Requirements for Accreditation

of Engineering Education Programmes

(ACC02)

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Documentation and Version Control
Version Action Approver Date
Standards and
2.1 Formatted Feb 2014
Accreditation Board

Changes to terminology May 2016

2.2 Standards and
Renumbering of criteria Accreditation Board
Clarification of the purpose of the Knowledge
Profile
Revision to criterion 3.3 – Assessment, 4.1 –
3.1 Academic Staff Standards and February 2017
Changes to incorporate accreditation of Accreditation Board
postgraduate programmes, (new Part C)
Inclusion of Contents Page

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Contents
Part A: Background and Definitions .......................................................................................................................... 4
1. Background .............................................................................................................................................................. 4
2. interpretation ............................................................................................................................................................ 5
3. Knowledge Profile .................................................................................................................................................... 5
International Engineering Alliance Knowledge Profiles ................................................................................................. 6
4. Range of Problem Solving ....................................................................................................................................... 7
Part B: Specific Accreditation Requirements for the accreditation of programmes to an International Accord
standard ........................................................................................................................................................................ 9
1. Programme Graduate Outcomes ............................................................................................................................. 9
2. Assessment to Achieve the Desired Outcomes..................................................................................................... 19
3. Capacity and Capability ......................................................................................................................................... 19
4. Quality Assurance and Management Systems ...................................................................................................... 23
Part C – Specific Accreditation Criteria for the accreditation of post-graduate programmes based on
specific bodies of knowledge ................................................................................................................................... 26
1. Programme Graduate Outcomes ........................................................................................................................... 26
2. Programme Design ................................................................................................................................................ 26
3. Admission standards .............................................................................................................................................. 26
4. Assessment to Achieve the Desired Outcomes..................................................................................................... 28
5. Academic staff ........................................................................................................................................................ 28
6. Technical and support staff .................................................................................................................................... 29
7. Practical teaching facilities and learning resources ............................................................................................... 29
8. Educational and professional culture ..................................................................................................................... 29
9. Quality Assurance and Management Systems ...................................................................................................... 30

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Part A: Background and Definitions
1. BACKGROUND

IPENZ accredits engineering programmes against outcomes-based standards that have been established by the Dublin, Sydney and Washington
Accords to define the general academic standards for entry-to-practice in the engineering profession. Our accreditation criteria for the
accreditation of programmes to these International Accord standards are set out in Part B. Accreditation to an Internationa l Accord standard
typically relates to undergraduate engineering programmes - NZ Diploma in Engineering, Bachelor of Engineering Technology degrees and
Bachelor of Engineering Honours degrees, but the criteria are also able to accommodate graduate or postgraduate programmes th at have been
designed to systematically develop students to an Accord standard. This would include the accreditation of “3+2” programmes delivered within a
single institution, or other “conversion” or “articulation” programmes that might be developed to build on formally assessed undergraduate study to
bring graduates to an “Accord level” graduate outcome.

IPENZ has also established criteria for the accreditation of postgraduate programmes that do not deliver an International Accord graduate
outcome. The criteria for the accreditation of these programmes are set out in Part C. The accreditation of such postgraduate programmes is
intended to:
1. Validate postgraduate programmes as meeting a defined need as identified by the engineering community and New Zealand.
2. Recognise advanced programmes of study that develop a specific body of knowledge or capability that has been identified by the
profession as necessary for practice in a specialised of specific area of practice. This might include practice areas with particular legal
or safety implications.

Accreditation of post-graduate programmes provides assurance that graduates have acquired a defined body of knowledge in a specialised area,
or to an advanced level, that is recognised for preparing graduates for practice in a particular area. On that basis the following types of
postgraduate programmes will not be accreditable:
 Research-based programmes that do not deliver a defined body of knowledge.
 Taught programmes that allow for a broad elective course choice

The accreditation criteria (and associated descriptors of the knowledge profile and range of problem solving) are automatically updated on any
approval by the relevant Accord of exemplar graduate attributes. Any such change shall apply to accreditation activities in the following calendar
year unless the IPENZ Standards and Accreditation Board decides otherwise. Changes to the Body of Knowledge underpinning a qualification

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accredited under Part C of these criteria are expected to be reflected in the curriculum within a timeframe that is acceptable to the Body of
Knowledge Owner.

In order to achieve accreditation a programme must have produced at least one cohort of graduates, some of whom have proceeded to
engineering employment.

2. INTERPRETATION

The requirements and indicators of attainment set out below are intended to be interpreted in the context of the particular engineering
discipline/field of study of the programme. IPENZ has adopted the glossary used by the International Engineering Alliance and available at
(http://www.ieagreements.org/assets/Uploads/IEA-Extended-Glossary.pdf).

The following definitions are additional:

Open literature – all forms of information that might reasonably be available including but not limited to published research papers, codes of
practice, reviews and textbooks, trade literature, standards and patents.

Tools – includes but is not limited to computational and modelling tools, codes of practice, standards and physical equipment.

3. KNOWLEDGE PROFILE

The knowledge profile exemplar for each of the relevant Accords is set out below and referenced by the specific accreditation requirements in Part
B. Development of the relevant knowledge profile is only a requirement of the accreditation process to the extent that knowledge attributes are
referenced within the relevant set of Accord Graduate Attributes (criterion 1.3 in Part B). As a result, providers are not expected to develop specific
mappings of their curriculum or assessment against knowledge profile attributes. Rather, the knowledge profile is intended to provide additional
guidance to inform curriculum design and review.

