'Responsiveness' and 'responsibility': Determining what matters in a computer engineering curriculum.
This article is a research study related to the restructuring of a four-year Bachelor of Science (BSc) in Electrical and Computer Engineering (ECE) undergraduate degree programme. The article focuses on the method by which collaborators from local industry and research institutions provided curricul...
| Publicado en: | South African Journal of Higher Education Vol. 28; no. 3; pp. 983 - 1003 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Sabinet Online Limited
2014
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=110022390&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 110022390 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2014 vid: 28 iid: 3 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 110022390 ppf: 983 ppct: 20 formats: tig: atl: 'Responsiveness' and 'responsibility': Determining what matters in a computer engineering curriculum. aug: au: Winberg, S. affil: Department of Electrical Engineering, University of Cape Town, Cape Town, South Africa su: Bachelor of science degree Computer engineering education Curriculum Responsibility Technology sug: subj: Bachelor of science degree Computer engineering education Curriculum Responsibility Technology keyword: computer engineering curriculum design engineering education university-industry collaboration ab: This article is a research study related to the restructuring of a four-year Bachelor of Science (BSc) in Electrical and Computer Engineering (ECE) undergraduate degree programme. The article focuses on the method by which collaborators from local industry and research institutions provided curriculum requests, and how these requests were organised and prioritised with the objective of defining the knowledge that matters most to the degree programme. The study is part of an on-going department wide curriculum renewal process that started in 2009. Analysis of the data obtained led to the development of a model to guide the curriculum project in identifying ways to prioritise changes that both protect the fundament disciplinary knowledge and cater for the dynamic nature of professional practice and changing technologies. The article argues that two concepts, namely, 'responsiveness' to the needs of industry and 'responsibility' to the disciplinary knowledge bases, are necessary aspects of an effective engineering curriculum. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
|---|