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  1. A/Prof. Arun Patil
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  3. Criteria Guide « IABEE – Indonesian Accreditation Board for Engineering Education
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A/Prof. Arun Patil

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Die Rezension muss mindestens 50 Zeichen umfassen. Der Titel sollte mindestens 4 Zeichen umfassen. Ihr Display-Name sollte mindestens 2 Zeichen umfassen. Sie haben diese Rezension erfolgreich gemeldet. This volume presents some of the best quality assurance policies, practices, and procedures found in five progressive countries. It offers an international set of resources-including Web sites and other electronic resources-to assist practitioners in achieving the goals of their own quality assurance frameworks. The contributors emphasize that the key to successful quality assurance programs lies in the professional commitment of the faculty to these efforts, and shows how this is being accomplished in the countries under review.

Criteria Guide « IABEE – Indonesian Accreditation Board for Engineering Education

This is the 99th issue of the quarterly journal New Directions for Institutional Research. Table of contents 1. Australia has bravely tackled the seemingly complex problem of quality assurance in distance education engineering programs. While educational publications around the world are filled with angst-ridden discussions of the impact of distance education, the IEAust Institution of Engineers, Australia took on this challenge in a remarkably balanced manner: The advent of national competency standards for professional engineers has.

The overall strengths and weaknesses of distance education programs are now reasonably well understood, and, in determining an approach to accreditation, it was considered sufficient to focus on specific competencies defined in the national competency standards where distance education program might arguable offer less scope for development and demonstration than the otherwise equivalent face-to-face programs. The bottom line is that if the objective is clear, a way can be found to determine whether the objective has been met and quality assured.

So although there are persuasive reasons for declaring that inputs are out and outcomes are in, when examining quality assurance approaches around the world it makes sense to take a developmental approach.

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That means accepting that individual countries may fast-forward through a variety of methodologies as a way of improving and ensuring high quality in a rapidly changing universe of engineering education and practice. It is only recently that university walls became permeable. The tradition in universities has been to remain apart from society in order to retain objectivity.

For long ages, this was characteristic of engineering programs as well as of the most esoteric of academic disciplines. But once those walls developed pores, the progression was rapid toward substantial interaction between the academic world and many outside stakeholders.

In some countries work experience is required of engineering students prior to beginning the academic sequence. In the UK, the professional experience takes place in a period of time after the diploma is obtained but prior to licensure.

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It must be validated for the licensure process. Speaking to the issue of including preparation for the world of work into the curriculum, the Hong Kong Institution of Engineers. Its assessment should be an important factor in the final award. Imposing workplace-like requirements on students in the form of curriculum assignments is one gaining ground around the world as a way of exposing students to professional practice.

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The approach imposes an obligation on the faculty to be themselves familiar with engineering practice in a variety of non-academic settings. Accreditation and quality assurance procedures are requiring increased involvement from both academics from outside institutions and non-academics. There are some associated problems, however. Engaging in quality control has the effect of opening up the entire engineering education process, especially when academics from other institutions are invited to participate as members of visiting committees or evaluators.

Spending time studying another program at another institution often results in cross-fertilization of ideas and increased openness to the process of self-examination and improvement. When professional engineers are engaged in the quality control activities and accreditation, valuable networks and relationships are often established, to the long-term benefit of the students.

But as engineering educators in some countries are discovering, drawing professional engineers and employers into the accreditation process is not a simple task. In India, for example: There are a large number of programs of Engineering Colleges and Polytechnics, which are waiting to be accredited; there is an acute shortage of competent Assessors, particularly from Industry [Natarajan, ].

In addition, there is the task of training members to conduct accreditation reviews, since untrained visitors are of little value. ABET has obtained support from the U. National Science Foundation and others to conduct training workshops for members of visiting teams, responding to this urgent need. The former chief executive of the IEAust, Dr. The preferred model should be for partnerships to emerge between industry, universities and government; partnerships that allow each partner to contribute to and gain appropriate benefits from particular aspects of engineering education.

Funding systems and taxation policies should encourage collaborative activities, and government should work closely with industry and the profession to support the development and operation of a coherent and comprehensive system of advanced engineering centers and networks to address identified industry needs and mobilize long-term industry influence and involvement.

The relationship between accreditation and licensure continues to be problematic in engineering.


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Graduation from an accredited institution is a requisite, but other elements such as professional experience, in-person interviews, and additional education and training are key elements in licensure decisions in various countries. Graduation from an accredited engineering school, plus additional training and professional experience, are required for registration as a Corporate Member of the Hong Kong Institution of Engineers.

These brief summaries of registration requirement do not do justice to the challenge facing anyone hoping to bring about progress toward international licensure. If these control mechanisms are too extensive, the burden of the agreement becomes more important than the possible advantages. The irony is that despite the recognized leadership of the United States in the area of accreditation, licensure in that country is fragmented among 55 different states and territories, thus effectively preventing it from exercising equivalent leadership in this related domain. Progress has been made, however, through the establishment of the Washington Accord.

This agreement, first signed in by six English-speaking countries, commits all signatories to recognizing the engineering degrees accredited by other signatories. On a practical basis, this means that the initial hurdle of having an engineering degree from an accredited institution is cleared for a candidate seeking licensure, graduate education or other benefits in other countries. The attraction of participation in such an accord is obvious and as such is a driving force in discussions in countries coming to grips with accreditation for the first time, or attempting to change their current system to make it better conform to the modern world.

Quality assurance in engineering is an issue of vital importance to an increasingly developed world.