Outcome Based Engineering Education Research Articles

Employing Industrial Quality Management Systems for Quality Assurance in Outcome-Based Engineering Education: A Review

With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.

Collaborative Learning for Outcome Based Engineering Education: A Lean Thinking Approach

Background, Motivation, and Objective – Inculcating critical thinking, teamwork, and lifelong learning are the basic tenets of Outcome Based Engineering Education (OBEE). Collaborative learning is one such pedagogy of engagement to achieve the same. In addition, the implementation of OBEE demands the adoption of corporate best practices in deploying new initiatives, which streamlines the process, removes waste in the process, and ensures sustainment of the improved process. Lean Thinking is one such approach adopted by the industry to ensure productivity, performance, and sustainment of new initiatives. The objective of this paper is to study the scope of collaborative learning in OBEE based on the Lean Thinking approach, and to explore its successful deployment in Indian higher education. Statement of Contribution/Methods – The research reported in this paper is based on Action Research methodology carried out using the Lean Thinking PDCA (Plan-Do-Check-Act) approach and its application in improving OBEE through collaborative learning in India. STAD (Student-Teams-Achievement-Division) collaborative learning was deployed through heterogeneous group formation for enhancing the teaching-learning process. The Indo-Universal Collaboration on Engineering Education (IUCEE) consortium knowledge base and assistance has been effectively used to chalk out the strategy for effective deployment. Basic statistics and outlier analysis is used to draw the inferences. Results, Discussion, and Conclusions – The study describes the effective deployment of collaborative learning to enhance the effectiveness of the OBEE ecosystem through students’ performance by utilizing the power of Lean Thinking. The study shows that not only Turn-Around-Time (TAT) of the deployment process is enhanced, but also the attainment of the students’ performance. Moreover, it improves team spirit and team performance during the process. The paper is based on a single case study executed in an engineering college and hence, there is limitation in generalizing the specific results from the study. But the approach adopted and the learning from this study can be generalized. The study is of use to academicians, researchers, practitioners, and policymakers seeking to implement collaborative learning for an OBEE set- up with optimal utilization of the available resources based on the Lean Thinking platform in their organizations. This approach ensures value-added activity throughout the process and effective utilization of industrial best practices to higher education. Although collaborative learning and Lean Thinking have been extremely successful in the education sector and the corporate sector, respectively, the application of both to the engineering education has been limited. In addition, it describes the end-to-end implementation strategy of OBEE starting from planning, execution, meticulous assessment, and sustainment of the improved process in a step-by-step approach. This study illustrates how its application can improve the performance of the process and thus, productivity in the course.

A Novel Approach Towards Outcome Based Engineering Education for Continuous Quality Improvement: A Case Study

The Changes in the curriculum of engineering education have been an on-going need to be addressed and practiced by the universities to consistently generate well groomed learners suitable for industry. The Outcome Based Education (OBE) is an education system that emphasis on outcomes measurement rather than inputs of curriculum covered. Outcomes may include a range of knowledge, skills and attitudes. The objective of this study is to present a novel approach for the outcome-based assessment of engineering education for Information Technology (IT) department. A case study of an RIT engineering educational organization has been discussed to present novel approach. IT department of the case organization was exposed to the OBE and evaluated for Program-Outcomes (PO) entirely for all courses. In the studied organization the course evaluation was based on In Semester Evaluation (ISE), Mid Semester Evaluation (MSE), End Semester Evaluation (ESE). Mapping of Course Learning Outcome (CLO)-PO was done for the assessment. The feedback from alumnae, employers and students was taken to review course structure and CLO-PO with the highest academic achievements and better understanding of the course based on the OBE. This study shows that, in the studied organization there is positive impact of OBE on engineering education.

A Novel Approach Towards Outcome Based Engineering Education for Continuous Quality Improvement: A Case study

A Novel Approach Towards Outcome Based Engineering Education for Continuous Quality Improvement: A Case study