Continuous Improvement Model to Systematize Curricular Processes in Engineering Education

There are numerous processes used to implement quality, such as TQM, 6 Sigma, and Lean. For these quality processes to remain effective, a continuous improvement model is required and implemented from time to time. Some of these models include Define, Measure, Analyse, Improve and Control (DMAIC); Plan, Do, Check, and Act (PDCA); Identify, Measure, Problem Analysis, Remedy, Operationalize, Validate, and Evaluate (IMPROVE); and Theory of Constraint (TOC). Furthermore, continuous improvement tools need to remain effective through the use of optimization techniques to produce the best possible outcomes. This article discusses some of the current utilization of these tools and proposes different optimizing techniques and variations to make robust quality implementation tools.

Download Full-text

Value-adding through Internal Audits: A Continuous Improvement Process in Microwave Engineering Education

2006 International RF and Microwave Conference ◽

10.1109/rfm.2006.331097 ◽

2006 ◽

Author(s):

Mazlina Esa ◽

Rozeha A. Rashid ◽

Razimah Abdullah ◽

Mohd Saidfudin Masodi

Keyword(s):

Engineering Education ◽

Continuous Improvement ◽

Continuous Improvement Process ◽

Microwave Engineering ◽

Improvement Process

Download Full-text

ABET Accreditation in Colombian Higher Education Institutions: Opportunities and Barriers

Revista UIS Ingenierías ◽

10.18273/revuin.v19n4-2020020 ◽

2020 ◽

Vol 19 (4) ◽

pp. 239-250

Author(s):

Guillermo Mejía-Aguilar ◽

María Mónica Caballero-Márquez ◽

kevin Huggins ◽

Lola Xiomara Bautista-Rozo

Keyword(s):

Engineering Education ◽

Continuous Improvement ◽

Significant Contribution ◽

Main Concern ◽

Engineering Programs ◽

Advantages And Disadvantages ◽

Continuous Improvement Process ◽

Adoption And Implementation ◽

Time Requirements ◽

Faculty Commitment

Accreditation is a contemporary issue in engineering education. There are varying opinions about the opportunities and barriers of this process within the Colombian context. This study compared the advantages and disadvantages of various experiences published in the literature about ABET accreditation. The findings show the ABET accreditation promotes the adoption and implementation of a continuous improvement system and quality culture in engineering education. Additionally, the continuous improvement process aligns the institutional mission, program educational objectives, curricula, and student outcomes. On the contrary, the main concern is the high cost associated with preparing and adapting programs to meet the ABET requirements. Accreditation takes time and effort to be meaningful, which can sometimes lead to increased workloads and time requirements, inadequate training, and lack of faculty commitment. The compilation of experiences with the ABET accreditation process is a significant contribution to engineering programs of public universities in Colombia seeking international accreditation.

Download Full-text