IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i15p11954-d1209968.html
   My bibliography  Save this article

International Engineering Education Accreditation for Sustainable Career Development: A Comparative Study of Ship Engineering Curricula between China and UK

Author

Listed:
  • Ji Zhang

    (Marine Engineering, College of Engineering, Ocean University of China, 1299 Sansha Road, Qingdao 266100, China
    The State Key Laboratory of Internet of Things for Smart City, University of Macau, Macau 999078, China)

  • Han Yuan

    (Marine Engineering, College of Engineering, Ocean University of China, 1299 Sansha Road, Qingdao 266100, China)

  • Da Zhang

    (Marine Engineering, College of Engineering, Ocean University of China, 1299 Sansha Road, Qingdao 266100, China
    Department of Mechanical Engineering, National University of Singapore, 10 Kent Ridge Crescent, Singapore 119260, Singapore)

  • Yan Li

    (Marine Engineering, College of Engineering, Ocean University of China, 1299 Sansha Road, Qingdao 266100, China)

  • Ning Mei

    (Marine Engineering, College of Engineering, Ocean University of China, 1299 Sansha Road, Qingdao 266100, China
    College of Mechanical &Electrical Engineering, Qingdao City University, Qingdao 266100, China)

Abstract

Higher education accreditation within the Washington Accord has played a crucial role in advancing the global recognition of engineering training, greatly benefiting the professional sustainability of graduates. However, the existence of substantial disparities in higher engineering education systems among countries poses challenges for international engineering education accreditation, primarily due to information asymmetry. To address this issue, this study focuses on a comparative analysis of representative undergraduate programs in the field of ship engineering from the Ocean University of China in China and the University of Southampton in the UK. By examining the curriculum systems in the field of ship engineering in both countries, this study aims to shed light on the variations and similarities between the two. Moreover, the study delves into the specific example of the “Marine Engineering English” module to illustrate how an independent module can effectively fulfill the requirements for international recognition in higher engineering education accreditation while also serving the curriculum system. Serving as a significant practical case within the framework of the Washington Accord, this research provides valuable insights for the establishment of engineering education curriculum systems that are aligned with international standards. Ultimately, its findings hold considerable significance for promoting the international recognition of engineering education and fostering sustainable professional development for graduates.

