scholarly journals Restructuring Examination System of Institute of Engineering for Establishing Center of Excellence in Engineering Education

2018 ◽  
Vol 14 (1) ◽  
pp. 75-81
Author(s):  
Tri Ratna Bajracharya ◽  
Babu Ram Dawadi ◽  
Ram Chandra Sapkota
Keyword(s):  
Engineering Students ◽  
Pass Rate ◽  
Degree Programs ◽  
Examination System ◽  
Engineering Programs ◽  
Factors Affecting ◽  
Quality Product ◽  
Industrial Architecture ◽  
Indirect Relationship

 There exists different parameters that act as influencing factors to measure the quality of technical education. Nature of examination with its process and activities has direct and indirect relationship towards quality product and result status in any academic institution. Institute of Engineering (IOE) is continuously enhancing the examination process with the objective to increase the quality and pass rate in the semester examination. Being to conduct several bi-annual exams, Examination Control Division (ECD) of Institute of Engineering (IOE) is mostly the busy organization that has to manage examinations for bachelor, masters and PhD degree programs throughout the year. ECD conducts by-annual semester exams for regular and back exam of bachelor of engineering students having 10 streams (Civil, Computer, Electronics, Electrical, Mechanical, Geomatics, Agriculture, Industrial, Architecture and Automobile) in its four constituent campuses and ten affiliated colleges. Similarly, ECD also conducts bi-annual exams for masters of engineering programs having seven streams and 24 sub-streams. There are more than 16,000 examinees in the bachelor exam including regular and back. Additionally, successful conduction of BE/BArch/ M.Sc. entrance examinations is also an integral duty of ECD. The student pass rate in the semester exams of IOE is below expectations. This study is mostly focused on finding the factors affecting the quality results and approaches of optimizations for better education at IOE. After reviewing several factors, we proposed “restructuring of regular and back paper examinations" as one of the major approach that will help to increase the quality of education and consequently increase the pass rate in the semester examination system of IOE.Journal of the Institute of Engineering, 2018, 14(1): 75-81

scholarly journals Assessing Life Long Learning Utilizing Coop Work Term Report

2018 ◽  
Author(s):  
Reem Roufail ◽  
Carolyn G. MacGregor
Keyword(s):  
Pilot Study ◽  
Engineering Students ◽  
Technical Information ◽  
Engineering Programs ◽  
Quality Metric ◽  
Life Long Learning ◽  
The Individual ◽  
Assess Quality ◽  
Measuring Tool

CEAB introduced graduate attributes (GA) as a tool to measure the performance of an engineering institute in delivering its engineering programs. The 12th attribute is Life Long Learning (LL), which is defined as the student’s ability to identify and address their own educational needs. A student’s reaching out to technical references, away from an academic setting, is identified as a measuring tool for LL. As a pilot study, the technical references evaluated were extracted from a sample of 12 artifacts - 4th year work-term technical reports submitted as a component of co-operative education (co-op).To measure LL, a categorical metric to assess quality of cited sources was used to assess student competence in selecting credible technical information. All students included at least one technical reference in the design/analysis section (Technical Reference, TR); with most students using a mix of TR quality. Only 1/3 of students had average TR quality scores that met or exceeded the benchmark of 3.0. There may be a relationship between the type of work sector experienced and quality of references used.The pilot study suggests that using a quality metric for technical references within student documents has potential to assess lifelong learning at both the individual and cohort level. Results reinforce the need to educate and reiterate to engineering students the importance of credibility of the source of information over convenience.

scholarly journals The Renewable Energy (RE) Industry Workforce Needs: RE Simulation and Analysis Tools Teaching as an Effective Way to Enhance Undergraduate Engineering Students′ Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11727
Author(s):  
Shahryar Jafarinejad ◽  
Lauren E. Beckingham ◽  
Mandar Kathe ◽  
Kathy Henderson
Keyword(s):  
Renewable Energy ◽  
Electricity Generation ◽  
Engineering Students ◽  
Simulation Software ◽  
Degree Programs ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Analysis Tools ◽  
Workforce Needs ◽  
The U.S

The share of renewables in the U.S. electricity generation mix is increasing and one of the major obstacles to enhancing employment in the renewable energy (RE) sector is finding skilled/qualified labor to fill positions. RE systems engineer jobs mostly need bachelor′s degrees but there are few RE engineering-focused degree programs. Therefore, there are needs to accurately train undergraduate engineering students at universities and match the education system offerings to meet RE industry demands. This study reviews RE employment by technology, RE industry workforce needs, and engineering programs accreditation, and then suggests possible means, along with theoretical RE concepts, to enhance undergraduate engineering students′ RE learning at universities. In particular, RE industries require technology skills, including analytical, scientific, and simulation software programs or tools. These RE simulation and analysis tools can be used for teaching, training, techno-economic analysis, planning, designing, optimization, etc., and are the focus of this review.

