Engineering education quality and curriculum development at Kaunas University of Technology

In the context of the paradigm shift from the traditional teacher centered approach to a student centered approach, using learning outcomes to organise the curriculum has been acknowledged to be beneficial to students, teachers and stakeholders. Learning outcomes allow for the focus to be placed on learning, improving curriculum design, aiding quality assurance, and increasing national and international transparency, mobility and recognition. However, learning outcomes-based study programmes is a rather new phenomenon in the context of European as well as Lithuanian systems of higher education, and is particularly relevant to ensure university study programme quality. The aim of this paper is to suggest the methodology for engineering curriculum development drawing on the practical experiences of engineering study programmes development at Kaunas University of Technology (KUT) in Kaunas, Lithuania. In the paper, the authors discuss the content of the learning outcome concept, principles of learning outcomes formulation according to relevant institutional, national and international reference points and guides, and their importance for engineering study programme quality.