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The aim of this paper is to present the main characteristics of Engineering Education in France. For historical reasons, the French system is not easy to analyze succinctly and the authors have had to resort to some oversimplifications. Aspects such as the mutual recognition of degrees and professional qualifications have not been examined in this paper.

In response to a state mandate to consider time‐to‐degree, a transcript analysis was performed on BSEE graduates at Ohio University to determine the time it took them to obtain their degree. It was found that the average student took 5.15 years and 15.6 quarters to graduate. Major causes of students taking more than four years were failing, withdrawing from, and repeating courses, enrolling in an insufficient number of hours per quarter, and taking free electives. Also, it was found that hours lost when transferring institutions and changing majors, taking English as a second language (ESL) courses, and stopping out delayed some students. Students in the top quartile of GPA finished significantly sooner than other students while students with non‐ESL remedial courses and students who participated in cooperative education were not delayed. Implications of these findings for Ohio University and other programs are discussed.

An overview of grade inflation in American higher education is presented and its ethical implications are examined and found to be troubling. A synopsis of the ethical ethos of engineering is provided and an account is given of corresponding expectations regarding ethics instruction in engineering education. Because it is unethical, grade inflation is contrary to the ideals and goals of engineering education; and recommendations are proffered accordingly. * Also see Riesman 7 regarding this impetus. † For example, see the references cited in Manhire. 27 * See for example the references cited in Manhire. 27