scholarly journals Graph-based approach to model the dependency information of graduate attributes for supporting the accreditation process

2018 ◽  
Author(s):  
S. Lie ◽  
R. W. Brennan ◽  
A. Nygren
Keyword(s):  
Quality Function Deployment ◽  
Course Design ◽  
Accreditation Process ◽  
Design Tool ◽  
Graph Representation ◽  
Graduate Attributes ◽  
Information Contents ◽  
Integrated Course Design ◽  
Graph Based Model ◽  
Analyze Data

In the accreditation of an engineering program, the criterion of graduate attributes is particularly challenging due to its outcome-based nature, which involves diverse instructors to collect and analyze data on students’ skills and competencies in course activities. Also, the amount of data can be vast, causing the issues of relevance and consistency of the collected data. In this context, the purpose of this paper is to facilitate the relevant process by modeling the information dependency concerning the measurements of graduate attributes and the responsibilities of stakeholders. The modeling approach is based on the graph representation that focuses on the nodes and their relations. In the graph-based model, information contents are treated as nodes, which are classified into five types: graduate attribute (GA), attribute indicator (AI), program course (PC), learning outcome (LO), and grading component (GC). Then, the contextual interpretation of the GA assessments is specified by the relations that connect these content types. In this work, three types of content relations are defined: refine, measure and associate. Further, three types of stakeholders are identified (i.e., accreditor, administrator, and instructor), along with their relations to specify their responsibilities to the content types. To demonstrate the application of the proposed graph-based model, this paper overviews the use of the Integrated Course Design Tool (ICDT) and the course outline template in the accreditation process. Based on the graph-based model, suggestions are provided toward the development of quality function deployment and software tools.

scholarly journals Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment

2017 ◽  
Author(s):  
R.W. Brennan ◽  
R. Hugo ◽  
S. Li ◽  
M. Taboun
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Software Tool ◽  
Design Tool ◽  
Learning Activities ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Course Planning ◽  
Integrated Course Design ◽  
Wide Usage

The research reported in this paper isconcerned with developing a software tool (the IntegratedCourse Design Tool) based on the principle ofconstructive alignment. This tool is intended to assistinstructors with course planning by linking togethercourse learning outcomes, teaching & learning activities,and assessments. The rationale is to report on studentachievement in the context of the Engineers CanadaAccreditation Board’s graduate attributes and use thisinformation for continual improvement. Our experiencewith the ICDT has shown it to be a simple, intuitive toolfor course-based graduate attributes assessment andcontinual improvement; however, further work is requiredto extend the tool for program-wide usage.

QFD APPROACH FOR QUALITY IMPROVEMENT OF A SUSTAINABLE PRODUCT-SERVICE SYSTEM

2019 ◽  
Vol 1 (1) ◽  
pp. 76
Author(s):  
Nur Indrianti ◽  
Devika Kumala ◽  
Tri Wibawa
Keyword(s):  
Quality Improvement ◽  
Quality Function Deployment ◽  
Service System ◽  
Design Tool ◽  
Productivity Index ◽  
Product Service System ◽  
Goods And Services ◽  
Product Service ◽  
Service Productivity ◽  
Sustainability Concept

Increasing awareness of the importance of services has given rise to the concept of product-service system where goods and services are sold as an integrated package to customers. On the other hand, the emerging sustainability concept has escalated the demand for sustainability for industries. Consequently, it is necessary to build strategies that lead the company to achieve sustainability goals while keeping competitiveness. Drawing on the necessity service and sustainability concept in the quality improvement of the product-service system, this study aims to develop a systematic design tool by filling the gap to the previous studies. We used Quality Function Deployment (QFD) approach by considering customer requirements (VoC) and stakeholder requirements (VoSt), instead of VoC only, based on the service and sustainability dimensions. We refer to the proposed QFD approach as QFDSPS. We introduce service productivity index (SPI) to measure the performance of the system. Thus, in the proposed methodology, the strategies for quality improvement were defined as subject to VoC, VoSt, and SPI. The methodology was implemented in a Javanese restaurant which meets the characteristics of a product-service system. The result shows that the proposed method can be implemented. The implications due to the implementation of the method are also discussed.

