment,
development of new technology and so on;
• Dual-tutor system (i.e. one tutor comes from
universities and the other from enterprises)
has been adopted;

31. • The oral defense committee are made up of
teachers and advanced engineers.
• An excellent model for cultivating modern
engineers.Backbone for the important
workforce in the industry and enterprises.
The Data---
• 1998---4200 Master of Engineering
candidates;
• 2009---~90000
• There are about 200 thousand conferred
professional degree

32. • 2-3—Quality assurance and
engineering education
accreditation

33. • We hope engineering educational program accreditation
will:
• Plays a key role in the quality assurance system of
engineering education.
• Links engineering education with industry and being a
driving force to promote the reform of engineering
education.
• Promotes Chinese engineering and technology talents
joining in the international competition and mobility.

34. • The theoretical research and practice of program
evaluation in China could be traced back to the late 20th
century.
• The program evaluation of architecture, urban planning,
civil engineering, construction environment and equipment
engineering, water supply and drainage works, engineering
management began in 1993.
• China launched the engineering educational program
accreditation in 2006 and began to establish the
accreditation system.

35. 1980s
2006
2013-2016
1994
Study
Pilot Accreditation
Establishment of Accreditation System
A provisional member of Washington Accord
-----Signatory member of WA in 2016.
History of engineering education
accreditation in China
2005
2012
Reform of the engineers system
Implementation of substantial equivalent system
Engineering education accreditation laying a
basis for Chinese professional engineers
system and a linkage between them is under
exploration.

36. Electrical
Engineering
Accreditation program areas
Mechanical
Engineering
Chemical &
Pharmaceutical
Engineering
Electronic
information
Hydraulic
Engineering
Transportation
Engineering
Environmental
Engineering
Food
Engineering
Mineral
Engineering
Safety
Engineering
Materials
Engineering
Computer
Engineering
Surveying
Engineering
Instrument
Engineering
Geographic
Engineering
Civil
Engineering
17 already accredited
areas
Energy and
Power
Textile
Engineering
Light
Industry
Forestry
Engineering
Agricultural
Engineering
Nuclear
Engineering
Aerospace
Engineering
11 to be accredited areas
Biological
Engineering
Biological
Medicine
Ocean
Engineering
Mechanics
Total31programareasinengineeringdirectory

37. Accreditation organization system
CAST
CEEAA
Board of SupervisorsCouncil
Secretariat
Academic
Committee
Decision
Advisory
Committee
Sub-
Committee
Sub-
Committee
Sub-
Committee
 CAST represents China to apply
for the provisional status of
Washington Accord.
 CAST conduct engineering
education accreditation in China
through its member organization,
CEEAA
 Established in 2012
 Under the oversight of CAST
 Non-profit, NGO
 Authorized by MOE，
independent of MOE
 33 associations involved

38. Philosophies of Criteria
Education
Objectives
Graduate
Outcomes
Faculty
Resources
and Facilities
Administration
Support
Curriculum
CQI
Outcome-based
Education（OBE）
Continuous Quality
Improvement（CQI）
Students-centered

39. Criteria
Accreditation Criteria
General Criteria
Students
Educational objectives
Graduate outcomes
Continuous improvement
Curriculum
Faculty
Supporting resources
Complementary Program
Criteria
All outcome based
for students
learning

41. A brief introduction and review on the
accreditation of engineering education in China
• Three basic principles of accreditation
• Students centered （ SC ）
• outcome-based education（OBE ）
• continuous quality improvement（CQI）
• For the implementation of engineering
education accreditation

43. By the end of 2015, 553 programs
have been accredited, among which
216 programs were re-accredited for
the second time, and 118 programs
have gone through three full
accreditation cycles. In 2015, 376
programs applied for
accreditation. 163 institutions
have participated in accreditation.

