scholarly journals AN ENGINEERING APPROACH FOR CONTINUOUS IMPROVEMENT IN ENGINEERING EDUCATION

2020 ◽  
Author(s):  
Claudia Zea Restrepo ◽  
Alejandra Magana ◽  
Juan Lalinde-Pulido ◽  
Alberto Rodriguez ◽  
Natalia Bueno Pizarro
Keyword(s):  
Engineering Education ◽  
Continuous Improvement ◽  
Engineering Approach

scholarly journals ABET Accreditation in Colombian Higher Education Institutions: Opportunities and Barriers

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.

scholarly journals Generic Engineering Competencies Required by Engineers Graduating in Australia

2012 ◽  
pp. 41-63
Author(s):  
Sally A. Male
Keyword(s):  
Program Evaluation ◽  
Focus Group ◽  
Literature Review ◽  
Engineering Education ◽  
Continuous Improvement ◽  
Curriculum Design ◽  
Large Scale ◽  
Development Program ◽  
Theoretical Framework ◽  
Program Accreditation

Continuous improvement of engineering education is achieved through curriculum development, program evaluation, and program accreditation processes. This chapter is based on the view that one of the criteria for design of these should be alignment with the competencies required by engineers in the workplace. The chapter provides an 11-factor competency model developed in Australia to help achieve this alignment. The model describes the generic engineering competencies required by engineers graduating in Australia. The competencies embed inter-related technical and non-technical components. An advantage of this model over others is the concise and relatively distinct nature of the 11 factors due to the statistical rather than conceptual method of grouping the competencies. The chapter outlines the theoretical framework, the model, and its development. The research methods employed to develop the model include a literature review, a panel session, two large-scale surveys of engineers, and a focus group. Implications for curriculum design, accreditation, and program evaluation are discussed.

Rapid Agile Transformation at a Large IT Organization

2016 ◽  
pp. 85-102
Author(s):  
Pan-Wei Ng
Keyword(s):  
Social Networks ◽  
Software Engineering ◽  
Continuous Improvement ◽  
Critical Mass ◽  
Theory And Practice ◽  
Engineering Approach ◽  
It Organization ◽  
Architecture Simulation ◽  
One Year ◽  
Successful Change

This chapter describes the agile transformation of an IT organization in China with about 4000 people including contractors. In the span of one year, 47 teams and 1700 engineers moved from traditional to agile way of working. There was a 44% reduction in development lead-time, 5% reduction in production defects and 22% reduction in production incidents. This agile transformation occurred at two levels. At the organization level, adoption speed was crucial, as we wanted to reach critical mass in rapid time with limited coaching resources. This was very much an entrepreneur startup problem, where customers in our case are teams and members in the IT organization. At the team level, a practice architecture provided a roadmap for continuous improvement. A theory-based-software-engineering approach facilitated deeper learning. Beyond the usual factors for leading successful change, this transformation exemplified the use of a startup mentality, social networks, practice architecture, simulation, gamification, and more importantly integrating theory and practice.

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