• Journal of Engineering Education Research
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• v.14 no.4
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• pp.62-68
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• 2011

Many engineering schools in Korea implement ABEEK programs. One of the core parts of ABEEK is accreditation criterion 2, the program outcomes and their appraisal. This paper tries to discuss the program outcomes and to study the impact of applying the program outcomes to one of the graduation requirements. We show simple survey results for implementing ABEEK programs concerning the program outcomes and their relation to graduation requirements. If the program outcomes are used as one of the graduation requirements, some graduates may satisfy the average grade point for graduation requirements but can not meet the program outcome criteria satisfied by other than regular classes. In this case, the graduate may have trouble to try to meet the program outcome criteria, since he may not be able to stay in school without taking classes. The problems of setting the levels of program outcomes as graduation requirements, non classwork related program outcomes, and work burden to professors should be also prudently reviewed for successful ABEEK implementation.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.58-70
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• 2012

The accreditation review against engineering technological education just started in 2010. This study was conducted to get the significant implications for the accreditation of engineering technological education in Korea from the case of USA and Australia which have reviewed the engineering programs for long time. We can identify some differences between three countries. We suggested the three implications for ABEEK. First, ABEEEK needs to provide the definite graduates attributes to achieve. In that point, Stage 1 competency standard of Australia can be a good example which provide competency elements and indicators of attainment as well. Second, ABEEK needs to consult the course-embbeded evaluation for programs to check whether graduates achieve the graduates attributes. Third, ABEEK needs to benchmark the cases of USA and Australia to alleviate the paperwork load.

• Journal of Engineering Education Research
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• v.21 no.3
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• pp.3-11
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• 2018

The Conceiving-Designing-Implementing-Operating (CDIO) initiative is a worldwide organization with members from over 120 institutions for higher education, and it provides an innovative educational framework for producing the next generation of engineers. This paper compares the CDIO standards and syllabus to the accreditation criteria of Accreditation Board for Engineering Education of Korea, ABEEK to identify similarities and differences and to find points of improvement for ABEEK criteria. It is found that the basic concepts of ABEEK criteria correlates well with those of CDIO standards, while the CDIO standards and syllabus provide more detailed and well-defined guidelines for engineering programs. Finally, some discussions are presented on the differences between the two educational models, a voluntary-based CDIO model and an accreditation-based ABEEK model.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.20-31
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• 2011

This study was conducted to get the significant implications for the accreditation of engineering education in Korea from the case of Japan. We researched the terminology of 'accreditation', the outline, the current progress, and argument over the accreditation of engineering education in Japan. We suggested the seven implications for ABEEK. First, ABEEK has to use the engineering societies more in assessing the programs. Second, ABEEK should be flexible to meet the original goals. Third, ABEEK can use the observer system to train the examiners. Fourth, ABEEK needs to provide the real benefits to the students and accredited programs to encourage them to finish the accredited course. Fifth, the programs need to organize the committes in the direction that every faculty member can share the assessment results and execute the real course improvement. Sixth, ABEEK should permit the programs to use the curricular courses to check the achievement of program outcomes. And seventh, ABEEK needs to have meta-evaluation to exercise the reasonable authority.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.33-39
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• 2020

This paper analyzes the current state of operation and the effect of introduction of the single accreditation system, which was fully introduced in 2016 by the Accreditation Board of Engineering Education Korea(ABEEK). Because Engineering Education Accreditation are program-based certification, and department operates accreditation programs and non-accreditation programs, if a student under the accreditation program fails to graduate from the accreditation program, he or she must complete the transfer to a non-accreditation program at least one year before graduation. Since 2016, when the single accreditation system was introduced, freshmen of department have allowed non-accreditation graduation only for reasons prescribed separately by the program's regulations or guidelines. In order to identify and reflect the operational status and effectiveness of the single accreditation system in the 2020 accreditation review, ABEEK conducted a complete survey on the current status of graduates in February 2020 among 157 programs at 26 universities receiving the 2020 accreditation review. The results of this study are expected to be used as basic data for the improvement of the single accreditation system in the future by examining the effects of the single accreditation system implemented after 2016 and considering the problems at the site due to the introduction of the single accreditation system of programs that ABEEK had not previously expected.

• Journal of Engineering Education Research
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• v.5 no.1
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• pp.59-67
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• 2002

The needs for change in the traditional on engineering education system in Korea have been evoked since 1998 when the Accreditation Board for Engineering Education of Korea (ABEEK) was about to be established. The engineering college at Yeungnam University has been one of the most active members in the Korean higher education institutions which participated in the ABEEK movement at the earliest stage. This paper reports the efforts made by Yeungnam University in preparing for the trial accreditation of engineering programs for the first time in Korea. The reformation and restructuring were made in many areas in order to establish the self-improving circulative engineering education system. The accreditation criteria were thoroughly investigated, and reforms were made in individual programs based on the critical assessment of existing system. The contents of educational reform and the experience during the trial accreditation process are summarized and discussed.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.32-37
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• 2015

Since ABEEK ("Accreditation Board for Engineering Education of Korea") began its accreditation in 2001, the 595 programs in 100 institutions have been accredited, and now the number of accredited programs is continuously increasing. On the other hand, NCS ("National Competency Standards") which is directed by government, has been also introduced in recent years, and it becomes the center of attentions of many universities in Korea. Each of these 2 systems has its own strengths and weaknesses, even though their main purposes are very similar. This paper deals with the comparison between the curriculum based on NCS with ABEEK. And also, the examples of making the curriculum based on the NCS would be introduced. At the conclusion, some suggestions for the new NCS system would be proposed.

• Journal of Engineering Education Research
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• v.7 no.1
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• pp.15-29
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• 2004

University of Ulsan has prepared the Accreditation Program since 1999 and most of the engineering educational programs in College of Engineering have been accredited by ABEEK. This paper provides summarized description of the accreditation system development for engineering education in UOU and also discusses, what is to be considered in order to achieve the continuous improvement of education systems under the Accreditation Program.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.62-72
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• 2007

Since the ABEEK has been launched in 2000, many educational programs have been accredited by the ABEEK so far, and lots of programs nationwide are under preparation for the accreditation. However, most of institutes are suffering from the new accreditation system that requires some novel concepts of engineering education, so called, outcomes-based and demand-driven education processes. In this paper, the effective managerial schemes obtained from several years experiences of an accredited program are summarized. Especially, specific contents of the 7 accreditation criteria those need to be periodically documented are recommended and the effective processes for each item are described in detail.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.110-118
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• 2011

This paper suggests a realistic, business engineers' model based on Coop projects run by regional universities or colleges, in which students must meet the guidelines for engineering design that ABEEK requires. Many of current activities such as Coop programs and Internships aimed for engineering majored-undergraduates have notled them either to a satisfactory level of business skill at entrepreneur side, or to their higher chance of employment opportunities. Under the circumstances like this, we need a revised version of Coop activities: for example, launching a project that will be fully supported intrust by both sides, and thus improving students' business skill while they are working on that project. We demonstrate in this study how students have greatly improved their business skill through a model project that was planned by a working group, was successfully carried out on real job positions, and many of the students in the working group were job-offered finally as this new model suggested.