44. Accreditation procedures
Application and Acceptance
• Self-evaluation
• Submitting Self-study Report
• Self-study Report Reviewing
On-site Visiting
Reviews and Suggestions on
Accreditation Decision
Maintenance of Accreditation Status
• Voluntary application
• Bachelor’s programs admitted by MOE
• Program areas covered by the CEEAA
• Programs have at least three cohorts of
graduates
• Applications submitted to the Secretariat
by according institutions
• Application report prepared in
accordance with the Guidance

45. Accreditation evaluators
Over 600 evaluators
42% of them: from industry
58% of them: from academe

46. Publicizing the concept of OBE
Increasing the understanding of core philosophies of engineering
education accreditation around the country
Launching a series of meetings in Beijing,
Shanghai, Chongqing, Tsingdao and Chengdu
600+ HEIs, 3000+ faculty involved
 Graduate attributes oriented program standard
 Outcome-Based Education (OBE)
 Continuous Quality Improvement (CQI)

47. Consistency Checks
Accreditation
Conclusions
Decision
Advisory
Committee
Meeting
Program
Sub-
Committees
Meeting
PEVs Assessment
PEVs Assessment
PEVs Assessment
Team
Report
Team
Report
Team
Report
PEVs Assessment
PEVs Assessment
PEVs Assessment
PEVs Assessment
Program
Sub-
Committees
Meeting
Team
Report
PEVs Assessment
PEVs Assessment
…
…
…

48. • CAST
• The Board of
Supervisors
• HEIs
• Society
• Workshop in
Tsinghua University
• Project for Excellent
Engineers of MOE
• IEA conference
• ABET symposium
• Investigate issues
involving the
accreditation process
• On-site Visit
• Accreditation
Organization
• Accreditation Cases
Continuous improvement in accreditation
system
Information
Feedback
Accreditation
Symposiums
Information
Collection
Management
& Supervision

49. The establishment of engineering educational program
accreditation system follows these general principals:
Substantial Equivalence with international accreditation
systems
Outcome based education ( OBE),
Continue Quality Improvement ( C Q I )
 Third party accreditation body
The Graduate outcomes--as following,12 Articles
General Principal for Accreditation

50. (1) Engineering Knowledge:
An ability to apply knowledge of mathematics, natural science, engineering fundamentals and
engineering specialization to solving complex engineering problems;
(2) Problem Analysis:
An ability to analyze, identify, formulate, and research literature of complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural
sciences and engineering sciences;
(3) Design/development of solutions:
An ability to design solutions for complex engineering problems and design systems,
components or processes that meet specified needs with appropriate considerations of legal,
public health, safety, cultural, societal, and environmental issues;
(4) Investigation:
An ability to investigate complex problems using research-based knowledge and research
methods to provide valid conclusions via the process of experiment design, data analysis and
interpretation, and information synthesis;
(5) Modern Tool Usage:
An ability to create, select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modeling, to complex engineering
problems, with an understanding of the limitations;
(6) The Engineer and Society:
An ability to rationalize and assess societal, health, safety, legal and cultural issues and the
consequent responsibilities involving professional engineering practice and solutions to
complex engineering problems by contextual knowledge;

51. (7) Environment and Sustainability:--An ability to understand and evaluate the impact
of professional engineering work in the solution of complex engineering problems on
sustainability of society and environment;
(8) Ethics:--An ability to apply ethical principles and commit to professional ethics,
norms and responsibilities in engineering practice;
(9) Individual and Team work:--An ability to function effectively as an individual, and as
a member or leader in diverse and multi-disciplinary teams;
(10) Communication:--An ability to communicate effectively with the engineering
community and general public on complex engineering activities at home and abroad,
such as being able to comprehend and write effective reports, design documentations,
make effective presentations, and give and receive clear instructions;
(11) Project Management and Finance:--An ability to understand and apply
engineering management principles and economic decision-making to managing
projects as a member or leader in a multi-disciplinary team;
(12) Lifelong Learning:
An ability to recognize the need and prepare for independent and life-long learning in the
broadest context of technological change

52. --COMPLEX ENGINEERING PROBLEM
• Washington Accord Definition of Complex Problems:
• Complex problems: [are] engineering problems which cannot be
resolved without in-depth engineering knowledge, much of which is at,
or informed by, the forefront of the professional discipline, and have
some or all of the following characteristics:
• Involve wide-ranging or conflicting technical, engineering and other
issues
•  Have no obvious solution and require abstract thinking, originality in
analysis to formulate suitable models
•  Require research-based knowledge much of which is at, or informed by,
the fore-front of the professional discipline and which allows a
fundamentals-based, first principles analytical approach
•  Involve infrequently encountered issues
• Are outside problems encompassed by standards and codes of practice
for professional engineering
•  Involve diverse groups of stakeholders with widely varying needs
•  Have significant consequences in a range of contexts
•  Require judgment in decision making
• Are high level problems including many component parts or sub-
problems