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International Engineering Alliance Knowledge Profiles
A Washington Accord programme provides: A Sydney Accord programme provides: A Dublin Accord programme provides:

WK1: A systematic, theory-based understanding of SK1: A systematic, theory-based understanding of DK1: A descriptive, formula-based understanding of the
the natural sciences applicable to the discipline the natural sciences applicable to the sub- natural sciences applicable in a sub-discipline
discipline

WK2: Conceptually-based mathematics, numerical SK2: Conceptually-based mathematics, numerical DK2: Procedural mathematics, numerical analysis,
analysis, statistics and formal aspects of computer analysis, statistics and aspects of computer and statistics applicable in a sub-discipline
and information science to support analysis and information science to support analysis and use of
modelling applicable to the discipline models applicable to the sub-discipline

WK3: A systematic, theory-based formulation of SK3: A systematic, theory-based formulation of DK3: A coherent procedural formulation of
engineering fundamentals required in the engineering fundamentals required in an engineering fundamentals required in an accepted
engineering discipline accepted sub-discipline sub-discipline

WK4: Engineering specialist knowledge that SK4: Engineering specialist knowledge that DK4: Engineering specialist knowledge that provides
provides theoretical frameworks and bodies of provides theoretical frameworks and bodies of the body of knowledge for an accepted sub-discipline
knowledge for the accepted practice areas in the knowledge for an accepted sub-discipline
engineering discipline; much is at the forefront of
the discipline

WK5: Knowledge that supports engineering SK5: Knowledge that supports engineering DK5: Knowledge that supports engineering design
design in a practice area design using the technologies of a practice area based on the techniques and procedures of a practice
area

WK6: Knowledge of engineering practice SK6: Knowledge of engineering technologies DK6: Codified practical engineering knowledge in
(technology) in the practice areas in the engineering applicable in the sub-discipline recognised practice area
discipline

WK7: Comprehension of the role of engineering in SK7: Comprehension of the role of technology in DK7: Knowledge of issues and approaches in
society and identified issues in engineering practice society and identified issues in applying engineering engineering technician practice: ethics, financial,
in the discipline: ethics and the professional technology: ethics and impacts: economic, social, cultural, environmental and sustainability impacts
responsibility of an engineer to public safety; the environmental and sustainability
impacts of engineering activity: economic, social,

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A Washington Accord programme provides: A Sydney Accord programme provides: A Dublin Accord programme provides:
cultural, environmental and sustainability

WK8: Engagement with selected knowledge in the SK8: Engagement with the technological
research literature of the discipline literature of the discipline

4. RANGE OF PROBLEM SOLVING

Several graduate attribute requirements in Part B use the notions of complex engineering problems, broadly-defined engineering problems and
well-defined engineering problems. These shorthand descriptors represent a key differentiator between programmes levels and have been
characterised by International Engineering Alliance signatories as follows:
Attribute Complex Engineering Problems have Broadly-defined Engineering Well-defined Engineering Problems
characteristic WP1 and some or all of Problems have characteristic SP1 have characteristic DP1 and some or all
WP2 to WP7: and some or all of SP2 to SP7: of DP2 to DP7:

Depth of Knowledge Required WP1: Cannot be resolved without in-depth SP1: Cannot be resolved without DP1: Cannot be resolved without extensive
engineering knowledge at the level of one engineering knowledge at the level of practical knowledge as reflected in DK5
or more of WK3, WK4, WK5, WK6 or WK8 one or more of SK 4, SK5, and SK6 and DK6 supported by theoretical
which allows a fundamentals-based, first supported by SK3 with a strong knowledge defined in DK3 and DK4
principles analytical approach emphasis on the application of
developed technology
Range of conflicting WP2: Involve wide-ranging or conflicting SP2: Involve a variety of factors DP2: Involve several issues, but with few
requirements technical, engineering and other issues which may impose conflicting of these exerting conflicting constraints
constraints
Depth of analysis required WP3: Have no obvious solution and require SP3: Can be solved by application of DP3: Can be solved in standardised ways
abstract thinking, originality in analysis to well-proven analysis techniques
formulate suitable models

Familiarity of issues WP4: Involve infrequently encountered SP4: Belong to families of familiar DP4: Are frequently encountered and thus
issues problems which are solved in well- familiar to most practitioners in the practice
accepted ways area

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Attribute Complex Engineering Problems have Broadly-defined Engineering Well-defined Engineering Problems
characteristic WP1 and some or all of Problems have characteristic SP1 have characteristic DP1 and some or all
WP2 to WP7: and some or all of SP2 to SP7: of DP2 to DP7:

Extent of applicable codes WP5: Are outside problems encompassed SP5: May be partially outside those DP5: Are encompassed by standards
by standards and codes of practice for encompassed by standards or codes and/or documented codes of practice
professional engineering of practice

Extent of stakeholder WP6: Involve diverse groups of SP6: Involve several groups of DP6: Involve a limited range of
involvement and conflicting stakeholders with widely varying needs stakeholders with differing and stakeholders with differing needs
requirements occasionally conflicting needs

Interdependence WP 7: Are high level problems including SP7: Are parts of, or systems within DP7: Are discrete components of
many component parts or sub-problems complex engineering problems engineering systems

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Part B: Specific Accreditation Requirements for the accreditation of programmes to an
International Accord standard
1. PROGRAMME GRADUATE OUTCOMES
1.1 A set of Programme Graduate Outcomes are defined for the programme.
1.2 Programme Graduate Outcomes are substantially equivalent to the exemplar Graduate Attributes of the relevant Accord, but may also be
customised to meet the advice of likely employers and target industries,
1.3 The programme provides for the progressive development and assessment of the relevant set of Graduate Attributes. The Graduate Attributes
for each international accord are set out below, along with indicators of attainment to guide interpretation.

