Umeå universitets logga

Capacity building is a corner stone for having well prepared and effective teaching staff in engineering education. Despite the importance of capacity building in engineering education, there is relatively little research on this topic. In this paper, we address this gap by reporting on an international comparative study on capacity building practices in university-level engineering education. We examine how capacity building is organised in seven European institutions (in Belgium, Finland, France, Germany, Hungary, Sweden, UK) and Australia, based on institutional education policies and practices. We compare the preparation of teaching staff, their initial training, and continuing capacity building activities throughout their careers. To do this, we applied a qualitative approach, collecting data through (1) a structured questionnaire answered by the members of the SEFI SIG on Capacity building and (2) written notes produced during an international workshop on capacity building at the 2021 SEFI conference. We then conducted a comparative case study, exploring similarities and differences between incentives for permanent academic staff to engage in capacity building, how capacity building is organised, and at what point in their careers staff engage in it. Our findings indicate very diverse approaches, rules and practices as well as different obstacles and challenges for engineering education. The outcomes of our study can be used by policy makers to inform capacity building practices and engineering education in HEIs (Higher Education Institutions), and our questionnaire provides a tool for monitoring and reporting practices throughout the sector.