53. 2-4,New Achievement of newly-built HEIs
• Newly-built HEIs:
• 2000-2015: ---403 42.69% of all HEIs
• Gross enrollment rate:
• 2002--15%; 2005--21%; 2015-->38%
• Triple transformation
Tertirary vacational college--->University
Single discipline-----> various disciplines
Imitating traditional academic type-->to
practical oriented for the needs of local
economic region

54. -five shifts
Towards--practical oriented;Demand orientation;
Output orientaion; Double-qualified;
Two satifications
2014--312 Newly-built HEIs, Evaluation.From
the data analysis based on the establishing
national database of education status of HEIs :
1--Responsiveness to public demands
2--Fitness for education objective
3--Supportability of faculty and resources
4--Effectiveness of quality assurance system
5--Satification of students and society
Then--Early warning and countermeasure

55. 2-5—PETOE ( Plan for educationg
and training outstanding
egineers)—the Project driven from
June,2010 in China

56. Driving force
• Progress in past 30 years;
• 1--Established higher EE system--Compatible the economic
needs
• 2-Total number of students--biggest in the world,To enhanced
the quality of higher EE
• 3--How to encourage the young people to select the job as
engineers as firstly satisfied the need from the industry and
enterpriceand

57. PETOE--data
• Date---2010-June 23 initiation
• Universities---~60--------------- 208 (2014)
• Enterprises--~20---------------------10415(2014)
• Departments of State and Association---~23
• Several program per Univ. ,linking Ba. and
Ma. Dr.degree,---50824 students enrolment
in 1257programs for undergraduate and 514
graduate programs(2015)
• Established National practice Center--626
• Teacher from Enterprise (part time)-11487

58. --Aim:
• Face to industry; Face to the world ;Face to
the future;
• The duty of different division:
• 1--State;
• 2--Local government
• 3--Ministry of Education
• 4--Chinese Academy of Engineering

59. --Characteristics
• 1--Enterprises joint deeply in the training
process
• 2--University-According to the standards
( Generally standard; Professional standard;
University's standard ) to realize the training
of students
• 3- Strengthen the Engineering capacity and
innovation ability of students

60. Key points:
• 1--Attach important to the serves for the strategy of
national development
• 2-- Attach important to built close links between
Industry and University
• 3-- Attach important to the training the
comprehensive quality and social duty for the
students
• 4-- Attach important to the training of students for
internationalization ( According to the international
standard; Exchanging of EE )

61. 2-6-CDIO --a new pilot and extension in China
• Conceive-Design-Implement--Operation
• 2005-Shan-Tou Univ. initiative—in China
• ~50 Universities—Pilot group---`200 Univ. and Coll.now
Syllabus codifying the standard,
Program inquiry based-+PBL
Continuous improvement system;Joint in OET Project
Federation of CDIO in China established
;Intelligence Quotient ~Emotional Quotient ---
IQ--EQ

62. 3—Reflecting on the concept of
engineering education
3.1-Engineering Ethics in EE
3.2,—OBE and Graduate Outcomes
3.3--On the Education-Evaluation
3.4—Input or Outcome
3.5-- Diversity
3.6--To building a powerful country of human
resource
3-7 Strategy of development of EE
3-8—Main task of University

63. 3.1-- ENGINEEING ETHICS
• School Motto--厚德载物-As Earth is vast and
grand, so a gentleman must embrace
everything with virtue and tolerance.
• The Main goal---IAE, Engineer Association
for peoples well-being
• The Accreditation--Criteria
The contents of the course
• 1, Engineering ethics, including traditional and
modern engineering, particularly the ethical issues
emerging in bioengineering, medical engineering,
computer networking, atomic energy and
environmental engineering;

64. • 2, the code and standard of ethics and norms of
behavior for professional engineers;
• 3, the ethical guidelines in project designing,
decision making and the legal right, duty and ethical
responsibility, etc., of the individual, organization,
employee and employer.
• -See report of the working group on the teaching of ethics of the world
commission on the ethics of scientific knowledge and technology
( COMEST ), Paris, 26th January 2004