Suggested Citation

  • Ji Zhang & Han Yuan & Da Zhang & Yan Li & Ning Mei, 2023. "International Engineering Education Accreditation for Sustainable Career Development: A Comparative Study of Ship Engineering Curricula between China and UK," Sustainability, MDPI, vol. 15(15), pages 1-19, August.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:15:p:11954-:d:1209968
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/15/11954/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/15/11954/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    2. Xumei Zhang & Ruyuan Liu & Wei Yan & Yan Wang & Zhigang Jiang & Zhaohui Feng, 2022. "Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation," Sustainability, MDPI, vol. 14(5), pages 1-12, February.
    3. Francisco Del Cerro Velázquez & Fernando Lozano Rivas, 2020. "Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms," Sustainability, MDPI, vol. 12(7), pages 1-18, March.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Qiao Chen & Huiyong Yin & Jianguo Feng & Baoyi Zhang, 2023. "Continuous Improvement and Optimization of Curriculum System for Engineering Education Accreditation: A Questionnaire Survey on Achievement Degrees of Graduation Requirements," Sustainability, MDPI, vol. 15(21), pages 1-16, October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ankui Hu & Xianhui Mao & Chenghua Fu & Mengkun Wu & Shuai Zhou, 2023. "Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory," Sustainability, MDPI, vol. 15(11), pages 1-20, June.
    2. Sukru Ada, 2020. "Investigation of the Relationships between Individual Innovation and Sustainable Education Beliefs," Sustainability, MDPI, vol. 12(2), pages 1-14, January.
    3. Jamali, Seyedh Mahboobeh & Nader, Ale Ebrahim & Jamali, Fatemeh, 2021. "The Role of STEM Education in Improving the Quality of Education: A Bibliometric Study," MPRA Paper 114214, University Library of Munich, Germany, revised 02 May 2022.
    4. Arantza Rico & Elena Agirre-Basurko & Aritz Ruiz-González & Igone Palacios-Agundez & Daniel Zuazagoitia, 2021. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service," Sustainability, MDPI, vol. 13(8), pages 1-21, April.
    5. María Jesús Santos-Villalba & Juan José Leiva Olivencia & Magdalena Ramos Navas-Parejo & María Dolores Benítez-Márquez, 2020. "Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study," Sustainability, MDPI, vol. 12(20), pages 1-20, October.
    6. Mestawot Beyene Tafese & Erika Kopp, 2025. "Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective," Sustainability, MDPI, vol. 17(10), pages 1-20, May.
    7. Alexander K. Killion & Jessica Ostrow Michel & Jason K. Hawes, 2022. "Toward Identifying Sustainability Leadership Competencies: Insights from Mapping a Graduate Sustainability Education Curriculum," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    8. Daina Gudonienė & Agnė Paulauskaitė-Tarasevičienė & Asta Daunorienė & Vilma Sukackė, 2021. "A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL," Sustainability, MDPI, vol. 13(15), pages 1-19, July.
    9. Guia Bianchi, 2020. "Sustainability competences: A systematic literature review," JRC Research Reports JRC123624, Joint Research Centre.
    10. Rosa Isusi-Fagoaga & Adela García-Aracil, 2020. "Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers," Sustainability, MDPI, vol. 12(23), pages 1-15, November.
    11. Erika González García & Ernesto Colomo Magaña & Andrea Cívico Ariza, 2020. "Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach," Sustainability, MDPI, vol. 12(15), pages 1-18, July.
    12. Joseph Owuondo, 2023. "Advancing Sustainable Development in the Global South: Aligning Education with the SDGs for Lasting Impact," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(10), pages 1166-1172, October.
    13. Helen Lee Curtis & Lucas Catalani Gabriel & Marlyne Sahakian & Sandro Cattacin, 2021. "Practice-Based Program Evaluation in Higher Education for Sustainability: A Student Participatory Approach," Sustainability, MDPI, vol. 13(19), pages 1-14, September.
    14. Wendy Xiomara Chavarría-Garza & Ayax Santos-Guevara & José Rubén Morones-Ibarra & Osvaldo Aquines-Gutiérrez, 2022. "Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
    15. Anil Balikci & Yuri Borgianni & Lorenzo Maccioni & Chiara Nezzi, 2021. "A Framework of Unsustainable Behaviors to Support Product Eco-Design," Sustainability, MDPI, vol. 13(20), pages 1-19, October.
    16. Vytautas Štuikys & Renata Burbaitė & Mikas Binkis & Giedrius Ziberkas, 2025. "Developing Problem-Solving Skills to Support Sustainability in STEM Education Using Generative AI Tools," Sustainability, MDPI, vol. 17(15), pages 1-17, July.
    17. Annette Gough, 2021. "All STEM-Ed up: Gaps and Silences around Ecological Education in Australia," Sustainability, MDPI, vol. 13(7), pages 1-19, March.
    18. Sibilla Montanari & Evi Agostini & Denis Francesconi, 2023. "Are We Talking about Green Skills or Sustainability Competences? A Scoping Review Using Scientometric Analysis of Two Apparently Similar Topics in the Field of Sustainability," Sustainability, MDPI, vol. 15(19), pages 1-25, September.
    19. Rebeca Kerstin Alonso & Alexander Vélez & María Carmen Martínez-Monteagudo, 2023. "Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal," Sustainability, MDPI, vol. 15(13), pages 1-14, June.
    20. Ikram Khatrouch & Hatem Belhouchet & Ismail Dergaa & Halil İbrahim Ceylan & Valentina Stefanica & Raul-Ioan Muntean & Fairouz Azaiez, 2025. "MOORA-Based Assessment of Educational Sustainability Performance in EU-27 Countries: Comparing Pre-Pandemic (2017–2019) and Pandemic-Affected (2020–2022) Periods," Sustainability, MDPI, vol. 17(16), pages 1-16, August.

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:15:p:11954-:d:1209968. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.