Fostering Sustainable Quality Assurance Practices in Outcome-Based Education: Lessons Learned from ABET Accreditation Process of Computing Programs

Education is an important enabler for economic uplift of a society and academic institutions need to deliver quality education to equip students with required skills to excel in their professional careers. Due to international initiatives such as Washington and Seoul accords, outcome-based education has gained significant interest from industry, academia, governments, accreditation bodies and students. Outcome-based education is a paradigm shift form conventional education approach and its successful adoption requires sustainable quality practices by higher education institutions. Fostering quality assurance processes for outcome-based education requires careful planning and active collaboration among stakeholders. However, due to the sparse body of knowledge about quality processes in outcome-based education, many academic institutions rely on ad hoc practices, resulting in a trial and error approach. In this paper, we present set of guidelines which can help academic institutions to deploy sustainable practices in their academic programs. We document important guidelines to deliver outcome-based education based on our longitudinal work of ABET accreditation process of three different computing programs (Computer Science, Computer Information Systems, and Cyber Security and Digital Forensics). The successful application of proposed guidelines helps to foster sustainable quality practices in academic programs.

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QUALITY IMPROVEMENT THROUGH ACCREDITATION AT GRADUATE STUDIES UIN-SU MEDAN

MIQOT Jurnal Ilmu-ilmu Keislaman ◽

10.30821/miqot.v42i2.594 ◽

2019 ◽

Vol 42 (2) ◽

pp. 438

Author(s):

Hasan Asari ◽

Hafsah Hafsah ◽

Yusnaili Budianti

Keyword(s):

Qualitative Research ◽

Quality Assurance ◽

Quality Improvement ◽

Ad Hoc ◽

Accreditation Process ◽

Internal Quality ◽

Graduate Studies ◽

Limited Support ◽

Poor Understanding ◽

Internal Quality Assurance

Abstract: This article elaborates institutions of quality assurance and accreditation of departments in the context of quality improvement at Graduate Studies of UIN-SU Medan. This qualitative research discovered the following: First, the Quality Assurance Unit of the Graduate Studies, which was established in 2016, has not been operational mainly due to lack of competence of its personnel and insufficient fund. Second, the main hindrances in accreditation process are poor understanding of departments’ management, limited support from stakeholders, and insufficient funding. The ‘mentoring’ of UIN-SU Medan Quality Assurance Office could not have been more helpful and indeed has solved some of the problems. However this practice has not been so useful in developing internal quality assurance culture. Despite the fact that its departments have undergone two to three accreditation procedures, the Graduate Studies has not been successful in delivering a better result.Abstrak: Peningkatan Mutu Melalui Akreditasi Pada Pascasarjana UIN-SU Medan. Artikel ini menganalisis kelembagaan penjaminan mutu dan pelaksanaan akreditasi program studi dalam konteks peningkatan mutu pendidikan di lingkungan Pascasarjana UIN-SU Medan. Penelitian yang menerapkan prosedur penelitian kualitatif ini menemukan: Pertama, Unit Penjaminan Mutu Pascasarjana yang dibentuk tahun 2016 tidak operasional karena tidak sesuainya kompetensi personel yang ditempatkan serta tidak tersedianya dukungan finansial. Kedua, kesulitan utama dalam proses akreditasi adalah pemahaman pengelola Program Studi tentang akreditasi yang sangat variatif; rendahnya budaya mutu sivitas akademika; dan terbatasnya dukungan finansial. Pendampingan dari Lembaga Penjaminan Mutu UIN-SU Medan sangat membantu. Sayangnya pendampingan ini, meskipun menyelesaikan masalah secara ad hoc tetapi tidak mendukung berkembangnya budaya penjaminan mutu internal yang baik. Dengan berbagai persoalan yang ada, peringkat akreditasi Program Studi di lingkungan Pascasarjana UIN-SU Medan belum mengalami peningkatan meskipun masing-masing Program Studi sudah menjalani dua atau tiga kali akreditasi.Keywords: PTKIN, penjaminan mutu, akreditasi

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THREE INSTITUTIONS, THREE APPROACHES, ONE GOAL: ADDRESSING QUALITY ASSURANCE IN ONLINE LEARNING

Online Learning ◽

10.24059/olj.v17i4.402 ◽

2013 ◽

Vol 17 (4) ◽

Cited By ~ 1

Author(s):

