Quality Assurance In Engineering Education Research Articles

Construction of Engineering Education Quality Assurance System in Applied Undergraduate Colleges Under the Background of Emerging Engineering Education

Construction of Engineering Education Quality Assurance System in Applied Undergraduate Colleges Under the Background of Emerging Engineering Education

APPROACHES TO THE ASSESSMENT AND QUALITY ASSURANCE OF ENGINEERING EDUCATION

APPROACHES TO THE ASSESSMENT AND QUALITY ASSURANCE OF ENGINEERING EDUCATION

Teaching Reform of Software Process and Project Management

Engineering education professional certification is an internationally accepted engineering education quality assurance system and an important basis for realizing international mutual recognition of engineering education and engineer qualification. The purpose is to ensure that engineering graduates have the comprehensive ability to adapt to social engineering work. The evaluation is oriented by training objectives and graduation requirements. There are seven aspects of engineering education professional certification, of which the most core is students. The ultimate goal is to meet the graduation requirements, and the specific guarantee is the training goal. Passing the engineering education certification has become an important work of undergraduate education and training. Based on engineering certification and under the guidance of the goal of software engineering major of Software College of Beijing University of technology, this paper compares the syllabus of software process and project management in 2015 and 2020. This paper makes a detailed comparative analysis from the aspects of teaching objectives, teaching contents, teaching methods and assessment methods. The comparison results show that the revision of the curriculum according to the engineering certification has brought more positive changes. It is hoped that the results of the reform can provide some inspiration to relevant teaching personnel.

Engineering Education Quality Assurance within the School of Engineering: A Holistic Approach

Abstract BACKGROUND Quality assurance is a key element of engineering education at Deakin University and is monitored through various mechanisms which also include the process of collecting students’ feedback within the Schools and faculties. The information received are then looked at holistically and action plan is developed to implement. This has proven to be very effective to ensure feedback received from the students has been properly addressed. PURPOSE The School of Engineering at Deakin University, has initiated the formation of Engineering Educational Quality Working Group (QWG). The aim of QWG is to provide a focal point for learning and teaching quality and its assurance in undergraduate and postgraduate Engineering courses. The school approach complements Deakin University processes of collecting and analysing student feedback on unit curricula design, delivery and facilitator delivery performance; feedback regarding individual facilitator, unit evaluations and graduate course experiences. DESIGN/METHOD The data are collected through face to face feedback from both on and off campus students. Feedback received from the end of trimester student evaluation process was also analysed. RESULTS The motivation behind the practise is to close the loop for the feedback received from the students and take appropriate action against the feedback. This is to enhance overall delivery of engineering education at Deakin University. CONCLUSIONS This paper outlines the activities planned by the QWG and elaborates on quality assurance approaches and key strategies to be implemented by the working group to achieve the desired quality as well as efficacy of those recommendations/actions undertaken at the school level.

Higher and Engineering Education Quality Assurance

Quality assurance has been defined as a means of “control over the standards, delivery, and validation of higher education” (Brock, 2007, p. 25). Over the past twenty-five years (one could say 2500 years) calls for quality assurance have caused tension inside and with regards to the outcomes of higher education. These tensions stem from differing purposes, perceptions, and processes for quality assurance on the part of the groups that compete to control these elements. In essence, it is a matter of language and power (Ewell, 1989), that is, whoever defines the language of quality assurance purposes, perceptions, and processes has the power to control higher education. Inside higher education those in different disciplines may have quite divergent views of quality assurance. Often these views are divided along the lines of the sciences and humanities, as characterized by Snow (1961). In addition, the more applied or profession-oriented disciplines, such as engineering, business, health professions, and teacher education, have their own expectations related to the standards, delivery, and validation of higher education. It is often the case that faculty and administrative cultures within an institution have differing views related to purposes, perceptions, and processes of quality assurance.

Quality Assurance of Engineering Education through Accreditation: The Impact of Engineering Criteria 2000 and Its Global Influence

For more than 70 years, accreditation has provided quality control for engineering education in the United States, seeking to assure that graduates of accredited programs are prepared for professional practice. However, by the 1980s, the accreditation criteria had become increasingly prescriptive, inhibiting development of innovative programs to reflect changing needs of practice. In response, ABET (formerly Accreditation Board for Engineering and Technology) and its stakeholders developed revised criteria, Engineering Criteria 2000 (EC2000), which emphasize learning outcomes, assessment, and continuous improvement rather than detailed curricular specifications. These criteria, together with international agreements among engineering accrediting bodies, facilitate mobility of an increasingly global profession. To assess the utility of the new criteria, ABET has commissioned a multiyear study of the impact of EC2000 on U.S. engineering education. Initial results from the study are encouraging and, as more results emerge, should support continuous improvement of the accreditation process, itself.

Quality Assurance in Engineering Education: A Comparison of EC‐2000 and ISO‐9000

AbstractThis paper explores similarities and differences between the new ABET accreditation criteria (EC‐2000) and a well‐established quality assurance standard in industry (ISO‐9000 series). The premise of the paper is that an appreciation of EC‐2000 as a tool for quality assurance will lead to greater faculty interest and participation in accreditation‐related activities. Some suggestions are also provided for effective implementation of EC‐2000.

Quality Assurance in Engineering Education: Comparison of Accreditation Schemes and ISO 9001

SUMMARY In recent years, the world of engineering education has been changing rapidly. Emerging communication technologies offer new means of distance education, the job market is getting narrower and increasingly competitive, and numerous stakeholders are concerned about the quality of education the students receive. To offer quality assurance to interested parties and the general public, engineering faculties in the US and Canada undergo accreditation processes, fostered by the Accreditation Board for Engineering and Technology and the Canadian Engineering Accreditation Board, which are professional boards. However, some university-level institutions in Europe have turned to the ISO 9000 family of international standards as a framework for quality assurance. This paper provides an outline of these three quality assurance schemes, followed by a comparison of their common elements. It is argued that engineering faculties can establish meaningful ISO 9000 quality systems on the basis of, and integrated with, the accreditation schemes. Finally, recent European initiatives for quality assurance in engineering education are addressed.