Washington Accord Sydney Accord Dublin Accord

WA1: Apply knowledge of mathematics, SA1: Apply knowledge of mathematics, DA1: Apply knowledge of mathematics,
1.3.1 Engineering natural science, engineering natural science, engineering natural science, engineering
knowledge fundamentals and an engineering fundamentals and an engineering fundamentals and an engineering
specialization as specified in WK1 to specialization as specified in SK1 to specialization as specified in DK1 to
WK4 respectively to the solution of SK4 respectively to defined and DK4 respectively to wide practical
complex engineering problems. applied engineering procedures, procedures and practices.
processes, systems or methodologies.
WA2: Identify, formulate, research SA2: Identify, formulate, research DA2: Identify and analyse well-defined
1.3.2 Problem analysis literature and analyse complex literature and analyse broadly-defined engineering problems reaching
Complexity of analysis engineering problems reaching engineering problems reaching substantiated conclusions using
substantiated conclusions using first substantiated conclusions using codified methods of analysis specific to
principles of mathematics, natural analytical tools appropriate to the their field of activity (DK1 to DK4).
sciences and engineering sciences discipline or area of specialisation Indicators of attainment
(WK1 to WK4) (SK1 to SK4).
 Identifies relevant constraints and
Indicators of attainment Indicators of attainment
requirements and sets out an accurate
 Identifies all relevant constraints and  Identifies relevant constraints and description of the problem
requirements and formulates an requirements and develops an  Gathers engineering knowledge from
accurate description of the problem accurate description of the problem sources such as standards and codes
 Gathers engineering knowledge from  Gathers engineering knowledge from of practice and identifies the most

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 the open literature and discerns the sources such as textbooks, reviews, relevant
most relevant codes of practice and standards and  Applies established diagnostic
 Develops from the qualitative identifies the most relevant processes and codified methods to
description of the problem  Selects from the qualitative define problems
mathematical, physical or description of the problem a suitable  Systematically checks the analysis for
computational models/solutions based form of mathematical, physical or accuracy and validity of assumptions
on fundamental principles and computation model and justifies that made
justifiable assumptions choice
 Selects appropriate analysis tools and  Selects appropriate analysis tools,
applies those proficiently to implement which may include relevant standards
the model/solution and codes of practice, and applies
 Evaluates the analysis for accuracy and those proficiently to implement the
validity of assumptions made model
 Systematically checks the analysis for
accuracy and validity of assumptions
made
WA3: Design solutions for complex SA3: Design solutions for broadly- DA3: Design solutions for well-defined
1.3.3 Design/development engineering problems and design defined engineering technology technical problems and assist with the
of solutions systems, components or processes that problems and contribute to the design design of systems, components or
Breadth and uniqueness of meet specified needs with appropriate of systems, components or processes processes to meet specified needs with
engineering problems i.e. the consideration for public health and to meet specified needs with appropriate consideration for public
extent to which problems are safety, cultural, societal, and appropriate consideration for public health and safety, cultural, societal, and
original and to which environmental considerations (WK5). health and safety, cultural, societal, environmental considerations (DK5).
solutions have previously Indicators of attainment and environmental considerations Indicators of attainment
been identified or codified (SK5).
 Identifies all relevant constraints and  Identifies relevant practical constraints
requirements Indicators of attainment and requirements
 Identifies information requirements and  Identifies all relevant constraints and  Identifies information requirements and
selects what is relevant from the open requirements obtains information from the relevant
literature  Identifies information requirements industry literature
 Demonstrates creativity when and obtains information from the  Demonstrates creativity to propose
proposing possible solutions relevant industry literature possible solutions
 Screens alternative solutions  Demonstrates creativity to propose  Screens alternative solutions

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 systematically possible solutions systematically
 Applies modern design theories and  Screens alternative solutions  Develops/designs at least one possible
methodologies to develop/design systematically solution
possible solutions  Develops/designs at least two  Considers contextual factors and in
 Evaluates the feasibility of several possible solutions particular ensures that health, safety
possible solutions in all relevant  Evaluates the feasibility of possible and sustainability imperatives are
contexts which, as appropriate to the solutions in the most relevant contexts addressed as an integral part of the
problem, may include: technical, which, as appropriate to the problem, design process
suitability for implementation, include some of technical, suitability  Makes informed choices between
economic, aesthetic, ethical, health and for implementation, economic, alternatives and justifies approach.
safety, societal, environmental and aesthetic, ethical, health and safety,
cultural  Verifies the robustness of the proposed
societal, environmental and cultural solution against clearly specified user
 Undertakes analysis to confirm the  Makes informed choices between requirements
robustness of the proposed solution in alternatives based on sound analysis
the light of uncertain information and  Documents a preferred solution and
data  Evaluates the robustness of the presents the findings in a coherent
proposed solution in the light of written form
 Describes the preferred solution and uncertain information and data
presents the findings in a coherent
written form and defends those findings  Documents a preferred solution and
orally presents the findings in a coherent
written form
WA4: Conduct investigations of complex SA4: Conduct investigations of DA4: Conduct investigations of well-
1.3.4 Investigation problems using research-based broadly-defined problems; locate, defined problems; locate and search
Breadth and depth of knowledge (WK8) and research methods search and select relevant data from relevant codes and catalogues, conduct
investigation and including design of experiments, codes, data bases and literature (SK8), standard tests and measurements.
experimentation analysis and interpretation of data, and design and conduct experiments to Indicators of attainment
synthesis of information to provide valid provide valid conclusions.
conclusions.  Reviews relevant textbooks, databases
Indicators of attainment and guidance documents
Indicators of attainment  Reviews relevant textbooks,  Identifies the needs for data collection
 Reviews the open research literature databases and guidance documents and/or testing
 Identifies the needs for research or  Identifies the needs for investigation  Identifies an appropriate data
investigation  Identifies an appropriate investigation collection or testing methodology

