Continuing engineering education (CEE) is becoming an attractive notion of continuously enhancing and upgrading the engineering skills required by the Fourth Industrial Revolution. Current developments in science and technology and the challenges to address the United Nations Sustainable Development Goals (UN SDGs) of the 2030 Agenda require updating theoretical knowledge, skills, and specific practical work. Even though higher education institutions (HEIs) can provide CEE or CPD (Continuing Professional Development) within or external to degree programs, CEE focuses on training engineers as lifelong learners to meet societal and industrial needs. A comparative study was conducted among eight universities to analyse the strategies used to provide CEE services at an institutional level. This study aims to investigate approaches and practices in CEE offerings to learn lessons and adjust CEE programs and policies in the HEIs involved in this research. The study followed an adapted version of a Comparative Case Study (CSS) as a suitable framework to map the CEE strategies and approaches of the participating universities. Preliminary results indicated differences in the organisational structures, e.g., traditional courses within existing programs. At the same time, other institutions provide flexible mechanisms such as short courses, modules, or micro-credential activities leading to qualifications. Similarities are found in institutional policies aiming at developing postgraduate programs aligned to industry demands. This study reflects the importance of learning programs as resources provided by HEIs applying a framework for engineering education and the engineers’ further professional development.
Gomez-Puente, S. M., Smith, C., Urenda Moris, M., Nørgaard, B., Heiß, H.-U., Caratozzolo, P., Schrey-Niemenmaa, K., Myllymäki, H.-R., & Hadzilacos, R. (2023). Towards Building A Framework For Continuing Engineering Education In Higher Education Institutions: A Comparative Study. European Society for Engineering Education (SEFI). DOI: 10.21427/P43B-6Z03
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