• Journal of Engineering Education Research
• /
• v.19 no.2
• /
• pp.102-111
• /
• 2016

This study was implemented for the purpose of analyzing the Job Competency level of accredited and non-accredited program's graduates. And we were seeking way to manage realistic and effective way of Accreditation of Engineering education. In order to achieve the purpose of this study, survey and FGI were done. The study was: accredited program's graduates thought more positively than non-accredited program's graduates, and graduates felt that 11 Job Competencies Level of Work Performance were lower than the needs of job performance. The conclusions of this study were summarized as follows: First, between accredited and non-accredited program's graduates, we could see significant recognition difference about the perception of the needs of job performance. This was because Design curriculum were reinforced and accredited program's graduates had attended design program at accredited program. Second, accredited program's graduates felt higher than non-accredited program's graduates about the perception of level of work performance. This was because the efforts for curriculum reorganizing and teaching methods improvement were done. Third, we could not find significant recognition difference about the perception of the needs for job performance and work level. That was because accredited and non-accredited program were not dealed seperately. The conclusions of this study are summarized as follows: First, The efforts for analyzing job competence of industry and reflecting the program curriculum are needed on the accredited program for engineering education. Second, Government should make the incentive policy about the companies which give some merits to the accreditation graduates, and monitor constantly their real working. Third, in order that the accreditation results can be trustful on staff recruiting or school choosing, accreditation should make outcome-based-evaluation which guarantees competence of graduates.

• Journal of Engineering Education Research
• /
• v.23 no.4
• /
• pp.66-75
• /
• 2020

This study was conducted using the literature review and survey research to analyze the operational status and effectiveness of the single-track accredited program, which has been mandatory since 2016. The research targets to achieve the purpose of the study were the nationwide engineering education accreditation system operating colleges, departments, and engineering education innovation centers. Finally, 183 copies were collected from faculty members at 69 colleges and 554 copies at the department level. As a result of the survey, the college recognized more positively about the operation of the single-track accredited program, and more than 50% of respondents said that there were difficulties due to the operation of the system. The contents required were analyzed and presented. Based on this, the engineering education accreditation system, including the single-track accredited program, suggested the direction of support at the government level and the ABEEK level to better settle down in the field of engineering colleges.

• Journal of Engineering Education Research
• /
• v.18 no.4
• /
• pp.57-65
• /
• 2015

The purpose of this study is to analyze the performance of ABEEK accredited engineering program in D University. Based on engineering students' perceptions, this study explores how well the students are aware of the accredited engineering program, what change has been made to the courses, to what extent they have been participating in class and interacting with teachers and other students, to what extent they have been actively participating in extra-curricular activities, and to what extent they have achieved program outcomes. The survey was conducted in Fall 2014. The results are as follows: First, the students are well aware of the accredited engineering program; however, they are rarely aware of program outcomes. Second, the students were more satisfied with the major and design courses compared to the MSC and general education courses. Third, the students were more actively participated in the major and design courses compared to the MSC and general education courses. Fourth, the students were passively engaged in extra-curricular activities. Finally, the program outcomes related to soft skills showed low-achievement.

• Journal of Engineering Education Research
• /
• v.18 no.5
• /
• pp.51-58
• /
• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

• Journal of Engineering Education Research
• /
• v.19 no.2
• /
• pp.91-96
• /
• 2016

An engineering educational servery for graduating seniors had been conducted in Songwon University to improve engineering program objectives. The analysis results show that the current engineering educational objectives need to be modified to satisfy the ABEEK accredited criteria and engineering curriculum returning is necessary to include more design courses.

• Journal of Engineering Education Research
• /
• v.19 no.4
• /
• pp.24-34
• /
• 2016

There's been few research to study the effects of CAC(Computing Accreditation Committee) evaluation, since start of CAC accreditation 10 years ago. The purpose of this paper is to find what computer engineering graduates perceive the effects of CAC accreditation and to suggest how CAC accreditation process can be improved. The research findings through survey are followings; First, computer engineering graduates' undergraduate education satisfaction is not high enough(3.28). Second, the computer engineering graduates don't recognize CAC accreditation necessary. Third, graduates who work in company chose design courses as the most helpful, while graduates who study in graduate school pursuing further career in master or doctor program chose major subjects. Lastly, graduates from accredited program do not think their completion of accreditation program influence their employment. Strategic approaches to make higher effectiveness of CAC accreditation system are suggested. First, improvement of curriculum and instruction method in CAC accredited program is required to satisfy the needs of students and industry. Second, efforts to inform students of understandings and necessity of accreditation are highly recommended. Third, industrial sector needs to understand CAC accreditation and give graduates from accredited program more incentives. Lastly, government support like Seoul Accord Activation Project should last for a while.

• Journal of Engineering Education Research
• /
• v.24 no.6
• /
• pp.30-39
• /
• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• Journal of Engineering Education Research
• /
• v.10 no.2
• /
• pp.62-72
• /
• 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 the Institute of Internet, Broadcasting and Communication
• /
• v.14 no.5
• /
• pp.11-17
• /
• 2014

In this study we explain the necessity of a developing management system of academical achievement in a progrm running the accredited engineering program as an observation and management tool to assure students' succesive achievement of program outcomes, and also present an operation result of the constructed management system. Taking the electronic engineering program in our school as an object, we constructed a relating database to monitor the students' course work completions and achievement of program outcomes, to allow students to build their plans for course work and to enable professors to proceed customized counseling for assigned students. The constructed system also provide various statistics relating program outcomes to allow program professors to proceed effective management of outcomes in the program level. In this paper we show that it is possible to calculate and provide the various statistical indicators, which is needed to effectively run accredited engineering programs, by presenting the results relating successful construction of the system and its operation.

• Journal of Engineering Education Research
• /
• v.23 no.1
• /
• pp.47-58
• /
• 2020

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.