65. 3.2—OBE and Graduate Outcomes
• (1) Engineering Knowledge:-An ability to apply knowledge of mathematics, natural science,
engineering fundamentals and engineering specialization to solving complex engineering problems;
• (2) Problem Analysis:-An ability to analyze, identify, formulate, and research literature of complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences and engineering sciences;
• (3) Design/development of solutions:-An ability to design solutions for complex engineering
problems and design systems, components or processes that meet specified needs with appropriate
considerations of legal, public health, safety, cultural, societal, and environmental issues;
• (4) Investigation:
• An ability to investigate complex problems using research-based knowledge and research methods to
provide valid conclusions via the process of experiment design, data analysis and interpretation, and
information synthesis;
• (5) Modern Tool Usage:
• An ability to create, select and apply appropriate techniques, resources, and modern engineering and
IT tools, including prediction and modeling, to complex engineering problems, with an
understanding of the limitations;
• (6) The Engineer and Society:
• An ability to rationalize and assess societal, health, safety, legal and cultural issues and the
consequent responsibilities involving professional engineering practice and solutions to complex
engineering problems by contextual knowledge;

66. • (7) Environment and Sustainability:--An ability to understand and evaluate the
impact of professional engineering work in the solution of complex engineering
problems on sustainability of society and environment;
• (8) Ethics:--An ability to apply ethical principles and commit to professional
ethics, norms and responsibilities in engineering practice;
• (9) Individual and Team work:--An ability to function effectively as an individual,
and as a member or leader in diverse and multi-disciplinary teams;
• (10) Communication:--An ability to communicate effectively with the
engineering community and general public on complex engineering activities at
home and abroad, such as being able to comprehend and write effective reports,
design documentations, make effective presentations, and give and receive clear
instructions;
• (11) Project Management and Finance:--An ability to understand and apply
engineering management principles and economic decision-making to managing
projects as a member or leader in a multi-disciplinary team;
• (12) Lifelong Learning:
• An ability to recognize the need and prepare for independent and life-long
learning in the broadest context of technological change

67. 3.3--The Education-Evaluation
• A--Goal and Criteria of Evaluation
• B--Evaluation of International EE
• C--Contrast and Balance
• D--Evaluation and Accreditation of EE

68. --Goal and Criteria of Evaluation
• University Evaluation--
( Program;Discipline;Faculty's promotion....)
• To improve the quality of Engineering Education
or:--------------------------------------------------------
a—Academic rating and ranking;
b—Management and controlling;
c– Providing information for stakeholders;
d--Others

69. The comparing different
categories of Evaluation
(1) Recognition Evaluation—
Government Accountability; Positivism
(2) Certification Evaluation—
Pass or not;
(3) Social evaluation---
Social Accountability; Constructivism
Graduy Bogue, 2003; Zhou GL,Mo JF,2014

70. Different goal Vs different criteria
and weigh factor of Evaluation
• (a)For quality assurance of Eng. Education—
Focus on --learning outcome, Also for CQI
It is different as (b) and (c) !
---------------------------------------------------------
(b)For Academic research—
Focus on – paper; citation; funding ;
Awards ; Faculties,…..;
(c) For management---Must keeping balance
between R (research) and E (education)

71. --Evaluation of International EE
• Some examples in international evaluation
for the rating and ranking for the disciplines
and Universities
• Comparing three examples:
(1) US News—From Thomson Ruters-”in Cites”
(2) Times –http:/www.indexedu.com/learn/edu/14308.html
(3) QS ( Quacquarelli Symonds )

72. US-news ( Int. version)
• Raputation-25%--global 12.5%;region 12.5%
• Paper-------------------------------65%
Total number------------------- 12.5%
normalized impact factor -----10%
Total citation number A--------10%
higher citation number B-----12.5%
B/A---------------------------------10%
International collaboration—10%
Authored Dr. Degree number—10%
International and National---different weight factor

73. Times
• Education—------------------------------------------30%
Reputation----------------------------------15%;
Ratio Faculties/Students-------------- 4.5%;
average Dr. degree/Bachler ---------2.25%;
Disciplines number-----------------------6%;
income of University/faculty ----------6%
Research--------------------------------------------------30%
Citation if paper-----------------------------------------30%
Internationalization-------------------------------------8%
Income from enterprises------------------- -----------2%

74. QS
• Assessment from academic peer--------40%
• Global employee evaluation--------------10%
• Ratio of number of faculties/students—20%
• Average paper citation/ faculties----------20%
• Ratio of international students------------5%
• Ratio of international teacher-------------5%
Then we can find different ranking results

75. --Contrast and Balance
• Education----Research ( Big R and normal
E ??? )
• Input---Outcome ( Outcome based )
• Quality assurance---Ranking and rating . Hand
the “ Baton”--not only for University,but also
for teacher promotion
• Undergraduate—Graduate
• Evaluation criteria of EE—for
Programs/Disciplines/University and
institutions

