Guidelines on engineering programme design

The Guidelines discuss requirements to learning outcomes at master level used within Bologna process (e.g. in A Framework for Qualifications for the European Higher Education Area and European Qualification Framework), criteria for accreditation of engineering programmes (at master level), and include comparison of the Russian Federal Educational Standards (FES) requirements and EUR-ACE Framework Standards. The second part of the Guidelines describes a methodology for engineering curriculum design and its main steps: defining of programme objectives and learning outcomes and credit allocation for programme/module learning outcomes in accordance with the FES and EUR-ACE Framework standards requirements, assessment of learning outcomes achievement. The examples are given to illustrate methodological recommendations.

The first version of the Guidelines has been published in spring of 2011 while preparing the faculty training workshops. The current (second and final) version is a revised and extended publication of the Guidelines which includes curriculum, programme educational objectives, programme learning outcomes, and other examples corresponding to those of one study programme developed within the project. Besides of these illustrative materials and editorials it includes also the table of Acronyms and the Glossary of terms related to curriculum design and accreditation of engineering programmes.

The authors would like to thank those who contributed to the project and without whose advices and discussions with whom we could ever succeed in achievement of project objectives. We are thankful to Profs. Urbano Dominguez Garrido (University of Valladolid), Erik de Graaff (Aalborg University), Iacint Manoliu (Technical University of Civil Engineering of Bucharest), Giuliano Augusti (ENAEE) and Pranas Žiliukas (Kaunas University of Technology) for their fruitful involvement to the project at its different stages and contribution to the topics of the Guidelines. The special thanks to faculties of all three Russian universities to whom these Guidelines were addressed to, who were asked to work with them, and who were first their testers and critics.