|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|178457||459272||2016||13 صفحه PDF||سفارش دهید||دانلود رایگان|
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• Demand for undergraduate chemical engineering places in the UK has risen dramatically.
• New providers face challenges of curriculum design, validation and delivery.
• These issues are illustrated through the experiences of the University of Huddersfield.
• Creating new programmes requires a clear vision for the intended nature of the education.
• Risks and processes must be managed effectively and responsively.
The rise in popularity of chemical engineering among students entering university has prompted expansion of the UK provision, through increased intake into current degree programmes and with the rise of new providers. The former entails logistical challenges of processing larger numbers through existing infrastructures whilst maintaining the student experience. The latter entails challenges of designing and introducing programmes that build harmoniously on existing non-chemical engineering provision, within the constraints of university validation procedures and physical resources, and in the face of uncertainty around student and staff recruitment, while aspiring to implement best practice in chemical engineering content and pedagogy. Following a review of the UK chemical engineering landscape and a critique of literature guidance on the appropriate content of chemical engineering curricula, this paper illustrates the issues of new programme development through the approaches and experiences of a new provider, the University of Huddersfield, which introduced new chemical engineering programmes from academic year 2013–2014. The paper addresses specifying the content of chemical engineering programmes to align with accreditation requirements and literature advice while maintaining distinctiveness. The constraints imposed by the need to specify and validate courses internally and to minimise substantive programme changes subsequently, whilst responding to the opportunities that arise as staff are recruited and to external developments and unplanned incidents, are highlighted and illustrated, in order to draw lessons that might help to guide other new entrants.
Journal: Education for Chemical Engineers - Volume 17, October 2016, Pages 1–13