scholarly journals Accreditation of Engineering Education: A Comprehensive Assessment Plan

2020 ◽  
Vol 9 (4) ◽  
pp. 646-657
Keyword(s):  
Engineering Education ◽  
Student Performance ◽  
Education Program ◽  
Technical Education ◽  
Central Feature ◽  
Academic Quality ◽  
Self Assessment ◽  
Student Centered ◽  
National Board

Considerable expansion of technical education has taken place in India. However, the quality of technical education graduates of the country is a matter of concern. To enhance the quality and standard in technical education, NBA accreditation, a process of benchmarking of academic quality of an engineering education program or diploma engineering education program by an accreditation agency, has been introduced. India is a signatory nation of Washington Accord through National Board of Accreditation. Now, accreditation has become compulsory for quality assurance, recognition of graduates globally, recognition by the stakeholders, for branding and for expansion of the program. However, very few programs have been accredited so far in India. Outcome Based Education is the central feature of accreditation which focuses on outcomes. It is a student centered approach which measures student performance or outcomes in terms of knowledge, skills, and attributes. The institutions intending to apply for accreditation are facing difficulty in preparing Self Assessment Report (SAR), especially CO- PO attainment. The purpose of this paper is to share our experiences of NBA accreditation process, especially assessment of CO and PO attainment. CO attainment is solely measured by direct measurement methods (internal and external assessments). Program Outcome attainment is calculated by both direct attainment method and indirect attainment method (various surveys). Various boards and committees formed for the preparation for accreditation are also outlined in this paper. The accreditation of two programs of our institute by NBA is an important indication of the appropriateness of the methods applied to achieve this goal. Since NBA is a member of the Washington Accord, this study may help not only local readers but also international readers having similar accreditation systems.

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

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.

scholarly journals On the Content of higher technical education curricula abroad: Current Trends (Review)

2020 ◽  
Vol 29 (3) ◽  
pp. 153-167 ◽  
Author(s):  
O. V. Toporkova
Keyword(s):  
Engineering Education ◽  
Technical Education ◽  
Developed Countries ◽  
Educational Programs ◽  
Engineering Practice ◽  
Current Trends ◽  
Global Engineering ◽  
Education Today ◽  
Development Of Competencies

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

Student assessment of quality of engineering education in India: evidence from a field survey

2019 ◽  
Vol 27 (1) ◽  
pp. 103-126 ◽  
Author(s):  
Pradeep Kumar Choudhury
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Technical Education ◽  
Student Assessment ◽  
Field Work ◽  
Interactive Methods ◽  
Classroom Teaching ◽  
Content Type ◽  
Education In India

Purpose This paper aims to discuss students’ assessment of quality related issues in engineering education in India. Design/methodology/approach The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students’ experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues. Findings The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India. Originality/value The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students’ assessment of the quality of engineering education.

scholarly journals A Longitudinal Analysis of the Effects of Instructional Strategies on Student Performance in Traditional and E-Learning Formats

10.28945/3214 ◽  
2008 ◽  
Author(s):  
Retta Sweat-Guy ◽  
Craig Wishart
Keyword(s):  
Organizational Behavior ◽  
Instructional Strategies ◽  
Student Performance ◽  
Instructional Strategy ◽  
Business Majors ◽  
Student Centered ◽  
Business Courses ◽  
E Learning ◽  
Upper Level

As more and more colleges and universities offer courses designed in the e-leaming format, quality of instruction and student performance are becoming, progressively more, issues that need to be addressed. This study is an attempt to add to the literature on student performance in traditional and e-learning environments as well as exploring student-centered and learner-centered as an instructional strategy. A causal-comparative design was chosen for this study to examine the effects of instructional strategies on student performance in two upper-level core business courses developed in both traditional and e-learning formats. The study spanned 3 years, beginning fall 2004 through spring 2007 and participants included 293 declared business majors who were enrolled in various sections of Organizational Behavior and International Management courses during the study period. Data analyses revealed non significant differences in student performance based on delivery method and course. However, quite the reverse was found when examining student performance against instructional strategies.