Marwin Britto ◽

Cristi Ford ◽

Jean-Marc Wise

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Online Learning ◽

Online Education ◽

Rapid Growth ◽

Quality Standards ◽

Lessons Learned ◽

Academic Programs ◽

Different Types

The rapid growth of online academic programs in higher education has prompted institutions to develop processes and implement strategies to ensure the quality of their online offerings. Although there is no “one-size-fits-all” approach, there are “quality” standards which institutions can effectively implement regardless of context. This paper examines approaches from three different types of institutions in addressing quality assurance in online education on their respective campuses. Specifically, this paper presents three case studies and describes each institution’s 1) background and overview, 2) quality definition, 3) approach to quality assurance, 4) models and approaches, 5) goals, 6) successes, 7) challenges, and 8) lessons learned. A comparison reveals that despite differences in scope, size, location, mission and extent of online development, there is consistency in the institutions’ strategies to addressing quality assurance in online learning.

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Securing the future of statistics in Africa through National Strategies for the Development of Statistic

Statistical Journal of the IAOS ◽

10.3233/sji-200694 ◽

2020 ◽

Vol 36 ◽

pp. 15-25

Author(s):

Ben Kiregyera

Keyword(s):

Ad Hoc ◽

Lessons Learned ◽

Global Level ◽

African Countries ◽

Implementation Challenges ◽

Statistical Systems ◽

Development Agendas ◽

Different Levels ◽

Statistical Development

Adoption of development agendas at different levels – national, regional, continental, and global level – has led to an unprecedented increase in demand for official statistics. This increase has not only brought to the fore a litany of challenges facing National Statistical Systems (NSSs) in Africa but also it has created opportunities for strengthening statistical production and development. This paper underscores the need for countries to take full advantage of these opportunities and increase investments in statistics, undertake data innovation, and expand and diversify data ecosystems, leveraging on the foundations of the data revolution for sustainable development and in line with current international statistical frameworks. The paper posits that these improvements will not happen coincidentally nor through ad hoc, piecemeal and uncoordinated approaches. Rather they will happen through more systematic, coordinated and multi-sectoral approaches to statistical development. The National Strategy for the Development of Statistics (NSDS) is presented as a comprehensive and robust framework for building statistical capacity and turning around NSSs in African countries. The paper unpacks the NSDS; elaborates the NSDS processes including; mainstreaming sectors into the NSDS, the stages of the NSDS lifecycle and the role of leadership in the NSDS proces; highlights NSDS extension; presents the design and implementation challenges, and the key lessons learned from the NSDS processes in Africa in the last 15 years or so.

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Mani’s Metivta: Manichaean Pedagogy in its Late Antique Mesopotamian Context

Harvard Theological Review ◽

10.1017/s0017816021000237 ◽

2021 ◽

Vol 114 (3) ◽

pp. 346-370

Author(s):

Jae Han

Keyword(s):

Ad Hoc ◽

Late Antique ◽

Academic Institutions ◽

Contextual Cues ◽

Babylonian Talmud ◽

Individual Basis ◽

Standard Curriculum ◽

Institutional Norms

AbstractThis article investigates the nature of Manichaean pedagogy as expressed through the late antique codices known as the Kephalaia of the Teacher and the Kephalaia of the Wisdom of my Lord Mani. By paying attention to a range of contextual cues that frame each moment of instruction, it first argues that much like their rabbinic and Christian neighbors, Mesopotamian Manichaeans did not study in academic institutions. Rather, instruction took place on an ad-hoc, individual basis, often based on happenstance events; there is no mention of a building dedicated to learning, a standard curriculum, or a semester schedule. This article then contextualizes this form of non-institutionalized Manichaean instruction by comparing three formulae found in the Kephalaia codices that have parallels in the Babylonian Talmud: the formula of Mani “sitting among” his disciples (or of his disciples “sitting before” Mani), of Mani’s disciples “standing before” Mani, and of various people “coming before” Mani. In so doing, this article ultimately argues that the Babylonian Rabbis and Syro-Mesopotamian Manichaeans shared a common pedagogical habitus, one expressed through bodily comportment and hierarchy rather than through the imposition of institutional norms.

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Quality Assurance in Ghana: Accomplishments and Challenges

International Higher Education ◽

10.6017/ihe.2018.94.10529 ◽

2018 ◽

Vol 94 ◽

pp. 28

Author(s):

Patrick Swanzy ◽

Patricio V. Langa ◽

Francis Ansah

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Education System ◽

Lessons Learned ◽

Higher Education System

This article examines Ghana’s efforts to revitalize its higher education system using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the QA system. Ghana has one of the oldest QA systems in Africa, so lessons learned there are worth sharing with scholars and practitioners.