76. 3.4—Input or Outcome
• (1) Input—Resources, Outlook
• (2) Outcome—Concept of value; Increment
• (3) Comprehensive approach– Balance of
both but oriented one. To excite input or
satisfy the need of stakeholders
It can be approximately expressed as formula
considering—goal; needs ; historical evolution
--Data collection ;evidence based; justification

77. Input and output
• For some professional institutions of
"qualified" assessment, under the specific
internal conditions, it is necessary to pay
attention to its "input" appropriately to
regulate its "access" conditions and should
keep appropriate balance with the evaluation
of “output”, but the focus is “output” not the
“input”.

78. --Input---Outcome
To determine– criteria; index ; weigh factor
Important as the “ baton” of Symphony
orchestra
qualitatively or quantitatively
(Focus on Students learning outcome)
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79. 3.5 DIVERSITY
need- Industry and Students
• We can use the two dimensional map
• The emission lines started from the origin
represent the tropism of different schools --
degrees.
• The threshold curve represents the lowest
standard for its degree.
• The multiple tropism choice of talent with
different degree
• engineering education in a nation are expressed
in this two dimensional plane.

81. • Only when the talent market exhibits this multiple
requirement, the society accepted the multiple
training approach of talent,
• government promoted the implementation of
multiple talents foster foresightedly, restrict the
minimum threshold of their entry criteria for different
cultivation approach and ensured on the system and
mechanism,
• the whole engineering education will be able to
exuberant, Great talents appear successively,
developed harmoniously and matched with proper
complexion.
• “One may distinguish himself in any trade”

82. 3 D (Time evolution evaluation model)
research
combined mode
application
Time

83. Diversity of the needs of human
resource and students' development
• --Balance between globalization and
localization
• --Quality assurance of higher
engineering education—The needs of
human resources and Students :
• According to the needs for
international level and local economic
region also for students' development

84. 3.6--Building a powerful country of
human resource
• In China, which is really the great nation of
Higher Engineering Education, there are ~34
million college students studying in school,
nearly 1/3 of which is Polytechnic students
nowadays
If we want to become a powerful country of
higher education ;Another knowledge
consider that every person could be talent
with diversity, they can do invention from
different angle and stage,

85. • So that the community can get the most innovative
burst strength, reservoir of creative energy that have
the greatest combination.
• The learning achievement under the fully excited state
some times will be unforgettable. If educators can
bring the students into such a “burning” learning state,
• The most successful of educators or colleges was to
provide the learning environment as fine as possible
and excite the maximum learning energy of students,
and then the education will be successful.

86. If there is N grades of such young peoples,
• the total energy of the human resource of
young peoples in the whole society could be
calculated by the formula
iii uU  10  i
  

N
i
N
i
iii uUU
1 1


87. The Principle of Max. release of Energy

88. Two approach---red one, -->1i

89. approach to one.
• The advantage of China as a powerful nation
of human resource will emerge.
• This was the most important “mine” of China
in the international.
• Then, the undoubted human resource was
assured for the purpose of achieving the goal
i

90. 3-7 Strategy of development of EE
• (1)—Road map and strategy
• (2)--Classification and Stratification
(3)--The Stratification based on the
Classification

91. —Road map and strategy
• In the environment of economic globalization, China
has become one of major power of engineering
education. We must hold the policy of “walking on
two legs”.
• The engineering education should serve the cutting
edge engineering
• Large construction projects ;Also the processing and
manufacturing engineering needs labor-intensive.

92. --The development trend of international
engineering education showed the following
characteristics throughout:
– First, engineering development towards the
direction of comprehensive and systematic large
project.
– Second, nanometer, information and
biotechnology were inevitably combined with
engineering technique due to its fast develop
the engineering education strategy A/B/C
A---some developed country used was to “occupy”
the innovative persons training in the high-end,

93. • B--The manufacture and the engineering need large
labor input were transformed or “outsourcing” to
other countries;
• C--We must “walking on two legs”, not only possess
innovative engineering but also served to manufacture
engineering which need large number of labors but will
combined with IT ;
• Third, projects are developing towards two ends: part
of it developed to cutting-edge and fine, the other
part developed to systematic, complex and large

94. • Some developed countries have aware their problems
and proposed the “return to engineering” .changing
after financial crisis;
• The goal of our country is “Toward innovation” ,
The engineering education in China must hold the need
of country, achieve the balance between
“globalization” and “localization” ;
• Establish the engineering education not only have
Chinese characteristics but also adapt to the
development of the global.

