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1.
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5.7
5.8
completely redesign the Higher Diploma course into two courses to produce a professional engineer at degree level and a technician engineer at higher diploma level. Staff have in mind a number of changes which they would wish to make, but members have not discussed any proposals since that has not been the purpose of the visit, and since also the proposed changes are at a very early stage. However, one of the changes which is planned to be introduced at an early stage is a greater emphasis on laboratory work and project work. Members were impressed at the lively manner in which much of the project work was being carried out in the department.
In terms of the vocational orientation of the courses, the evidence available to members indicates that graduates from the Polytechnic's Higher Diploma course are of more use to industry than are existing Baptist College diplomates, but they also tend to move from one firm to another more frequently. This may be due to their valuing themselves more highly than do Baptist College diplomates and to employers being willing to reward their value.
Comparing the achievement of the aims of the courses at the two institutions, members believe that the Polytechnic courses attempt to meet practical and professional aims, and largely succeed in achieving these aims and further provide a good academic study, although that is not their purpose. The Baptist College courses attempt to be both academic and professional. They achieve the former but fail to achieve professional aims.
6.
6.1
6.2
THE STANDARD OF THE COURSE
The standard of a course is a multi-faceted concept. Council considers that the standard of a course cannot be judged entirely by the level of factual knowledge achieved by a student at the end of a course. Rather the standard of a course must be measured in terms of the overall educational experience of the student.
Students who follow the full three year programme (and before it the old four year programme) at the Baptist College attain a high standard of understanding and knowledge in certain subjects, particularly in the area of theory and design of structures. By virtue, of the sound analytical work in the College students are frequently able to succeed elsewhere. Some proceed to the third year of four year degree programmes in the United Kingdom, some to the final fourth year, and some students proceed to postgraduate taught courses. The difference in these exemptions may be explained by the