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Predictive analytics in quality assurance for assembly processes: lessons learned from a case study at an industry 4.0 demonstration cell

Procedia CIRP ◽

10.1016/j.procir.2021.11.108 ◽

2021 ◽

Vol 104 ◽

pp. 641-646

Author(s):

Peter Burggräf ◽

Johannes Wagner ◽

Benjamin Heinbach ◽

Fabian Steinberg ◽

Alejandro R. Pérez M. ◽

...

Keyword(s):

Quality Assurance ◽

Industry 4.0 ◽

Predictive Analytics ◽

Lessons Learned

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Sustainable Implementation of Interprofessional Education Using an Adoption Model Framework

Canadian Journal of Higher Education ◽

10.47678/cjhe.v46i4.186571 ◽

2017 ◽

Vol 46 (4) ◽

pp. 76-93

Author(s):

Ruby Grymonpre ◽

Christine Ateah ◽

Heather Dean ◽

Tuula Heinonen ◽

Maxine Holmqvist ◽

...

Keyword(s):

Interprofessional Education ◽

Healthcare Delivery ◽

Lessons Learned ◽

Academic Programs ◽

Key Factors ◽

Model Framework ◽

Implementation Framework ◽

Sustainable Implementation ◽

University Of Manitoba ◽

The University

Interprofessional education (IPE) is a growing focus for educators in health professional academic programs. Recommendations to successfully implement IPE are emerging in the literature, but there remains a dearth of evidence informing the bigger challenges of sustainability and scalability. Transformation to interprofessional education for collaborative person-centred practice (IECPCP) is complex and requires “harmonization of motivations” within and between academia, governments, healthcare delivery sectors, and consumers. The main lesson learned at the University of Manitoba was the value of using a formal implementation framework to guide its work. This framework identifies key factors that must be addressed at the micro, meso, and macro levels and emphasizes that interventions occurring only at any single level will likely not lead to sustainable change. This paper describes lessons learned when using the framework and offers recommendations to support other institutions in their efforts to enable the roll out and integration of IECPCP.

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Effective Implementation of Outcome-based Education: The Role of Faculty Awareness

Indonesian Journal Of Educational Research and Review ◽

10.23887/ijerr.v4i3.39009 ◽

2021 ◽

Vol 4 (3) ◽

pp. 380

Author(s):

Srinivasa Pai P ◽

Gururaj Upadhyaya

Keyword(s):

Technical Education ◽

Accreditation Body ◽

Accreditation Process ◽

Faculty Members ◽

National Board ◽

Technical Programs ◽

Outcome Based Education ◽

Autonomous Institution

Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the authors felt that there is a need to understand the level of awareness of faculty about the same and accordingly a survey was conducted among the faculty of the authors’ institution, which is an autonomous Institution and comes under Tier I scheme of NBA accreditation process. From among 285 faculty members, about 96 participated in the survey. This paper discusses the significance of faculty’s awareness and involvement in the accreditation process and implementation of OBE. The results of the survey indicate some interesting findings, which is discussed in detail. Some suggestions and guidelines are given at the end to increase the level of awareness and their involvement in the OBE and OBA processes respectively.

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Parallel Genomic Sequence-Searching on an Ad-Hoc Grid: Experiences, Lessons Learned, and Implications

10.1109/sc.2006.46 ◽

2006 ◽

Cited By ~ 7

Author(s):

Mark K. Gardner ◽

Wu-chun Feng ◽

Jeremy Archuleta ◽

Heshan Lin ◽

Xiaosong Ma

Keyword(s):

Ad Hoc ◽

Genomic Sequence ◽

Lessons Learned

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Objective-Oriented Assessment in Desire2Learn for Quality Matters

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch017 ◽

2012 ◽

pp. 400-416

Author(s):

Haomin Wang ◽

Mingming Shao

Keyword(s):

Quality Assurance ◽

Pilot Study ◽

Management System ◽

Dynamic Assessment ◽

Lessons Learned ◽

Learning Objectives ◽

Course Management System ◽

Quality Matters ◽

Criterion Referenced ◽

Quality Assurance Standards

This chapter is a report on using a course management system Desire2Learn® to facilitate the implementation of the quality assurance standards recommended by Quality Matters. After a brief introduction to the Quality Matters standards, the chapter describes how the Desire2Learn learning environment can be structured to build an interconnected framework to promote objective-oriented, criterion-referenced, dynamic assessment. A pilot study was conducted to explore how learning activities can be assessed in alignment with measurable learning objectives, with reference to criterion-based rubrics. The chapter discusses issues found through the study and lessons learned in using the competency structure of Desire2Learn to enforce objective-oriented assessment.

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