Pub Date : 2015-04-01DOI: 10.4018/IJQAETE.2015040102
T. Dongale, Sarita S. Patil, R. Kamat
Using a pedagogic case study in a traditional learning environment, in this paper, the authors demonstrate how an innovative yet practical computer-based simulation of a complex nano device was an effective tool that improved the learning outcomes of academically less-prepared Bachelor of Nanoscience students in an undergraduate engineering course in a rural university. The authors’ case study presented in this paper strongly suggests that innovations in content delivery, and adaptive learning such as via simulations, can transform what it means to educate students in the 21st century. Learning by Simulations: A New and Effective Pedagogical Approach for Science, Engineering and Technology Students in a Traditional Setting
{"title":"Learning by Simulations: A New and Effective Pedagogical Approach for Science, Engineering and Technology Students in a Traditional Setting","authors":"T. Dongale, Sarita S. Patil, R. Kamat","doi":"10.4018/IJQAETE.2015040102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015040102","url":null,"abstract":"Using a pedagogic case study in a traditional learning environment, in this paper, the authors demonstrate how an innovative yet practical computer-based simulation of a complex nano device was an effective tool that improved the learning outcomes of academically less-prepared Bachelor of Nanoscience students in an undergraduate engineering course in a rural university. The authors’ case study presented in this paper strongly suggests that innovations in content delivery, and adaptive learning such as via simulations, can transform what it means to educate students in the 21st century. Learning by Simulations: A New and Effective Pedagogical Approach for Science, Engineering and Technology Students in a Traditional Setting","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"1 1","pages":"13-25"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90498629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-01DOI: 10.4018/IJQAETE.2015040101
B. Hang, A. Kaur, A. Patil
reserved by the publisher. No part of this journal may be reproduced or used in any form or by any means without written permission from the publisher, except for noncommercial, educational use including classroom teaching purposes. Product or company names used in this journal are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. The views expressed in this journal are those of the authors but not necessarily of IGI Global.
{"title":"Impacts of School Administration Autonomy Support on Students' Learning Motivation and Intentions to Drop out of Vocational School","authors":"B. Hang, A. Kaur, A. Patil","doi":"10.4018/IJQAETE.2015040101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015040101","url":null,"abstract":"reserved by the publisher. No part of this journal may be reproduced or used in any form or by any means without written permission from the publisher, except for noncommercial, educational use including classroom teaching purposes. Product or company names used in this journal are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. The views expressed in this journal are those of the authors but not necessarily of IGI Global.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"9 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75294001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-01DOI: 10.4018/IJQAETE.2015040103
Ibebietei Temple Offor, G. Bubou, Festa Ndutimi Okrigwe, A. Bappah
Attaining student satisfaction is one of the most critical objectives in all higher educational institutions. This study presents the opinions of students on the evaluation of their satisfaction with the instructional facilitation of a postgraduate diploma in technology management programme in Nigeria. Data was collected with a modified version of the standardised Evaluation of Educational Quality Questionnaire (SEEQ) and analysed, using item mean rating. The survey which was undertaken in October, 2014 evaluated six out of the fifteen facilitators engaged for second semester of the 2013/2014. The objective of the study was to determine the effectiveness of facilitation of the programme based on students’ viewpoints. Overall ratings from the grand mean score of 4.67 indicated “very good” performance. Students also rated facilitators higher than teachers/ lecturers they had encountered in their previous studies which is an indication of their level of satisfaction with instructional facilitation at the Study Centre. Evaluation of Students’ Satisfaction with Instructional Facilitation of a Technology Management Programme
{"title":"Evaluation of Students' Satisfaction with Instructional Facilitation of a Technology Management Programme","authors":"Ibebietei Temple Offor, G. Bubou, Festa Ndutimi Okrigwe, A. Bappah","doi":"10.4018/IJQAETE.2015040103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015040103","url":null,"abstract":"Attaining student satisfaction is one of the most critical objectives in all higher educational institutions. This study presents the opinions of students on the evaluation of their satisfaction with the instructional facilitation of a postgraduate diploma in technology management programme in Nigeria. Data was collected with a modified version of the standardised Evaluation of Educational Quality Questionnaire (SEEQ) and analysed, using item mean rating. The survey which was undertaken in October, 2014 evaluated six out of the fifteen facilitators engaged for second semester of the 2013/2014. The objective of the study was to determine the effectiveness of facilitation of the programme based on students’ viewpoints. Overall ratings from the grand mean score of 4.67 indicated “very good” performance. Students also rated facilitators higher than teachers/ lecturers they had encountered in their previous studies which is an indication of their level of satisfaction with instructional facilitation at the Study Centre. Evaluation of Students’ Satisfaction with Instructional Facilitation of a Technology Management Programme","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"98 1","pages":"26-36"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76170277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-01DOI: 10.4018/IJQAETE.2015040105
Virender Narula, S. Grover
There have been many successful applications of Six sigma in manufacturing over the last two decades. In the last decade, there has been quantum increase in applications of Six sigma in service organizations. However, academic organizations have legged other organizations in applying Six sigma. Education is emerging as major commercial activity in the service sector, and institutions are realizing the significance of quality improvement in education. Quality in education is no more a desirable strategy; it has become essential for the survival of an institution. The paper illustrates how Six sigma may be used to improve performance parameters of a technical institution. The authors have identified critical to quality characteristics and proposed a team structure for successful implementation of a Six sigma project. The authors have further recommended findings along with an implementation control plan based on a Six sigma case study of technical institution located in National Capital Region (NCR) in India. Improving Quality of Education using Six Sigma DMAIC Methodology: A Case Study of a Self-Financed Technical Institution in India
