“Automobile Transport” Professional Master study program in “Automobile Transport”
(6 main aspects and 14 questions)
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(6 main aspects and 14 questions)1. Possibility to understand, to reach and to control the aims and objectives defined by the study programmes. Assessment: 3 Possibility to understand, to reach and to control the aims and objectives defined by the study programmes is good. Objectives should meet the current needs of the Latvian automotive industry.II The content and organization of the studies. Assessment: 3 Comment: The content is relevant and comprehensive. The programs are well organised. In addition to traditional fields of automobile engineering, modern computerised signal processing, CAN bus technology, mechatronic systems and Drive-by-X, are being introduced.Modern methods and approaches to environmental consideration and sustainable technology development are however not included in the programs. Life Cycle Assessment, recycling, exhaust emission control and noise reduction should be added to the programs. Also, alternative future drive systems, e.g. electric hybrid systems, fuel cells and internal combustion engines with variable valve timing should be included in the programs. This might be an opportunity for Latvian automotive industry, to enter the market for components and subsystems for such new technologies.Concerning the organisation and program structure, there are however many small (2 CP) courses of similar character, that should be combined into larger courses, to improve the efficiency in teaching.2. Complying with the professional and education standards, legislation of the Republic of Latvia and with the requirements and standards of the European Union. Assessment: 4 Comment: The program seems to comply well with the Latvian professional and educational standard. However, accreditation for professional standards according to the recommendations from the Ministry of Transport and from the Society of Latvian Transport Development and Education has not yet been carried out and should be emphasised.3. Consistency of the study programmes and their parts with the demands to create the common European education space, including the comparison with at least two study programmes from EU countries. Assessment: 4 Comment: Similar programs to the RTU professional Bachelor and Masters in Automobile Transport are available at many European Universities, e.g. at KTH (Stockholm) as described below, and at Cranfield, UK , and at TU Aachen, Germany. In the European programs though, the first two years (bachelor level, of “academic” character) are directed primarily towards basic natural science and engineering science, while the RTU Batchelor program is more applied. KTH (Stockholm) Master´s program (“Civilingenjör”) 180 CP in Vehicle Engineering. 3rd and 4th year specialisation in vehicle technology The MSc programme in Vehicle Engineering at KTH consists of three significant parts: Mathematics dominate the first part, together with core courses in the technology specific to the programme. The second part consists of basic technical-scientific courses that offer the students a broad basic knowledge in technology and science. Finally, the third part constitutes the specialisation within the programme and includes both courses and a MSc final degree project with written thesis. The MSc programme in Vehicle Engineering is one of the programmes at KTH providing the most extensive and in-depth knowledge in the mathematical subject areas, focusing to a large extent on theoretical model creation. KTH specialisation Vehicle technology This profile presents the functions and properties of land vehicles. It also provides the student with knowledge about vehicles, vehicle dynamics and microcomputer technology and signal conditioning. TU Aachen MSc program Automotive Systems, 4 semesters Semester 1 Semester 2 Semester 3 Semester 4
4. Qualification and professionality of the academic staff members. Assessment: 4 Comment: The academic staff of the institute are highly qualified and professional. However, many of the academic staff are old, so a plan for recruitment and renewal of younger qualified staff is needed.III Assessment of teaching and learning. Assessment: 4 Comment: The Automobile Transport study programs are of “bottom-up” character, with a firm base in detailed technology. As there is currently no design and manufacturing of new road vehicles in Latvia, the study programs are focused on maintenance and fleet operation. PBL (problem based learning) based on industry´s problem would be preferable. 5. Modern methodology of teaching, a clear statement of results to be expected, problem solving, use of computers, internet, audiovisual and multi media equipment. Assessment: 4 Comment: Use of computers, audiovisual and multimedia equipment seems satisfactory. Modern literature, often in English, is available at the Institute´s library. 6. Counselling and guidance for students, academic supervision and consultations of the teaching staff, increasing of the students' motivation to study. Assessment: 3 Comment: The fairly small student groups should be positive for an active student-teacher communication and applied project work.7. Methods to assess the knowledge, skills and attitudes, their objectivity use to improve the studies. Assessment: 2 Comment: Written examinations are used in all courses, and requirements for “passed” of exercises and laboratory work. No specific means or methods for quality assurance of the program were mentioned, besides the self-evaluation.Directory: zinojumi zinojumi -> Self-evaluation Report zinojumi -> Self-evaluation report zinojumi -> Department of sociology and psychology zinojumi -> Teacher speech therapist Download 159.85 Kb. Share with your friends:
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