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This paper begins with the argument that within modern-day society, engineering has shifted from being the scientific and technical mainstay of industrial, and more recently digital change to become the most vital driver of future advancement. In order to meet the inevitable challenges resulting from this role, the nature of engineering education is constantly evolving and as such engineering education has to change. The paper argues that what is needed is a fresh approach to engineering education – one that is sufficiently flexible so as to capture the fast-changing needs of engineering education as a discipline, whilst being pedagogically suitable for use with a range of engineering epistemologies. It provides an overview of a case study in which a new approach to engineering education has been developed and evaluated. The approach, which is based on the concept of scholarship, is described in detail. This is followed by a discussion of how the approach has been put into practice and evaluated. The paper concludes by arguing that within today's market-driven university world, the need for effective learning and teaching practice, based in good scholarship, is fundamental to student success. [ABSTRACT FROM PUBLISHER]

In an era of neoliberal reforms, academics in UK universities have become increasingly enmeshed in audit, particularly of research 'outputs'. Using the data of performance management and training documents, this paper analyses the role of discourse in redefining the meaning of research, and in colonizing a new kind of entrepreneurial, corporate academic. The new regime in universities is characterized by slippage between the audit and disciplinary functions of performance management. We conclude that academic freedom is unlikely to emerge from a system which demands compliance with a regime of unattainable targets and constant surveillance. [ABSTRACT FROM AUTHOR]