95. --Classification and Stratification
• Three strategies
1--—Stratification—Strategy I—Evaluation for
Excellent education in University ; Ranking of
disciplines
2--—Classification—strategy II--
Programs Accreditation, Qualified disciplines
3-—Strategy III—Stratification based
on classification

96. Three different approach
1--—Stratification—Strategy I
2--—Classification—Strategy II
3--—Strategy III—Stratification based on
classification

97. 1)—Stratification—Strategy I----”pyramid” mode

98. 2)—Total Classification—strategy II

99. 3)—Strategy III—Stratification based on classification

100. • Topics:
Team work; Organized leadership; Communication
skill;
Multi-culture;
Social duties;
Specialized practice;
Business environment
All can be strengthen in the projects: Master of
Engineering; PETOE; Accreditation of EE; CDIO;
The Main-Line:
Enhance the students learning outcome—
Strengthen the linking between Academy and
Industry

101. 3-8—Main task of University
• --What is a “university” ?
• In the speech of Mr. Cai Yuanpei when he was appointed
as the president of Peking University, he has said a
paragraph, which was quoted as below “University was
the place for researching esoteric knowledge. ……If
you not cultivate the foundation and study
assiduously at this time, then you will delay the study
of students when you take a job as a teacher and you will
bugle the country when you take a job as an officer. ”
• (Cai Yuanpei: The inaugural speech of appointing the president of Peking
University, 4.1917)

102. • The research of advanced knowledge, which is explain
as cultivate the foundation and study assiduously, is
different from the “science research” we usually talk.
• The fact of the spirit in the paragraph of Mr. Cai is that
the university cultivates the basis of students, who
may be a good teacher or officer in the future, via
researching the advanced research.
• The original mean of Mr. Cai is that according to the
route of "research" to achieve the object of
"education".

103. • The former president of Tsinghua university Mr.
Mei Yiqi said that: “The so-called university is
not because of the big buildings but great
masters.”
• “ Not only the intelligence of us
depend on the teach of teachers but
also the spiritual cultivation. “
• The inaugural speech of Mr. Mei Yiqi, the president of Tsinghua
University, the school publication of Tsinghua university, No. 341,
12/14/1931

104. • We fulfill the sentence above as:
“The so-called university is not because of
the big buildings but the place where
great masters educate talents.”
• This renew at first emphasize the resource of masters and
second require the masters to teach talents , and students
learning, implement the education.
• But the most important aspect for university is the “output”, the
production of talents cultivation. But it is difficulties to indentify
in a short term evaluation!
• The common mission of teachers and masters is talents
cultivation.

105. 4—Discussion and Concluding
Remarks
• Status—CHINESE---E E system
• Reform and case study
Linking University –Industry
• Rethinking –Strategy and education concept
University/ Students/Teacher/--Global
competency

106. Keeping Balances
• Training of Talents---
• Undergraduates ------Graduates
• Knowledge------ Skill,Ability,Attribute
• Basic Knowledge --- Professional
• Learning ---------- Hand-on
• Social Science------- Science , Engng.
• Theory -------- Practice

107. Skillful at Keeping Balance
• Idealism ---- Utilitarianism
BE ALERT TO CHANGES
MAKING COMPREHENSIVE DECISIONS-
INTEGRATION
SKILLFUL AT KEEPING BALANCE !
GO TO INNOVATION

108. Historical Evolution
• Four Units G,U,I,I-Government,
University, Industry, Intermediary
• --------------------------------
• Only when we understand the characteristics
(size, capability, connotation and energy) of
each unit in different country and region
• The interaction force between each unit and
its historical variation process
• See Time evolution flow—Different country,
nation,region is located in different stage

109. Four Units G,U,I,I-Government, University,
Industry, Intermediary
大学 企业
政府
中介方

110. New Features of the modern
engineering education in China
• We can use the sketch style to outline the
characteristics of the higher education of
China different from other countries
(including developed and developing
countries):
• We can exchanging and learning each other,
but we need to consider the local
characteristics

111. • To building an EE system with “ harmony-
cooperation ,total capacity” characteristics.
• We can exchanging and learning each other
for the young generation in the global village!
• Thank you!