Expert Assessment of Competences and Learning Results for Master’s According to Higher Education Standard in Information and Measurement Technologies

Abstract

The purpose of this work is to analyze the learning processes at the second (master’s) level of higher education for the training of specialists in industrial engineering. To achieve the goal, an analysis was carried out and the importance of applied competencies and learning outcomes in the standard of higher education for obtaining the master’s degree in the specialty “Information and measurement technologies” was evaluated. The conducted research is based on expert assessments of scientists of the National Metrological Center of Ukraine and a higher technical education institution in one of the European countries. An algorithm for group expert assessment of the importance of competencies and learning outcomes has been proposed and substantiated, and their priority has been established. The most important competencies and learning outcomes that can significantly influence the quality of education in the specialty “Information and measurement technologies” have been determined. The identified competencies and learning outcomes with the least impact require attention, as this may indicate their formal nature. Taking into account the current trends in the development of the industry, provisions of current legislation, regulatory documents, established terminology in the field of metrology, and information and measurement technologies, experts proposed changes to the description of some competencies and learning outcomes. The results of the conducted research should be taken into account during the next revision of the standard of higher education for the preparation of masters in the specialty “Information and measurement technologies”. At the same time, special attention should be paid to those competencies and learning outcomes that, according to experts, have the least impact. Research findings can also be useful for universities in identifying procedures and areas for improvement that will allow for better alignment of curricula, competency acquisition, and learning outcomes.