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

scholarly journals Does Program Compliance with CDIO Warrant Automatic Compliance with CEAB Accreditation Criteria for 2014?

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
System Component ◽  
Engineering Programs ◽  
Engineering Program ◽  
Program Compliance ◽  
Recent Approach ◽  
Standards Of Accreditation

An accreditation board takes the responsibility of evaluating an institute’s engineering program, granting it accreditation upon the satisfaction that it meets a minimum standard in terms of academic and professional quality of the faculty, laboratories, equipment, computing facilities, and students’ work within the engineering curriculum. In Canada, the Canadian Engineering Accreditation Board (CEAB) ensures that engineering programs meet the necessary educational standards as acceptable for licensure, and that engineering education delivered by the institute continues to improve. In recent years, accreditation boards have prescribed “outcome-based” assessments of engineering design curriculums. These criteria focus on the ability of students to apply knowledge of mathematics, science, and engineering science, extending to designing and conducting experiments, analyzing data, as well as developing a system, component, or process to meet certain needs. A recent approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adapted by several universities within their engineering departments. But should a program’s compliance with the CDIO standards warrant automatic compliance with CEAB (Canadian Engineering Accreditation Board) accreditation standards? Following the CDIO approach and using the outcome-based standards of accreditation boards may suggest so. Herein, we will provide an assessment of the Mechanical Engineering program in terms of the CDIO approach and look at its relationship with the CEAB standards.

scholarly journals Quality and performance of the company in the Czech Republic

2012 ◽  
Vol 60 (4) ◽  
pp. 351-362 ◽  
Author(s):  
Petr Suchánek ◽  
Jiří Špalek
Keyword(s):  
Quality Management ◽  
Product Quality ◽  
Business Performance ◽  
Financial Analysis ◽  
Quality Factors ◽  
Factors Affecting ◽  
Quality Product ◽  
And Performance ◽  
A Company

Quality management contributes to increasing the performance of an enterprise through the application of such working procedures which ensure in the end the output required by customers. It also ensures the realization of revenues and profit for the enterprise. Quality is usually studied separately, whereas this analysis is focused on the elimination of conflicts and the resulting costs and inefficiencies in the company. Quality can also be seen in the narrower sense as a quality product which focuses on satisfying customer requirements. It is clear that quality management in the enterprise must lead to a quality product and customer satisfaction. Performance is also usually examined separately using the tools of financial analysis (mainly ratios). What is lacking in research to date is the clear and conclusive interconnection of quality and performance and its parameters. The subject of this paper is the analysis of quality (with emphasis on product quality) and its influence on business performance (represented by selected financial ratios). The aim of this article is to find the level of product quality in a company and identify those quality factors affecting a company’s performance. The resulting interconnection of the parameters of quality and performance should guarantee that the influence (selected parameters) will be reflected in the quality of business performance possible through the simultaneous management of quality control and influence on future business performance.

Management Response to Improve the Educational Performance of Engineering Students

2013 ◽  
pp. 91-110
Author(s):  
Bassam Hussein ◽  
Ali Hage-Diab ◽  
Mohammad Hammoud ◽  
Anwar Kawtharani ◽  
Hisham El-Hage ◽  
...  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Engineering Students ◽  
Private University ◽  
Education Students ◽  
Factors Affecting ◽  
Hands On ◽  
One Year ◽  
The University

This case presents the managerial techniques applied to improve the quality of engineering education at the largest private university in Lebanon, the Lebanese International University (LIU). As the university grew rapidly since its inception 10 years ago, it faced serious challenges in fulfilling a key objective of its mission, which is to empower students to be culturally engaged to achieve innovative outcomes. A team was put together to identify cultural factors affecting quality of education, students’ achievement, assess their impact, and propose a plan of action. The findings led to a series of actions aimed at improving English language proficiency, smoothing high school/college transition, encouraging hands on laboratory experience, establishing industrial COOP program, and preparing for international accreditation. The new programs have been in effect for approximately one year. Quantitative evaluation of the programs is not yet fully available. Nevertheless, there are already some tangible indicators that suggest successful outcomes.

