Abstract
Degree accreditation recognises engineering qualifications and standards, certifying engineers learning and credibility. However, some view it as a hinderance for innovation as it can encourage old teaching practices, restrict course designers and discourage new ideas and experimentation. To prepare graduate engineers for the workforce and challenges of our world, course content must be regularly updated to meet industry needs. So, how can we ensure that accreditation supports engineers to develop the right skills and doesn’t limit innovation?