scholarly journals Quality function deployment: more than a design tool

2019 ◽  
Vol 11 (2) ◽  
pp. 142-166 ◽  
Author(s):  
Nadiye Ozlem Erdil ◽  
Omid M. Arani
Keyword(s):  
Quality Improvement ◽  
Quality Function Deployment ◽  
Design Tool ◽  
Quality Improvements ◽  
Literature Study ◽  
Quality Function ◽  
Content Type ◽  
Study Approach ◽  
Design Activities

Purpose This paper aims to investigate to what extent quality function deployment (QFD) can be used in quality improvement rather than design activities. Design/methodology/approach A framework was developed for implementation of QFD as a quality improvement tool. A case study approach is used to test this framework, and quality issues were analyzed using the framework in a ceramic tile manufacturing company. Findings The results showed considerable improvements in the critical quality characteristics identified and sales rates, demonstrating the potential of QFD to be used in assessing and prioritizing areas of improvement, and converting them into measurable process or product requirements. Research limitations/implications One case study was completed. More studies would be beneficial to support current findings. Practical implications This framework provides structured approach and guidelines for practitioners in adapting QFD for quality improvements in existing products or processes. Originality/value This study proposes a new framework to use QFD in quality improvement activities, expanding its application areas. Moreover, the results of the literature study performed provide a valuable collection of practical QFD implementation examples.

Graph-Based Modelling of Concurrent Sequential Patterns

2010 ◽  
Vol 6 (2) ◽  
pp. 41-58 ◽  
Author(s):  
Jing Lu ◽  
Weiru Chen ◽  
Malcolm Keech
Keyword(s):  
Data Mining ◽  
Graph Representation ◽  
Sequential Patterns ◽  
Mining Method ◽  
Post Processing ◽  
Synthetic Sample ◽  
Novel Approach ◽  
Sample Data ◽  
Modelling Methods ◽  
Graph Based Model

Structural relation patterns have been introduced recently to extend the search for complex patterns often hidden behind large sequences of data. This has motivated a novel approach to sequential patterns post-processing and a corresponding data mining method was proposed for Concurrent Sequential Patterns (ConSP). This article refines the approach in the context of ConSP modelling, where a companion graph-based model is devised as an extension of previous work. Two new modelling methods are presented here together with a construction algorithm, to complete the transformation of concurrent sequential patterns to a ConSP-Graph representation. Customer orders data is used to demonstrate the effectiveness of ConSP mining while synthetic sample data highlights the strength of the modelling technique, illuminating the theories developed.

A Novel Integrated AHP-QFD Model for Investment Banks

2014 ◽  
Vol 548-549 ◽  
pp. 1959-1964 ◽  
Author(s):  
Hooman Mihanzadeh ◽  
Yulizar Widiatama ◽  
Marzieh Geramian Nik ◽  
Hamed Gholami ◽  
Zahra Akbardoost Laskoukalayeh
Keyword(s):  
Quality Function Deployment ◽  
Relative Weight ◽  
Design Tool ◽  
Decision Makers ◽  
Investment Banks ◽  
Investment Bank ◽  
Proposed Model ◽  
Hierarchy Process ◽  
Internal Relationships ◽  
Structured Questionnaire

This paper proposes an effective model to integrate shareholders’ requirements with regard to Bank’s investment categories in an effort to rank the best project portfolios in order of importance whereby they reap the benefits of their secured investments. This study attempts to utilize Quality Function Deployment (QFD) in an investment bank sector, a customer oriented design tool which starts with House of Quality (HOQ). In this manner, Analytical Hierarchy Process (AHP) approach was employed to fulfill the intended HOQs through measuring the relative importance of shareholders’ needs as well as finding the relative weight of each investment more precisely. For this purpose, a well-structured questionnaire initially should be developed to identify the selection-criteria “wants” and thereby analyzing the intensity of internal relationships through cooperation with the Bank’s Decision makers (BDMs). The results of project portfolio selection revealed that Project D has been nominated as the most potential investment category, followed by Project C, Project B, Project E and Project A. Hopefully, with implementation of the proposed model, investment banks will become more adaptive and competitive.

