• Title, Summary, Keyword: Engineering education accreditation

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A Study on the Effects of Engineering Education Accreditation (공학교육인증제도 효과 분석 연구)

  • Kang, So Yeon;Hon, Sung Jo;Choi, Keum Jin;Park, Sun Hee;Cho, Sung Hee
    • Journal of Engineering Education Research
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    • v.18 no.3
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    • pp.59-68
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    • 2015
  • This study was implemented for the purpose of analyzing the effects of Engineering Education Accreditation. Now, 15 years has passed adopting the engineering education system. We need to analyze the effect that this system has changed on the ground of engineering education, and it cultivated the human resource. In order to achieve the purpose of this study, the survey were done on the professors, graduates, and workers. The results and conclusions of this study are summarized as follows: First, it is urgent need to change the system of accreditation, and to get the public trust on assessment. Second, it is necessary to make circumstance that engineering education accreditation is advertised to the industries, and the industry can join the development, consulting, evaluation of curriculum. Third, government needs to make the policy that gives the incentive to the industries, if they give some merits to the accreditation graduates. Fourth, certificate of program graduate is desired to spread the accreditation proliferation. Fifth, government should systemize that accreditation program can get advantage to be selected for the public finance business(e.g. BK, LINC).. It will impact the quality Improvement and accountability of engineering programs.

A Study on computer engineering graduates' perception of CAC(Computing Accreditation Committee) evaluation (컴퓨터·정보(공)학 분야 졸업생의 CAC 인증성과 인식에 관한 연구)

  • Han, Jiyoung;Kang, So Yeon;Jeon, Ju Hyun
    • Journal of Engineering Education Research
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    • v.19 no.4
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    • pp.24-34
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    • 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.

The Analysis of the 2014 Accreditation Review Findings by the EAC : Focused on the Causes for Deficiencies (2014년 인증평가 결과 분석: EAC 프로그램의 결함 판정 사유를 중심으로)

  • Kang, Sang Hee;Song, Dong Joo
    • Journal of Engineering Education Research
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    • v.18 no.5
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    • pp.32-41
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    • 2015
  • This paper deals with analyzing accreditation findings and the causes for the deficiencies in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2014. For this purpose Final Statements of the 266 engineering education programs reviewed by the EAC of ABEEK in 2014 were analyzed on the basis of the each criterion. However, Accreditation Criterion 8(Program Criterion) was excluded in the analysis of the causes for the deficiencies since the program-specific requirements within areas of specialization might vary with the program criteria. As results of accreditation review by the EAC of ABEEK, Deficiency findings were 81 cases which made up 3.81% of total findings, Weakness findings were 1,679 which made up 78.91% of total findings, Concern findings were 124 cases which made up 5.83% of total findings, and Satisfaction findings were 244 cases which made up 11.47% of total findings. Deficiency and Weakness findings against which the relevant program must take actions for the improvement were 82.71% in all. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly, in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Deficiency findings in the accreditation review can be justified. So it is useful for a program or an institution which prepares for the accreditation review to check over the causes for the Deficiency against the Accreditation Actions Guide. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose. To gain this end it is important to place higher value on the 'bigger picture' than on the minor details. In other words, "holistic" evaluation of evidence should form the basis of accreditation review.

Association of Program Outcomes and Competency Units for Curriculum Development of NCS Based Engineering Education Accreditation (NCS기반 공학교육인증 교육과정 개발을 위한 학습성과와 능력단위의 연관 기법)

  • Park, Kyung-hwan
    • Journal of Engineering Education Research
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    • v.23 no.3
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    • pp.59-65
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    • 2020
  • This paper introduces the association method for the program outcomes of engineering education accreditation and the competency units of National Competency Standards(NCS). This association method can be used to efficiently develop an engineering curriculum that is based on both of the NCS and the engineering education accreditation. The association method consists of an analysis phase, an association phase and a checking phase. We also deals with the curriculum development procedure that uses the proposed association of program outcomes and competency units. Also, we provide the application of this method to the computer engineering program for NCS-based engineering education accreditation. Thus we can systematically and efficiently develop curriculums for the NCS-based engineering education accreditation by using the proposed method.

Balanced Scorecard Based Performance Analysis of Accreditation for Engineering Education

  • Ju, Yonghan;Sohn, So Young;Ahn, Jinsook;Choi, Jin Young
    • Industrial Engineering and Management Systems
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    • v.13 no.1
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    • pp.67-86
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    • 2014
  • The number of students graduating from accredited programs has been increasing annually since the first students graduated from accredited engineering programs in Korean universities in 2004. In this paper, we evaluate the effect of engineering education accreditation by the Accreditation Board for Engineering Education of Korea (ABEEK). We developed performance evaluation indices based on the balanced scorecard concept and applied the proposed indicators to graduates, faculty, and industry employers to see if there are significant differences between accredited and non-accredited groups. Overall, regardless of survey object, engineering education accreditation was perceived to contribute to the elevation of engineering and science and the level of national growth. However, the differences between accredited and non-accredited groups for some key performance indicators were statistically insignificant. The results of this paper are expected to provide crucial feedback information for the improvement of engineering education accreditation in Korea.

