ORCID

Abstract

Accreditation in engineering has been widely adopted, enabled by notable harmonization among accrediting bodies worldwide. This alignment, facilitated by accords among nations and regions, fosters a shared understanding of expectations critical for the globalized engineering profession. While ensuring graduates are equipped with essential skills for international collaboration, engineering education grapples with defining and instilling ethics, and the problematic nature of this endeavor is complicated by vague and ambiguous terminology within accreditation documents. Addressing this gap requires navigating power dynamics among education, accreditation, and licensure alongside creating localized, meaningful educational experiences. This paper overviews one section from the forthcoming Routledge International Handbook of Engineering Ethics Education, focusing on accreditation and its interconnectedness with ethics education. Starting with historical perspectives and contemporary practices, the paper describes efforts to balance standardized outcomes with cultural relevance, aiming to cultivate socially responsible engineers capable of navigating ethical complexities in a rapidly evolving world.

Keywords

Accreditation, assessment, engineering education, ethics, globalization

Publication Date

2024-07-19

Publication Title

Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024

ISBN

9786289520781

ISSN

2414-6390

Deposit Date

2025-07-24

Download


Share

COinS