Customer’s satisfaction on service quality at Vietnam Technological and Commercial Joint Stock Bank – An Giang Branch

2020 ◽  
Vol 4 (3) ◽  
pp. First
Author(s):  
Tran Minh Hieu ◽  
Nguyen Duong Ngoc Mai Chi
Keyword(s):  
Customer Satisfaction ◽  
Service Quality ◽  
Test Method ◽  
Quality Of Services ◽  
Factors Affecting ◽  
Factors Influencing ◽  
Alpha Reliability ◽  
Survey Results ◽  
Development Orientation

This study applied SERVQUAL scale of Parasuraman et al to measure factors affecting customer satisfaction on service quality at Vietnam Technological and Commercial Joint Stock Bank - An Giang Branch (Techcombank An Giang). The study was conducted to survey 207 customers who have been using the service at Techcombank An Giang. The survey results were analyzed by the Cronbach's Alpha reliability test method, then used Exploratory factor analysis (EFA) to verify and evaluate the scale of service quality. The results of the regression analysis show that customer's satisfaction about service quality at Techcombank An Giang includes four factors: The factor with the highest level is the Empathy with Beta = 0.253, the second of factor is the Responsibility with Beta = 0.248, ranked third in the influence level is the Tangible with Beta = 0.235, and the lowest impact level is the Reliability with Beta = 0.144. The research also uses statistical methods to describe and test the differences of demographic factors with customer's satisfactionon service quality.The analysis results show that there is no difference between customer's satisfaction on service quality and factors such as gender, age, income, number of transaction banks, regular transaction banks, and time to use the service at Techcombank An Giang. Through the research results, the author would like to propose some ideas to improve the quality of services, thereby attracting new customers and importantly, keeping traditional customers because the development orientation of Techcombank is to take care of old customers to cross sell other products of the bank. The Stud results offer a basis for the branch to identify the factors influencing customer satisfaction on their service quality, thereby having an appropriate strategy to improve customer satisfaction.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

International training considerations of Canadian Clinician-Scientist Trainees - A national survey

2020 ◽  
Vol 43 (4) ◽  
pp. E2-7
Author(s):  
Adam Pietrobon ◽  
Elina K. Cook ◽  
Charles Yin ◽  
Derek C. H. Chan ◽  
Tina B. Marvasti
Keyword(s):  
Degree Completion ◽  
Degree Programs ◽  
International Training ◽  
Additional Training ◽  
Canadian Medical School ◽  
Extended Training ◽  
Clinician Scientist ◽  
Dual Degree ◽  
Question Survey

Purpose: Canadian clinician-scientist trainees enrolled in dual degree programs often pursue an extended training route following completion of MD and MSc or PhD degrees. However, the proportion, plans and reasoning of trainees who intend to pursue training internationally following dual degree completion has not been investigated. In this study, we assessed the international training considerations of current clinician-scientist trainees. Methods: We designed an 11-question survey, which was sent out by program directors to all current MDPhD program and Clinician Investigator Program (CIP) trainees. Responses were collected from July 8, 2019 to August 8, 2019. Results: We received a total of 191 responses, with representation from every Canadian medical school and both MD-PhD program and CIP trainees. The majority of trainees are considering completing additional training outside Canada, most commonly post-doctoral and/or clinical fellowships. The most common reasons for considering international training include those related to quality and prestige of training programs. In contrast, the most common reasons for considering staying in Canada for additional training are related to personal and ethical reasons. Irrespective of intentions to pursue international training, the majority of trainees ultimately intend to establish a career in Canada. Conclusion: While most trainees are considering additional training outside of Canada due to prestige and quality of training, the majority of trainees intend to pursue a career as a clinician-scientist back in Canada. Trainees would likely benefit from improved guidance and mentorship on the value of international training, as well as enhanced support in facilitating cross-border mobility.

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