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  Identifies appropriate research or methodology  Selects and applies established
investigation methodologies  Designs and executes valid forms of methods of data collection and
 Designs and executes valid forms of experimentation or measurement measurement
research, experimentation or  Calibrates/validates the data  Safely implements laboratory test and
measurement collection methodology and measurement procedures
 Calibrates/validates the data collection equipment  Calibrates/validates the data collection
methods and equipment  Analyses the data including methods and equipment
 Analyses the data including considering considering sources of error  Analyses the data including considering
sources of error  Draws valid conclusions sources of error
 Draws valid conclusions and justifies  Draws valid conclusions
those conclusions
WA5: Create, select and apply SA5: Select and apply appropriate DA5: Apply appropriate techniques,
1.3.5 Modern tool usage appropriate techniques, resources, and techniques, resources, and modern resources, and modern engineering and
Level of understanding of the modern engineering and IT tools, engineering and IT tools, including IT tools to well-defined engineering
appropriateness of the tool including prediction and modelling, to prediction and modelling, to broadly- problems, with an awareness of the
complex engineering problems, with an defined engineering problems, with an limitations (DK6).
understanding of the limitations (WK6). understanding of the limitations (SK6). Indicators of attainment
Indicators of attainment Indicators of attainment
 Understands the range of tools
 Identifies the range of current tools  Understands the range of tools available, selects a suitable tool and
available, selects one or more suitable available, selects a suitable tool and explains the selection including
tools and justifies the selection justifies the selection including consideration of the limitation of the
including considerations of the consideration of the limitation of the tools available
limitations of the tools available tools available  Applies such tools, check the results for
 Applies such tools, checks the results  Applies such tools, checks results for validity, identifies and draws
for validity, evaluates conclusions and validity, draws and explains conclusions and limitations on those
the limitations on those conclusions conclusions and limitations on those conclusions
conclusions
WA6: Apply reasoning informed by SA6: Demonstrate understanding of DA6: Demonstrate knowledge of the
1.3.6 The engineer and contextual knowledge to assess the societal, health, safety, legal and societal, health, safety, legal and cultural
society societal, health, safety, legal and cultural cultural issues and the consequent issues and the consequent
Level of knowledge and issues and the consequent responsibilities relevant to engineering responsibilities relevant to engineering
responsibilities relevant to professional technology practice and solutions to technician practice and solutions to well

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responsibility engineering practice and solutions to broadly defined engineering problems defined engineering problems (DK7).
complex engineering problems (WK7). (SK7). Indicators of attainment
Indicators of attainment Indicators of attainment
 Demonstrates knowledge of the
 Identifies the responsibilities of a  Identifies the responsibilities of an responsibilities of an engineering
professional engineer generally, and engineering technologist generally technician generally
demonstrates an awareness of the  Identifies the impacts of any relevant  Demonstrates knowledge of the
issues associated with international legislation or regulation and sets out impacts of any relevant legislation or
engineering practice and global relevant steps to be taken to ensure regulation and identifies relevant steps
operating contexts compliance to be taken to ensure compliance
 Evaluates the impacts of any relevant  Identifies risks and develops risk  Applies established risk management
legislation or regulations and justifies management strategies to minimise strategies to minimise the likelihood of
relevant steps to be taken to ensure the likelihood of significant significant consequences (such as
compliance consequences (such as injury or loss injury or loss of life, major
 Identifies risks, develops and evaluates of life, major environmental damage, environmental damage, or significant
risk management strategies to minimise or significant economic loss) occurring economic loss) occurring in the event of
the likelihood of significant in the event of failure, unusual or failure
consequences (such as injury or loss of unexpected circumstances  Identifies the relevant steps to be
life, major environmental damage, or  Identifies the relevant steps to be undertaken to address cultural
significant economic loss) occurring in undertaken to address cultural (including Treaty of Waitangi) or
the event of failure, unusual or (including Treaty of Waitangi) or community concerns
unexpected circumstances community concerns  Identifies operational hazards and sets
 Identifies the relevant steps to be  Identifies hazards and explains out relevant steps to be taken to lower
undertaken to address cultural relevant steps to be taken to the risk to public health and safety
(including Treaty of Waitangi) or reasonably assure public health and (including as appropriate to the
community concerns safety (including as appropriate to the discipline, safety in
 Identifies hazards and justifies relevant discipline, safety in construction/fabrication, operation,
strategies and systems to reasonably construction/fabrication, operation, maintenance, deconstruction/disposal,
assure public health and safety maintenance, failing-safe and occupational health and
(including as appropriate to the deconstruction/disposal, failing-safe safety)
discipline, safety in and occupational health and safety)
construction/fabrication, operation,
maintenance, deconstruction/disposal,
failing-safe and occupational health and

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 safety)
WA7: Understand and evaluate the SA7: Understand and evaluate the DA7: Understand and evaluate the
1.3.7 Environment and sustainability and impact of professional sustainability and impact of sustainability and impact of engineering
sustainability engineering work in the solution of engineering technology work in the technician work in the solution of well
Type of solutions. complex engineering problems in solution of broadly defined defined engineering problems in societal
societal and environmental contexts engineering problems in societal and and environmental contexts (DK7).
(WK7). environmental contexts (SK7). Indicators of attainment
Indicators of attainment Indicators of attainment
 Identifies practical impacts on people
 Identifies both direct and indirect and  Identifies both direct and indirect (including through Treaty of Waitangi
short and long term impacts (including impacts on people (including through obligations) and the environment
through Treaty of Waitangi obligations) Treaty of Waitangi obligations) and  Applies established methods for
on people and the environment the environment ensuring environmental protection in
 Identifies and justifies specific actions  Identifies and explains means for the event of failure
required for environmental protection in ensuring environmental protection in  Identifies the major factors that have
the event of failure the event of failure impacts on the sustainability of practical
 Undertakes life-cycle analysis to  Identifies and evaluates the major and technical project work
determine the sustainability of any factors that have impact on the
proposed outcomes sustainability of any proposed
outcomes

