Quality Assurance and Accreditation of Engineering Education in Bangladesh

Chowdhury, Harun; Alam, Firoz; Biswas, Shyamal; Islam, Md. Minarul; Islam, Ariful

doi:10.1016/j.proeng.2013.03.208

Cited by 19 publications

(9 citation statements)

References 3 publications

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“…communication and language) [2]; ICT and software skills [14,15]; managing innovation skills [13,22,24] Quality assurance and accreditation Benchmarking of accreditation and quality assurance systems [8,25,26]; certifying and adapting QMS [26,27] …”

Section: Criteria Descriptionmentioning

confidence: 99%

Identifying key criteria in development of Industrial Engineering education

Nitkiewicz

Ayen

2018

MATEC Web Conf.

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Abstract. The objective of this study is to define criteria in current development of Industrial Engineering (IE) education on the basis of studies and concepts published in commonly accessible databases and knowledge exchange platforms. General assumption of the study is that the universal criteria used in developing IE study programs are already defined and some experiences on their use are already published. The expected outcome of the study is to identify the criteria that could support the development of curriculum for MSc in IE. The approach used here is content analysis with the publication related to the higher level education in the field of Industrial Engineering.

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Section: Criteria Descriptionmentioning

confidence: 99%

Identifying key criteria in development of Industrial Engineering education

Nitkiewicz

Ayen

2018

MATEC Web Conf.

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“…To illustrate the major ideas of OBE, Spady developed a pyramid of salient ideas (the 5 P's of OBE) that depict OBE purposes, premises, paradigm, principles, and practices (see Figure 1 for the details). It is important to reiterate the four principles of OBE, which are described as the need for: (1) clarity of focus on the culminating exit outcomes of significance; (2) expanded opportunity and support for learning success; (3) high expectations for all to succeed; and (4) designing down from the ultimate culminating outcomes. In the words of Spady [1]:…”

Section: Introduction a What Is Outcome-based Education?mentioning

confidence: 99%

Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

Qadir¹,

Shafi²,

Al-Fuqaha³

et al. 2020

Preprint

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In this research paper, we present—as a geographically dispersed set of academics working in nine different countries: namely, Pakistan, United Kingdom, United Arab Emirates, United States of America, Saudi Arabia, Singapore, Qatar, China, and Malaysia—a global international perspective on Outcome-based Education (OBE) accreditation standards, practices, and attitudes. The OBE paradigm is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to OBE and accreditation as one of the top 5 major changes of the last 100 years. Although OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by ensuring proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods—it only says what should be the outcome. New OBE schemes have also diversified in response to early misgivings about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). The aim of this work is to present a synthesis of the experiences of an international set of authors and the sharing of the global best practices in the field related to accreditation and assessment. An extensive internal survey was conducted to collect data from these international academics. After processing the data, we have organized our analysis as a discussion on a range of accreditation stages and artifacts including vision/mission statements, program objectives and outcomes, curriculum planning, educational assessment strategies, common pitfalls, and iterative continuous improvement. This paper will be a helpful starting guide for faculty members new to OBE, while also offering a broader perspective to experienced faculty members and administrators.

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“…An aspect of globalization is the free movement of professionals and services across national boundaries. This mobility has created unique opportunities for the flow of technology, knowledge, people, skills, money, transhipment of industries, goods and services, values and ideas across the borders [1]. Engineering education is greatly involved in this globalization process since engineering graduates from a country can undertake employment in another country through permanent or temporal relocation.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, since the Caribbean region is geographically located between the Americas and Europe, university graduates from the region seek to better themselves financially by migrating to North America, including United States of America and Canada or the United Kingdom (UK) for employment, or to further their studies. The international mobility of engineering graduates has compelled educational institutions to enhance the quality and standard of their deliveries by introducing and pursuing various assurance and professional accreditation processes [1]. Accreditation of engineering educational programmes as entry route to the engineering profession has proved to be a powerful tool to improve both academic quality and relevance for the job market [2].…”

Section: Introductionmentioning

confidence: 99%

Quality Assurance and Accreditation of Engineering Programmes at the Faculty of Engineering at the University of the West Indies, St. Augustine Campus, Trinidad

Ekwue¹

2020

Proceedings of the International Conference on Emerging Trends in Engineering &Amp; Technology (IConETech-2020)

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The quality of engineering education is challenging and is of paramount importance in today’s globalised world. The Faculty of Engineering at the University of the West Indies (UWI), St. Augustine Campus, inherited a western education system and the accreditation systems in the five departments within the Faculty are based on the British accreditation system. The aim of this paper is to describe how this accreditation system is utilised in the Faculty of Engineering to ensure that the quality of the delivery of its programmes is at a high standard. The paper was derived from a survey carried out by the author. It describes the quality systems available in the Faculty and fully describes the steps involved in the accreditation process. The paper reveals the recent attempt at introducing the Caribbean Accreditation Council for Engineering and Technology (CACET) but concludes that until it is fully established and internationally recognised through its membership in the Washington Accord or any other comparably recognized international body, there will still be room for the international accreditation by the British institutions or other comparative international institutions at the Faculty of Engineering at UWI.

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Quality Assurance and Accreditation of Engineering Education in Bangladesh

Cited by 19 publications

References 3 publications

Identifying key criteria in development of Industrial Engineering education

Identifying key criteria in development of Industrial Engineering education

Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

Quality Assurance and Accreditation of Engineering Programmes at the Faculty of Engineering at the University of the West Indies, St. Augustine Campus, Trinidad

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