{"title":"Improving Quality of Education using Six Sigma DMAIC Methodology: A Case Study of a Self-Financed Technical Institution in India","authors":"Virender Narula, S. Grover","doi":"10.4018/IJQAETE.2015040105","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015040105","url":null,"abstract":"There have been many successful applications of Six sigma in manufacturing over the last two decades. In the last decade, there has been quantum increase in applications of Six sigma in service organizations. However, academic organizations have legged other organizations in applying Six sigma. Education is emerging as major commercial activity in the service sector, and institutions are realizing the significance of quality improvement in education. Quality in education is no more a desirable strategy; it has become essential for the survival of an institution. The paper illustrates how Six sigma may be used to improve performance parameters of a technical institution. The authors have identified critical to quality characteristics and proposed a team structure for successful implementation of a Six sigma project. The authors have further recommended findings along with an implementation control plan based on a Six sigma case study of technical institution located in National Capital Region (NCR) in India. Improving Quality of Education using Six Sigma DMAIC Methodology: A Case Study of a Self-Financed Technical Institution in India","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"1 1","pages":"49-61"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73765865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-01DOI: 10.4018/IJQAETE.2015040104
S. Kadry
Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement. Quality-Assurance Assessment of Learning Outcomes in Mathematics
{"title":"Quality-Assurance Assessment of Learning Outcomes in Mathematics","authors":"S. Kadry","doi":"10.4018/IJQAETE.2015040104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015040104","url":null,"abstract":"Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement. Quality-Assurance Assessment of Learning Outcomes in Mathematics","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"106 1","pages":"37-48"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77148243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.4018/IJQAETE.2015010101
S. Sciffer, M. Shah
{"title":"Widening the Participation of Disadvantaged Students in Engineering","authors":"S. Sciffer, M. Shah","doi":"10.4018/IJQAETE.2015010101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015010101","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"31 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84890454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.4018/IJQAETE.2015010104
S. Kulturel-Konak, A. Konak, G. Kremer, Ivan E. Esparagozza
Today’s global economy demands that new graduates excel in not only technical knowledge but also professional skills. In fact, the lack of professional skills in project teams has been identified among the most important factors contributing to the high failure rate of complex engineering projects. As a response, academic programs have incorporated professional skills in their curricula. However, there are challenges in the assessment of learning outcomes related to professional skills. This paper presents a novel assessment framework based on the Model of Domain Learning, to assess students’ development in professional skills across different disciplines. The proposed assessment model can be tailored to various learning objectives and student levels to facilitate integration of the assessment of professional skills into an overall program assessment plan. An empirical study, which assesses the teamwork communication skills, is presented to demonstrate the applicability of the proposed framework and its advantages as compared to other traditional assessment rubrics in engineering and technology education. Professional Skills Assessment: Is a Model of Domain Learning Framework Appropriate?
{"title":"Professional Skills Assessment: Is a Model of Domain Learning Framework Appropriate?","authors":"S. Kulturel-Konak, A. Konak, G. Kremer, Ivan E. Esparagozza","doi":"10.4018/IJQAETE.2015010104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015010104","url":null,"abstract":"Today’s global economy demands that new graduates excel in not only technical knowledge but also professional skills. In fact, the lack of professional skills in project teams has been identified among the most important factors contributing to the high failure rate of complex engineering projects. As a response, academic programs have incorporated professional skills in their curricula. However, there are challenges in the assessment of learning outcomes related to professional skills. This paper presents a novel assessment framework based on the Model of Domain Learning, to assess students’ development in professional skills across different disciplines. The proposed assessment model can be tailored to various learning objectives and student levels to facilitate integration of the assessment of professional skills into an overall program assessment plan. An empirical study, which assesses the teamwork communication skills, is presented to demonstrate the applicability of the proposed framework and its advantages as compared to other traditional assessment rubrics in engineering and technology education. Professional Skills Assessment: Is a Model of Domain Learning Framework Appropriate?","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"34 1","pages":"33-60"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82284068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.4018/IJQAETE.2015010103
F. Ayokanmbi
The globalization of corporate activities requires corporations to function through their international network of subsidiaries and has major implications for engineering education. Hence, it is imperative that engineering students have a global view of engineering practice because engineering solutions have impact across geographical borders. The cultural, geographic, social, and economic realities of the global economy require that modern engineers be competent in foreign language and culture in order to succeed in the global business environment. Equipping engineering students with social and cultural competencies would provide students, who may potentially work on international assignments, with the ability to collaborate with foreign nationals and successfully function in a global engineering environment. This paper examines the impact of globalization on engineering and technology education and discusses the competencies required to ensure that engineering and technology students are adequately prepared to make them more effective in foreign environments. Framework of Competencies for Internationalizing Engineering Curriculum