WA8: Apply ethical principles and SA8: Understand and commit to DA8: Understand and commit to
1.3.8 Ethics commit to professional ethics and professional ethics and professional ethics and responsibilities
Understanding and level of responsibilities and norms of responsibilities and norms of and norms of technician practice (DK7).
practice engineering practice (WK7). engineering technology practice (SK7). Indicators of attainment
Indicators of attainment Indicators of attainment
 Demonstrates an understanding of the
 Demonstrates an understanding of the  Demonstrates an understanding of moral responsibilities of an engineering
moral responsibilities of a professional the moral responsibilities of an technician including: the need to self-
engineer including: the need to self- engineering technologist including: manage in an orderly and ethical
manage in an orderly and ethical the need to self-manage in an orderly manner, to balance the wider public
manner, to balance the wider public and ethical manner, to balance the interest with the interests of employers
interest with the interests of employers wider public interest with the interests and clients, and to uphold standards in
and clients, and to uphold standards in of employers and clients, and to

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 the engineering profession uphold standards in the engineering the engineering profession
 Identifies and justifies ethical courses profession  Identifies relevant clauses in the IPENZ
of action when confronted with  Identifies ethical courses of action code of ethics when confronted with
complex situations that might arise in when confronted with situations that situations that might arise in the work of
the work of a professional engineer might arise in the work of an an engineering technician
engineering technologist
WA9: Function effectively as an SA9: Function effectively as an DA9: Function effectively as an
1.3.9 Individual and team individual, and as a member or leader in individual, and as a member or leader individual, and as a member in diverse
work diverse teams and in multi-disciplinary in diverse teams. technical teams.
Role in and diversity of team settings. Indicators of attainment Indicators of attainment
Indicators of attainment
 Manages own activities with honesty  Manages own activities with honesty
 Manages own activities with honesty and integrity and in an orderly manner and integrity and in an orderly manner
and integrity and in an orderly manner to meet deadlines to meet deadlines
to meet deadlines  Contributes constructively to team  Contributes constructively to team
 Contributes constructively to team decision making, earns the trust and decision making, earns the trust and
decision making, earns the trust and confidence of other team members confidence of other team members
confidence of other team members  Provides leadership in a team
 Provides leadership in a team environment by making informed
environment by making informed decisions, keeping the team
decisions, keeping the team motivated motivated and accepting and
and accepting and delegating delegating responsibility
responsibility

WA10: Communicate effectively on SA10: Communicate effectively on DA10: Communicate effectively on well-
1.3.10 Communication complex engineering activities with the broadly-defined engineering activities defined engineering activities with the
Level of communication engineering community and with society with the engineering community and engineering community and with society
according to type of activities at large, such as being able to with society at large, by being able to at large, by being able to comprehend
performed comprehend and write effective reports comprehend and write effective reports the work of others, document their own
and design documentation, make and design documentation, make work, and give and receive clear
effective presentations, and give and effective presentations, and give and instructions.
receive clear instructions. receive clear instructions. Indicators of attainment

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 Indicators of attainment Indicators of attainment  Presents clearly written reports for both
 Presents a range of written reports and  Presents clearly written reports for technical and lay audiences, as is
other documentation relevant to the both technical and lay audiences, as appropriate
engineering discipline that convey is appropriate  Presents work verbally in a clear and
information effectively to both technical  Presents work verbally in a clear and articulate manner, using visual aids
and non-technical audiences. articulate manner, using visual aids appropriately
 Presents work verbally in a clear and appropriately  Comprehends and responds
articulate manner, using visual aids  Comprehends and responds appropriately to written and verbal
appropriately in a range of contexts appropriately to written and verbal instructions and appropriately instructs
 Comprehends and responds instructions and appropriately or briefs others in group exercises
appropriately to written and verbal instructs or briefs others in group  Prepares engineering documents
instructions and appropriately instructs exercises including sketches, charts, plans,
or briefs others in group exercises  Produces engineering specifications drawings and technical instructions
 Produces engineering specifications or or design documentation that satisfy
design documentation that satisfy the the requirements of the design brief
requirements of the design brief
WA11: Demonstrate knowledge and SA11: Demonstrate knowledge and DA11: Demonstrate knowledge and
1.3.11 Project management understanding of engineering understanding of engineering understanding of engineering
and finance management principles and economic management principles and apply management principles and apply these
Level of management decision-making and apply these to these to one’s own work, as a member to one’s own work, as a member or
required for differing types of one’s own work, as a member or leader or leader in a team and to manage leader in a technical team and to
activity in a team, to manage projects and in projects in multidisciplinary manage projects in multidisciplinary
multidisciplinary environments. environments. environments.
Indicators of attainment Indicators of attainment Indicators of attainment
 Comprehends how legislative,  Comprehends how legislative,  Comprehends how legislative,
regulatory, contract law, other common regulatory, contract law, other regulatory, contract law, other common
law and professional obligations apply common law and professional law and professional obligations apply
and manages own activities to comply obligations apply and manages own and manages own activities to comply
 Selects and applies relevant project activities to comply  Selects and applies basic project
management techniques to the  Selects and applies relevant project management tools to the planning and
planning and execution of future work management techniques to the execution of practical project work
 Selects and justifies appropriate forms planning and execution of future work  Identifies an appropriate form of

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 of contract for delivery of work by  Selects appropriate forms of contract contract for delivery of work by
consultants or contractors for delivery of work by consultants or contractors
 Selects and applies relevant systems or contractors  Identifies relevant practical methods for
techniques for managing quality,  Selects relevant techniques for managing quality, reliability and
reliability and risk in the context of managing quality, reliability and engineering risk
engineering projects engineering risk  Applies established methods for costing
 Estimates the capital and on-going  Estimates the capital and on-going engineering work
costs of engineering work costs of engineering work
WA12: Recognise the need for, and have SA12: Recognize the need for, and DA12: Recognize the need for, and have
1.3.12 Lifelong learning the preparation and ability to engage in have the ability to engage in the ability to engage in independent
Preparation for and depth of independent and life-long learning in the independent and life-long learning in updating in the context of specialized
continuing learning. broadest context of technological specialist technologies. technical knowledge.
change. Indicators of attainment Indicators of attainment
Indicators of attainment
 Applies independent learning  Applies independent learning practices
 Applies independent learning practices practices  Demonstrates self-awareness of own
 Demonstrates self-awareness of own  Demonstrates self-awareness of own level of competence and identifies
level of competence and identifies level of competence and identifies opportunities to extend own
opportunities to extend own opportunities to extend own competence in a timely manner
competence in a timely manner competence in a timely manner  Comprehends the importance of
 Comprehends the importance of  Comprehends the importance of engaging with a professional
engaging with a professional and engaging with a professional community, learning from its knowledge
intellectual community, learning from its community, learning from its and standards
knowledge and standards, and knowledge and standards
contributing to their maintenance and
advancement