An Integrated Course Design Model for Beginning Faculty

2014 ◽  
Vol 11 (3) ◽  
pp. 180-192
Author(s):  
Thomas F. Hawk ◽  
Amit J. Shah
Keyword(s):  
Course Design ◽  
Design Model ◽  
Integrated Course Design

scholarly journals Embedding Graduate Attributes into the Undergraduate Curriculum: Reflection and Actions

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Susan Smith
Keyword(s):  
Communities Of Practice ◽  
Digital Literacy ◽  
Course Design ◽  
Undergraduate Curriculum ◽  
Extracurricular Activity ◽  
Graduate Attributes ◽  
New Graduate ◽  
Institutional Experience ◽  
Work And Life ◽  
Key Interventions

Gibbs’ (1988) reflective cycle is used as a framework to explore the institutional experience of embedding new graduate attributes (GAs) as part of a major refocus of all the undergraduate courses at Leeds Beckett University. One of the key components of this curricular refocus was the initial conceptualisation and embedding of three new graduate attributes. The University’s three GAs are i)        having a global outlook ii)       being enterprising and iii)      being digitally literate. This paper focuses on the seven main interventions which were used to embed and foster their delivery in the refocused curriculum. The GAs run through each level of every UG course and prepare students for work and life through a variety of embedded intracurricular module-based, credit-bearing activities. This reflective paper concentrates on the intra-module core curricular activity manifested by the GAs embedded in course and module learning outcomes and not students’ extracurricular activity even though this can be regarded as strengthening skills for life and the workplace (Bowden, Hart, King, Trigwell, & Watts, 2000). A combination of personal and colleagues’ reflections, evidence from surveys and analysis of actions are highlighted using Gibbs’ (1988) cycle as a framework to explore the process in a systematic way and assist in the illustration and analysis of some of our key interventions. This reflective account considers our successes (resources and building the digital literacy GA) and some of the surprising benefits (communities of practice) of this initiative. The paper also uses Hounsell’s (2011) and Barrie’s (2006) frameworks to deconstruct the curriculum change experience and offers structured reflection on some of the lessons learnt from the challenges, e.g. tight timescales, staff ownership and constructive alignment (Biggs, 1996). Key future actions are noted; specifically the engagement of staff and students to address application/tailoring to disciplines and their specific course design issues.

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals CREATING FACULTY BUY-IN: LEADERSHIP CHALLENGES IN IMPLEMENTING CEAB GRADUATE ATTRIBUTES

2013 ◽  
Author(s):  
Govind Gopakumar ◽  
Deborah Dusart-Gale ◽  
Ali Akgunduz
Keyword(s):  
Course Design ◽  
Program Improvement ◽  
Faculty Members ◽  
Curricular Innovation ◽  
Engineering Programs ◽  
Leadership Challenges ◽  
Graduate Attributes ◽  
Educational Culture ◽  
Program Innovation ◽  
High Degree

In 2009 the Canadian Engineering Accreditation Board (CEAB) announced its intention requiring all undergraduate engineering programs in Canada to utilize twelve graduate attributes for assessing the capacities of its students. In response, engineering faculties across the country have been experimenting with creating processes that incorporate these graduate attributes as a means to stimulate program improvement to achieve curricular and program innovation. Many of the support resources (like the inter-university collaboration EGAD, for example) have focused largely in three directions – definitional, programmatic and information management challenges faced by different engineering programs.Less attention has been given to identifying and addressing leadership challenges faced by faculty administrators in piloting curricular and programmatic changes such as the CEAB graduate attributes. We argue that these challenges result from fundamental features of university educational culture: faculty members place great value upon autonomy in their workplace, and likewise expect a high degree of intellectual independence in designing courses. The introduction of CEAB attributes, together with the mandated changes they will bring to course design, is perceived by faculty members as an external imposition. Such a perception we suggest introduces some scepticism in the faculty about its efficacy leading to a disengagement from the change process. Thorough attention to these cultural factors impacting on graduate attributes adoption is crucial to the implementation of successful curriculum development.Describing these challenges in detail, this paper will outline some pathways that can circumvent these impediments to curricular innovation.

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