A Study on the Effects of Accreditation on Curriculum in Engineering Education (공학교육인증평가가 교육과정에 미친 영향 연구)

  • Cho, Sung-Hee;Kang, So-Yeon
    • Journal of Engineering Education Research
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    • v.15 no.4
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    • pp.58-65
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    • 2012
  • The purpose of this study was to analyze the effects of accreditation on curriculum in Korean engineering education. To analyze the curriculum, bulletins of three colleges accredited programs and three colleges non-accredited programs from 2002 to 2010 were compared. The conclusions of this study are as follows. First, the accreditation for engineering education has a considerable influence on curriculum by strengthening the concentration areas, setting general education directions to fit engineering needs, and reinforcing major and MSC(math, science and computer) subjects. Secondly, the accreditation for engineering education causes significant changes in the educational objectives and contents. Lastly, it has an indirect influence on the curricula of non-accredited programs, such as increasing the number of MSC credits and accepting engineering design courses. Thus, the process of curriculum improvement is revealed in more global standardized engineering curricula.

The Analysis of the Causes for Weakness on the Basis of the 2015 Accreditation Review Findings by the EAC : Focused on the Criterion 3 Curriculum (2015년 공학교육인증평가의 미흡 판정 사유 분석: 인증기준 3 교과과정을 중심으로)

  • Kang, Sang Hee;Song, Dong Joo;Kim, Jong Hwa;Lee, Kang woo
    • Journal of Engineering Education Research
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    • v.20 no.1
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    • pp.28-44
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    • 2017
  • This paper deals with analyzing accreditation findings and the causes for the Weakness in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2015. As results of accreditation review by the EAC and CAC of ABEEK, Weakness findings were 697 cases which made up 56.94% of total findings. Deficiency and Weakness are considered to have been resolved only when the correction or revision has been implemented. The criterion which has the most Weakness findings in the 2015 accreditation review was the criterion 3 Curriculum. By the way the variety and quantity of the Weakness findings are so huge that the analysis of the causes for Weakness findings is focused on the Criterion 3 Curriculum. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Weakness findings in the accreditation review can not be justified. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose.

Renovation of Engineering Education System for ABEEK Accreditation at the Yeungnam University

  • Park Chin-Ho;Kim Sang-Tae;Seok Ho-Tae;Chai Young-Suck
    • 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.

The Study of ABEEK Accreditation Assessment Draft Statement in 2006 (2006년 공학교육 프로그램 인증평가 예비논평서 분석 연구)

  • Kang, So-Yeon;Kim, Mee-Kyoung;Kim, Myoung-Lang;Choi, Keum-Jin
    • Journal of Engineering Education Research
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    • v.10 no.1
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    • pp.77-85
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    • 2007
  • Though accreditation demands considerable ongoing effort on the part of the college, about 10 percent of Korean engineering colleges has been accredited for 5years by ABEEK. It is true that engineering accreditation contributed the Korean engineering education to improve. Many engineering colleges which had prepared the engineering accreditation developed the integrating system for the engineering education, and over 50 engineering education research centers which assisted to programs in accreditation were founded. Also the faculty commitment to quality programs and excellence in teaching, continuous counseling for students, portfolio guiding and continuous quality improvement(CQI) etc. were performed for accreditation preparation. The engineering colleges preparing accreditation has made efforts for satisfying accreditation criteria, but it is difficult of modifying education systems which have been maintained by now. In addition, engineering colleges need guideline how to satisfy standards. The purpose of this study is to analyze draft statement of 4 universities which were evaluated in 2006 and to suggest the minimal resources for engineering colleges to prepare accreditation.

A Comparative Analysis of Employment Rate between Certified Graduates and Non-certified Graduates by the Engineering Education Accreditation at the University of Seoul (공학교육인증 졸업생과 비인증 졸업생의 취업률 비교 분석: 서울시립대학교 사례)

  • Jeon, Hyo-Jin;Kim, Hak-Jin;Kim, Young-Wook
    • Journal of Engineering Education Research
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    • v.16 no.1
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    • pp.64-74
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    • 2013
  • This study investigated the effect of engineering education accreditation on employment rate at the University of Seoul. The graduates who had been educated in the accredited program showed higher grade point average (GPA) and higher employment rate (89.0%) than the graduates who had been educated in the program without the accreditation (70.9%). The employment rate of all graduates increased with increasing GPA, the mathematics-science-computer (MSC) credit acquired, design credit acquired, and the number of interviews with supervising professors. Theses results showed that the MSC and design subjects and the counselling are at least beneficial in getting a job for students at the University of Seoul. When GPA, design credit acquired, and the number of counselling are the same, graduates with the engineering education accreditation showed much higher employment rate than the graduates without the accreditation. These preliminary results suggest that the engineering education programs with accreditation at the University of Seoul are beneficial for students in getting a gob through motivating them to acquire more credits in design subjects, doing greater number of counselling with supervising professors, and making better academic achievement. In addition, the engineering education accreditation at the University of Seoul helped students developing their personal skills such as team workability, communication skills, and creativity via carrying out design subjects, which may affect the employment rate indirectly.