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2. PROGRAMME DESIGN

Washington Accord Sydney Accord Dublin Accord

2.1 The programme is structured to provide for the logical, progressive development of programme graduate outcomes and embedded elements of
the relevant knowledge profile
2.2 The programme is structured to provide a systematic coverage of the coherent body of knowledge related to a particular branch of engineering.
2.3 The programme title is consistent with the underpinning body of knowledge covered by the programme.
2.4 The programme design is customised taking into account the advice of likely employers and target industries, this advice obtained through a
structured advisory mechanism.

Washington Accord Sydney Accord Dublin Accord

2.5 Design project The programme includes integrative The programme includes integrative The programme includes integrative
project work in which the assessment of project work in which the assessment of project work in which the assessment of
the student is against a range of overall the student is against a range of overall the student is against a range of overall
programme graduate outcomes, which programme graduate outcomes, which programme graduate outcomes, which
must include design or development of must include investigation and design or must include investigation and design or
solutions (see note below). development of solutions either in development of solutions either in
separate projects or integrated into a separate projects or integrated into a
single project of at least 30 credits. single project of at least 15 credits.

2.6 Student research The programme includes sufficient N/A N/A

individual research work to satisfy
requirements for the award of an
Honours degree (see note below).

2.7 Practical work Students undertake supervised or N/A N/A

experience in industry monitored, assessed and employer-
verified practical work in industry of at
least 800 hours.

Note: For programmes to be accredited at the Washington Accord level, the Design Project (1.3.3) and Student Research (1.3.4) components may be organised into
separate courses or within a single course/project, which has distinct research and design elements, in which case the overall project is expected to be of at least 45
and ideally 60 credits in size.

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3. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES

Washington Accord Sydney Accord Dublin Accord

3.1 There are specific and appropriate assessment processes to measure graduate capability and performance relative to the programme
graduate outcomes.

3.2 Assessment tools within each course are suitably chosen in relation to the learning outcomes and validly assess the contribution made to
the development of programme graduate outcomes for the programme as a whole. (See WA5, SA5, DA5 for clarification on the distinction
between modern/engineering tools)

3.3 The provider is able to identify specific assessment activities that demonstrate students’ achievement of each of the relevant Accord
Graduate Attributes
4. CAPACITY AND CAPABILITY
4.1 Academic staff
Washington Accord Sydney Accord Dublin Accord

4.1.1 The academic staff devoted to the programme are sufficient to cover, in terms of experience and interest, all relevant subjects

4.1.2 There are sufficient full-time staff to provide the necessary levels of student interaction and mentoring, and staff participation in developing, controlling and
administering the programme

4.1.3 Academic staffing and teaching loads allow adequate interaction with students, support the range of learning experiences offered and to allow adequate
opportunity for professional engagement outside of academia

4.1.4 A high proportion of staff possess A high proportion of staff possess appropriate A high proportion of staff possess appropriate
appropriate academic qualifications in academic, professional and experiential academic, professional and experiential backgrounds
engineering, and experience in industry backgrounds in engineering in engineering
and/or engineering research

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Washington Accord Sydney Accord Dublin Accord

4.1.5 The academic team demonstrates active The academic team demonstrates active The academic team demonstrates active commitment
commitment to the New Zealand commitment to the New Zealand engineering to the New Zealand engineering profession.
engineering profession. profession.
Evidence of this will include individual staff:
Evidence of this will include individual staff: Evidence of this will include individual staff: o Maintaining membership of and active
o Extending the engineering body of knowledge o Maintaining membership of and active participation in the most relevant professional
through the peer-reviewed publication of participation in the most relevant body (note: membership of international
research outputs, and professional body (note: membership of learned societies that do not maintain active
o Maintaining membership of and active international learned societies that do not local programmes would not, of itself, be
participation in the most relevant professional maintain active local programmes would counted in this context) and/or
body (note: membership of international not, of itself, be counted in this context) o Contributing to the development of
learned societies that do not maintain active and/or engineering practice in NZ through such
local programmes would not, of itself, be o Contributing to the development of things as:
counted in this context) and/or engineering practice in NZ through such o Consultancy/contracting work with
o Contributing to the development of things as: industry
engineering practice in NZ through such things o The publication or dissemination o Participating in working parties to
as: of research outputs develop codes of practice or standards
o The delivery of industry conference o The delivery of industry o Expert witness work
presentations, technical seminars or conference presentations,
workshops, technical seminars or workshops, o Participating as practice area
assessors in New Zealand
o Consultancy/contracting work with o Consultancy/contracting work with competence assessment processes
industry industry
o Participating as panel members on
o Participating in working parties to o Participating in working parties to New Zealand accreditation activities
develop codes of practice or standards develop codes of practice or
standards o Active engagement in advancing
o Expert witness work engineering education practice
o Participating as practice area assessors o Expert witness work
in New Zealand competence o Participating as practice area
assessment processes assessors in New Zealand
o Participating as panel members on New competence assessment
processes

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Washington Accord Sydney Accord Dublin Accord
Zealand accreditation activities o Participating as panel members on
o Active engagement in advancing New Zealand accreditation
engineering education practice activities
o Active engagement in advancing
engineering education practice