scholarly journals Artificial Intelligence and Deep Learning based Information Retrieval Framework for Assessing Students Performance

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Neural Network ◽  
Deep Learning ◽  
Performance Indicators ◽  
Information Gain ◽  
Educational Institution ◽  
Academic Quality ◽  
Self Assessment ◽  
Continuous Quality ◽  
Assessment Approach

Improving the quality of education is a challenging activity in every educational institution. Through this research paper, a model has been proposed representing the challenges in order to manage the trade-off to maintain the philosophy of continuous quality improvement and strict control based on Higher Education Institutions (HEIs). Several standards criteria, performance parameters, and Key Performance Indicators are studied and suggested for a quality self-assessment approach. After the data is collected, the significant features are selected for analysis of data using dedicated gain, which are designed by integrating the information gain and the dedicated weight constants. After that, deep learning methodologies like regression analysis, the artificial neural network, and the Matlab model are used for evaluating the academic quality of institutions. Finally, areas of development have been recommended using the probabilistic model to the administrators of the institutions based on the prediction made using a deep neural network.

scholarly journals Establishing a Sustainable Process to Measure Learner Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
Mamta Saxena ◽  
Melanie Kasparian
Keyword(s):  
Student Performance ◽  
Academic Programs ◽  
Quality Data ◽  
Academic Quality ◽  
Process Data ◽  
Learner Performance ◽  
New Concepts ◽  
Culture Of Assessment ◽  
Student Performance Data

The quality of student learning and academic rigor is central to higher education. Nonetheless, colleges often prioritize metrics such as enrollment and graduation rates or use assessment data to solely fulfill accreditation requirements. The Academic Quality Assurance (AQA) team at a university ventured to expand the academic quality data landscape to learn more about student achievement. The paper shares the team’s journey to collect and report on student performance data for continuous improvement of academic programs. Specifically, this paper includes the methods to promote a culture of assessment by incorporating new concepts into the AQA process: Data visualization and storytelling with data. This paper includes the methodology to collect and report on data, samples of the systems and visualizations used, and the challenges faced in the context of people, process, and tools.

Quality assessment framework for educational institutions in technical education: a literature survey

2018 ◽  
Vol 26 (3) ◽  
pp. 270-280 ◽  
Author(s):  
Raj Kumar Mittal ◽  
Namita Garg ◽  
Sunil Kumar Yadav
Keyword(s):  
Engineering Education ◽  
Technical Education ◽  
Research Output ◽  
Relevant Literature ◽  
Empirical Literature ◽  
Educational Institutions ◽  
Content Type ◽  
Infrastructural Support ◽  
Key Indicators

Purpose This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education. Design/methodology/approach Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market. Findings The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically. Research limitations/implications The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines. Originality/value The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

On Scientific Value of russian Journals in Economics and related fields

2013 ◽  
pp. 130-151 ◽  
Author(s):  
A. Muravyev
Keyword(s):  
Reference Lists ◽  
Citation Index ◽  
Economic Science ◽  
Detailed Data ◽  
Academic Quality ◽  
Russian Science ◽  
Russian Science Citation Index ◽  
Scientific Significance ◽  
Scientific Value

In this paper we attempt to classify Russian journals in economics and related disciplines for their scientific significance. We show that currently used criteria, such as a journal’s presence in the Higher Attestation Committee’s list of journals and the Russian Science Citation Index (RSCI) impact factor, are not very useful for assessing the academic quality of journals. Based on detailed data, including complete reference lists for 2010—2011, we find significant differentiation of Russian journals, including among those located at the top of the RSCI list. We identify two groups of Russian journals, tentatively called category A and B journals, that can be regarded as the most important from the viewpoint of their contribution to the economic science.

Sign in / Sign up

Export Citation Format

Share Document