(179)ALIGNING LEARNING OUTCOMES WITH PROFESSIONAL COMPETENCIES IN GEOMATICS EDUCATION

摘要

The Geomatics industry is a highly specialised field incorporating advanced technical instrumentationand complex measurement systems which form part of local, national and international SpatialInformation Systems. As spatial information forms the basis for many aspects of construction,architecture, planning and development, the knowledge and skills required by the qualified Geomaticsprofessional are varied. The professional surveyor must attain the required academic standard andsatisfy professional criteria.The BSc in Geomatics in the Dublin Institute of Technology (DIT)is the only programme in Irelandproducing Geomatics professionals. It is accredited by a number of professional bodies including theSociety of Chartered Surveyors (SCS)and the Royal Institution of Chartered Surveyors (RICS)and isdesigned to produce graduates who have academic integrity coupled with real-life problem solvingskills thus servicing societal needs.The subject area 'Geodetic Surveying' is taught in each year of the Geomatics Degree Programmeand traditionally brings together a number of core surveying principles and practical problem solvingskills which are reflected in the summative and formative module assessments. In this exercise theformative assessment element of module SSPL3005 (Geodetic Surveying 3), which is a 5 ECTS(European Credit Transfer System)module delivered to third year students, focused on an industrialsimulation exercise as a means of meeting the demands of relevant stakeholders, viz. Students,Academic standards, Professional Bodies and Industry. This simulation exercise emulates the TVshow 'The Apprentice' whereby students, operating in teams, had to solve a practical survey problemand present, and defend, their findings on camera before a panel consisting of two course tutors and achartered surveyor who is the director of a large survey practice.This paper outlines the pedagogical approach of using industrial simulation for survey education andevaluates the methodology employed and the outcomes achieved. It also highlights the challenges inaligning academic curricula and assessment with the professional competencies required by industry.