{"title":"Framework of Competencies for Internationalizing Engineering Curriculum","authors":"F. Ayokanmbi","doi":"10.4018/IJQAETE.2015010103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015010103","url":null,"abstract":"The globalization of corporate activities requires corporations to function through their international network of subsidiaries and has major implications for engineering education. Hence, it is imperative that engineering students have a global view of engineering practice because engineering solutions have impact across geographical borders. The cultural, geographic, social, and economic realities of the global economy require that modern engineers be competent in foreign language and culture in order to succeed in the global business environment. Equipping engineering students with social and cultural competencies would provide students, who may potentially work on international assignments, with the ability to collaborate with foreign nationals and successfully function in a global engineering environment. This paper examines the impact of globalization on engineering and technology education and discusses the competencies required to ensure that engineering and technology students are adequately prepared to make them more effective in foreign environments. Framework of Competencies for Internationalizing Engineering Curriculum","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"27 1","pages":"22-32"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86973457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.4018/IJQAETE.2015010102
M. Cook, J. Chimka
Gender and graduation rates of first time engineering college students have been analyzed as a function of academic and demographic variables in order to investigate the hypothesis that an advantage to women with respect to student success might be attributed to their socioeconomic advantages as a student population. The authors present descriptive, graphical, and model-based evidence to support their ideas about gender and self-selection driven by other demographic factors that leave a disproportionate number of women out of higher education, but create a group of female students more likely than their male counterparts to succeed.
{"title":"Gender and Self-Selection Among Engineering Students","authors":"M. Cook, J. Chimka","doi":"10.4018/IJQAETE.2015010102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2015010102","url":null,"abstract":"Gender and graduation rates of first time engineering college students have been analyzed as a function of academic and demographic variables in order to investigate the hypothesis that an advantage to women with respect to student success might be attributed to their socioeconomic advantages as a student population. The authors present descriptive, graphical, and model-based evidence to support their ideas about gender and self-selection driven by other demographic factors that leave a disproportionate number of women out of higher education, but create a group of female students more likely than their male counterparts to succeed.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"725 1","pages":"14-21"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76920319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-10-01DOI: 10.4018/IJQAETE.2014100103
G. Hill, S. J Turner
This paper considers the need to focus initial programming education on problem-solving, prior to the teaching of programming syntax and software design methodology. The main vehicle for this approach is simple Lego based robots programmed in Java, followed by the programming of a graphical representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont & Fox, 2003) and is an important skill, central to computing and engineering. The paper extends the authors earlier research on problems first and problem solving (Hill & Turner, 2011) to further emphasise the importance of problem-solving, problem based learning and the benefits of both physical and visual solutions. An approach will be considered, illustrated with a series of problem-solving tasks that increase in complexity at each stage and give the students practice in attempting problem-solving approaches, as well as assisting them to learn from their mistakes. Some of the problems include ambiguities or are purposely ill-defined, to enable the student to resolve these as part of the process. The benefits to students will be discussed including students' statements that this approach, using robots, provides a method to visually and physically see the outcome of a problem. In addition, students report that the method improves their satisfaction with the course. The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003). In addition, limitations will be discussed relating to the access to the physical robots and the alternative attempts to simulate the robots using three options of, Microsoft Robotics Studio (MSRS), Lego Mindstorms and Greenfoot simulators.
{"title":"Problems First, Second, and Third","authors":"G. Hill, S. J Turner","doi":"10.4018/IJQAETE.2014100103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2014100103","url":null,"abstract":"This paper considers the need to focus initial programming education on problem-solving, prior to the teaching of programming syntax and software design methodology. The main vehicle for this approach is simple Lego based robots programmed in Java, followed by the programming of a graphical representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont & Fox, 2003) and is an important skill, central to computing and engineering. The paper extends the authors earlier research on problems first and problem solving (Hill & Turner, 2011) to further emphasise the importance of problem-solving, problem based learning and the benefits of both physical and visual solutions. An approach will be considered, illustrated with a series of problem-solving tasks that increase in complexity at each stage and give the students practice in attempting problem-solving approaches, as well as assisting them to learn from their mistakes. Some of the problems include ambiguities or are purposely ill-defined, to enable the student to resolve these as part of the process. The benefits to students will be discussed including students' statements that this approach, using robots, provides a method to visually and physically see the outcome of a problem. In addition, students report that the method improves their satisfaction with the course. The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003). In addition, limitations will be discussed relating to the access to the physical robots and the alternative attempts to simulate the robots using three options of, Microsoft Robotics Studio (MSRS), Lego Mindstorms and Greenfoot simulators.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"10 1","pages":"66-90"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74750581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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