About this paper

Appears in:
Pages: 2866-2871
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

ALIGNING LEARNING OUTCOMES WITH PROFESSIONAL COMPETENCIES IN GEOMATICS EDUCATION

A. Martin, E. McGovern

Dublin Institute of Technology (IRELAND)
The Geomatics industry is a highly specialised field incorporating advanced technical instrumentation and complex measurement systems which form part of local, national and international Spatial Information Systems. As spatial information forms the basis for many aspects of construction, architecture, planning and development, the knowledge and skills required by the qualified Geomatics professional are varied. The professional surveyor must attain the required academic standard and satisfy professional criteria.

The BSc in Geomatics at the Dublin Institute of Technology (DIT) is the only programme in Ireland producing Geomatics professionals. It is accredited by a number of professional institutions including the Society of Chartered Surveyors (SCS) and the Royal Institution of Chartered Surveyors (RICS) and is designed to produce graduates who have academic integrity coupled with real-life problem solving skills thus servicing societal needs.

The subject area ‘Geodetic Surveying’ is taught in each year of the Geomatics Degree Programme and traditionally brings together a number of core surveying principles and practical problem solving skills which are reflected in the summative and formative module assessments. A new development in the formative assessment element of Module SSPL3005 (Geodetic Surveying 3), which is a 5 ECTS credit module delivered to third year students, focused on an industrial simulation exercise as a means of meeting the demands of relevant stakeholders, viz. Students, Academic standards, Professional Bodies and Industry. This simulation exercise emulates the TV show ‘The Apprentice’ whereby students, operating in teams, had to solve a practical survey problem and present, and defend, their findings on camera before a panel consisting of a chartered surveyor, who is the director of a large survey practice in Ireland, and two course tutors.

This paper outlines the pedagogical approach of using industrial simulation for survey education and evaluates both the methodology employed and the outcomes achieved. It also highlights the challenges in aligning academic curriculum and assessment with the professional competencies required by industry.
@InProceedings{MARTIN2011ALI,
author = {Martin, A. and McGovern, E.},
title = {ALIGNING LEARNING OUTCOMES WITH PROFESSIONAL COMPETENCIES IN GEOMATICS EDUCATION},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {2866-2871}}
TY - CONF
AU - A. Martin AU - E. McGovern
TI - ALIGNING LEARNING OUTCOMES WITH PROFESSIONAL COMPETENCIES IN GEOMATICS EDUCATION
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 2866
EP - 2871
ER -
A. Martin, E. McGovern (2011) ALIGNING LEARNING OUTCOMES WITH PROFESSIONAL COMPETENCIES IN GEOMATICS EDUCATION, INTED2011 Proceedings, pp. 2866-2871.
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