Creating a well-rounded curriculum for modern Engineering degrees requires the seamless integration of numerous topic areas beyond technical skill development. Instead, it is essential that the graduating student develops a wider understanding of their role within a team and society, along with reflective qualities, to support a more seamless transition into Industry. The UK Engineering Council’s, Accreditation of Higher Education Programmes fourth edition (AHEP4), define a clear set of characteristics and learning outcomes that are required to be included and assessed for accreditation of degrees with the various engineering bodies. The AHEP4 provides a high level of detail to assess which level the various learning outcomes are meeting, allowing for mapping of development across a degree course.

At the Department of Mechanical Engineering (DoME) in Swansea University (SU), in addition to AHEP4, consideration has been given to the attributes outlined for “Engineering Habits of Mind” in the 2014 “Thinking Like an Engineer” report published by the Royal Academy of Engineering. This report has developed an agreed set of thinking characteristics, skills and attributes of engineers, termed the Engineering Habits of Mind, which are: Improving, Systems-thinking, Adapting, Problem-solving, Creative-problem-solving and Visualising. Currently, the DoME is transitioning a 10-credit module curriculum format, to a 20-credit module format, which has required an extensive curriculum review exercise. In the undertaking of this exercise, it has been a priority to assess that the newly developed modules align with AHEP4 requirements for accreditation purposes; but, also that we are building the Engineering Habits of Mind that we deem essential in our graduating students.

In order to undertake this curriculum mapping exercise, the techniques applied in Maturity or Readiness Level Models developed for the assessment of Industry 4.0 have been adopted. The implementation of Industry 4.0 into manufacturing companies and/or large multi-national corporations is highly complex and challenging. Requiring that an extensive range of equipment, systems, and ethos are seamlessly integrated. There is a clear parallel between the complexity of Industry 4.0 implementation and the development of curriculums that attain all necessary learning outcomes, to develop a well-rounded, modern-day engineer. Consequently, the approaches demonstrated in the “Acatech STUDY Industrie 4.0 Maturity Index” and the “WMG Industry 4 readiness assessment tool”, were adapted to undertake an assessment of the current SU DoME curriculum with respect to AHEP4 requirements. This approach has supported the development of the new 20-credit module curriculum. Additionally, within the DoME a specific framework has been developed, with assessment levels (1 to 4) outlined for the Engineering Habits of Mind.

The outcomes of this novel framework for curriculum assessment and mapping will be presented; along with an analysis of how a curriculum developed to support AHEP4 aligns with the Engineering Habits of Mind. It is hoped that these findings will assist other Engineering Departments in reviewing their curriculum, showcasing how learning outcomes attainment, throughout the degree, can be clearly visualised and mapped, allowing for easier curriculum maintenance, review and forward planning.

Keywords: Curriculum design, accreditation, AHEP4, Industry 4.0, Engineering Habits of Mind.