4.1.6 Key academic staff teaching key design Key academic staff teaching design key project Key academic staff teaching key design project
project courses are currently competent courses are currently competent engineers in the courses are currently competent engineers in the
professional engineers in the New Zealand New Zealand context as judged by peers in the New Zealand context as judged by peers in the wider
context as judged by peers in the wider wider engineering profession. Good evidence of engineering profession. Good evidence of this would
engineering profession. Good evidence of this would include formal recognition within the include formal recognition within the engineering
this would include formal recognition within engineering profession through recent success in profession through recent success in a competence
the engineering profession through recent a competence assessment e.g. for assessment e.g. for AIPENZ/ CertETn,
success in a competence assessment e.g. ETPract/TIPENZ or CPEng/MIPENZ ETPract/TIPENZ or CPEng/MIPENZ
for CPEng or MIPENZ
NB: In evaluating academic staffing, benchmarking with other national and international institutions may be considered and provision of such evidence is encouraged

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 4.2 Technical and support staff
Washington Accord Sydney Accord Dublin Accord

4.2.1 There are sufficient, competent technical and support staff to service practical teaching facilities and ensure student project work can include design,
construction and testing of processes, artefacts, systems or structures

4.3 Practical teaching facilities and learning resources

Washington Accord Sydney Accord Dublin Accord

4.3.1 There is sufficient capacity and appropriately equipped practical teaching facilities, reflecting current and emerging technologies, to support students’
practical and project-based study

4.3.2 There is a sufficient financial commitment to on-going renewal of equipment, software and other resources

4.3.3 Health and safety policies and practices in practical teaching spaces satisfy legal requirements, are in line with good practice in industry, are actively
enforced, and encourage an active, pre-emptive culture towards safety amongst students.

4.3.4 Students have access to sufficient literature and computer resources to support their learning.
Sufficient space and equipment is provided for the Sufficient space and equipment is provided for the
4.3.5 Sufficient space and equipment is provided investigative projects undertaken by students projects undertaken by students
for the investigative/research/design
projects undertaken by students
Students have independent access to facilities and Students have independent access to facilities and
4.3.6 Students have independent access to work areas to support project/research based and work areas to support project work and personal study
facilities and work areas that support personal study
project/research based and personal study
Note: If the provision of the programme uses distance learning or block course teaching off-site the performance indicators are interpreted by considering
whether the support facilities, as experienced from the student perspective sufficiently provide a suitable learning environment.

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 4.4 Educational and professional culture
Washington Accord Sydney Accord Dublin Accord

4.4.1 A culture of professionalism is pervasive, exemplified by:

 Consistent role-modelling of professional behaviour and support for professionalism by staff (including absence of unconscious biases based on gender or
ethnicity)
 Active support for relevant professional bodies and learned societies to engage with students
 Staff facilitating student societies/groups that run beneficial collegial activities amongst the student cohort
 Clear focus on the continuous improvement of teaching and learning practices including support for academic staff to engage in engineering education
research and apply current tertiary teaching pedagogies

5. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS

5.1 Admission standards

Washington Accord Sydney Accord Dublin Accord

5.1.1 Admission standards are in place to ensure students have the educational background needed to have a reasonable chance of succeeding in their first
year of study, and thereby progress through the programme. The suitability of the admission standard is reflected in student retention rates.

5.1.2 Different entry points and pathways are available for applicants with appropriate prior learning and/or experience

5.1.3 Admission standards require sufficient proficiency in both written and oral English, and students admitted with marginal English language proficiency
receive appropriate support

5.1.4 Programmes are in place to support groups of students with specific needs and to address issues that limit the participation by under-represented groups
of students

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 5.2 Quality Systems and Processes
Washington Accord Sydney Accord Dublin Accord

5.2.1 There are documented processes for developing new programmes which cover programme planning, curriculum development and programme approval

5.2.2 There are documented processes for the ongoing review and amendment of programmes and their delivery and assessment

5.2.3 There are processes for securing feedback and comment from students, graduates, employers of engineers, and representatives of the engineering
community; and evidence of their systematic application to the review and continuing improvement of programme objectives, curriculum and content, and
the quality of learning and teaching

5.2.4 There are systems in place to benchmark or seek and have regard to external moderation advice to ensure suitability of the level of attainment required to
complete the programme

5.2.5 There are documented audit processes that ensure the consistent application of documented policies and procedures

5.3 Management structure

Washington Accord Sydney Accord Dublin Accord

5.3.1 There is an identifiable management structure that ensures engineering expertise is central to decision-making relating to the design, content and delivery
of engineering programmes, for managing associated resources and for appointment of staff and supporting professional activity of staff

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 5.4 Institutional support
Washington Accord Sydney Accord Dublin Accord

5.4.1 Engineering education is seen as a significant long-term component of the TEOs activity and the commitment to engineering education is supported by
preliminary allocation of sufficient financial resources for the remainder of the proposed period of accreditation

5.4.2 The TEO has adequate arrangements for planning, developing, delivering, and reviewing engineering programmes and for supporting the associated
professional activities of staff

5.4.3 Student:staff ratios and staff workloads are monitored and the institution has adequate policies and mechanisms for funding its engineering programmes
and facilitating the generation of funds from external sources; for attracting, appointing, retaining and rewarding sufficient well-qualified staff and providing
for their ongoing professional development; and for providing and updating infrastructure and support services

5.4.4 Creative and strategic leadership is available to the engineering department, school, college or faculty.

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Part C – Specific Accreditation Criteria for the accreditation of post-graduate programmes
based on specific bodies of knowledge
1. PROGRAMME GRADUATE OUTCOMES

1.1 A graduate profile or set of programme-level learning outcomes has been developed, which is aligned with a clearly defined and articulated
industry need in a particular area of specialised or advanced engineering practice, including any particular “registration or license to
practise” requirements

1.2 The graduate profile or programme-level learning outcomes incorporate the development of a coherent body of knowledge that is curated by
a recognised industry group (that is viewed to own the body of knowledge) as necessary for entry to practice and/or “registration/licensure”.
It is expected that the industry group is clearly identified and recognised as authoritative or nationally representative of engineering practice
in the area. The industry body is also expected to be able to demonstrate the capacity, capability and commitment to maintai n the relevant
Body of Knowledge over time.

2. PROGRAMME DESIGN

2.1 The programme is structured to provide for the logical, progressive development of the defined graduate profile or programme level learning
outcomes

2.2 The programme is structured to provide a systematic coverage of the body of knowledge to which the programme relates.

2.3 The programme title is consistent with the underpinning body of knowledge covered by the programme.

2.4 The programme design demonstrably takes into account the advice of likely employers and target industries, this advice obtained through a
structured advisory mechanism or regular, formal engagement with the recognised industry body responsible for maintaining the Body of
Knowledge.

3. ADMISSION STANDARDS

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3.1 Admission standards are in place to ensure students have the educational background, including sufficient foundational engineering
education at a tertiary level, needed to have a reasonable chance of succeeding in the programme. The suitability of the adm ission
standard is reflected in student completion rates.

3.2 Admission material clearly articulates the relationship between the specialised or advanced body of knowledge developed by the programme
and foundational engineering knowledge and skills as typically required for general entry to practice as an engineer.

3.3 Where programme entry criteria provide for the enrolment of students who do not hold an undergraduate engineering qualificati on
recognised as satisfying general entry to practice requirements (typically a programme recognised under the Washington Accord), potential
restrictions on future practice or professional registration or licensure are clearly articulated to prospective students.

3.4 Any pre-requisite foundational engineering knowledge is clearly identified and consistently assessed.

One of the risks with postgraduate programmes is the diversity of admission routes. Depending on the TEO’s admission policy incoming
students may not have an engineering qualification, or may have one in a different engineering discipline, or have one at a d ifferent level
(e.g. diploma), or may have an overseas qualification. IPENZ is not prescriptive as to how the TEO determines and enforces it s
postgraduate admission criteria, but does reserve the right not to recognise a graduate within the profession, even if the postgraduate
programme has been accredited. IPENZ expects the TEO to manage this risk at admission and to faithfully communicate the impli cations to
students2

2
As noted in Part A above, programmes accredited under this Part are not recognised under an international Accord , so graduates who do not have a suitable prior engineering
qualification are at risk of not being recognised within the profession, for lack of breadth and depth of underpinning engineering knowledge (Item 1 in the IEA graduate
attributes). Such graduates may have to undergo an additional individual knowledge assessment as part of the professional recognition/registration/licensing process. For example,
if a student with an undergraduate degree in mathematics was admitted to a postgraduate programme accredited under this Part and completed that programme, then the graduate
would not necessarily qualify for recognition within the profession, even in the specialised area of practice to which the accredited programme relates.

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4. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES

4.1 There must be specific and appropriate assessment processes to measure graduate capability and performance relative to the overall
graduate profile

4.2 Assessment tools within each course are suitably chosen in relation to the learning outcomes and validly assess the contribut ion made to
the development of graduate attributes.

4.3 There are systems in place for external moderation of assessment standards with industry to ensure that the level of attainment required to
complete the programme is aligned with industry requirements.

5. ACADEMIC STAFF

5.1 The academic staff devoted to the programme are sufficient to cover, in terms of experience and specialised expertise, all relevant subjects.
In the case of those postgraduate programmes where the level of specialisation is high, is it is accepted that ind ividual courses may be
critically dependent on individual lecturers. Nonetheless there is a requirement that the programme as a whole will be designed to be viable
with respect to the graduate profile if individual academic staff become unavailable.

5.2 There are sufficient full-time staff to provide the necessary levels of student interaction and mentoring, and staff participation in developing,
controlling and administering the programme

5.3 Academic staffing and teaching loads allow adequate interaction with students, support the range of learning experiences offered and allow
adequate opportunity for professional engagement outside of academia

5.4 Staff possess appropriate academic qualifications in engineering, and experience in industry and/or engineering research

5.5 The academic team demonstrates active commitment to the New Zealand engineering profession. . Evidence of this will include individual
staff:
 Extending the engineering body of knowledge through the peer-reviewed publication of research outputs, and
 Maintaining membership of and active participation in the most relevant professional body (note: membership of international learned
societies that do not maintain active local programmes would not, of itself, be counted in this context) and/or

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  Contributing to the development of engineering practice in NZ through such things as:
o The delivery of industry conference presentations, technical seminars or workshops,
o consultancy work with industry
o Participating in working parties to develop codes of practice or standards
o expert witness work
o Participating as practice area assessors in New Zealand competence assessment processes
o Participating as panel members on New Zealand degree accreditation activities
o Active engagement in advancing engineering education practice

5.6 Key academic staff teaching key project courses are currently competent professional engineers in the New Zealand context as judged by
peers in the wider engineering profession. Good evidence of this would include formal recognition within the engineering profession through
recent success in a competence assessment e.g. for CPEng or MIPENZ

Note: In evaluating academic staffing, benchmarking with other national and international institutions may be considered and provision of such evidenc
is encouraged

6. TECHNICAL AND SUPPORT STAFF

Criterion 4.2 from Part B applies.

7. PRACTICAL TEACHING FACILITIES AND LEARNING RESOURCES

Criterion 4.2 from Part B applies.

8. EDUCATIONAL AND PROFESSIONAL CULTURE

Criterion 4.4 from part B applies.

Note: This criterion will be deemed to have been met by TEOs holding current IPENZ programme accreditation at an Internationa l
Education Accord level

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9. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS

Criteria 5.1-5.4 from Part B apply.

Note: These criteria will be deemed to have been met by TEOs holding current IPENZ programme accreditation at an International
Education Accord level

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