Pub Date : 2014-01-01DOI: 10.4018/ijqaete.2014010102
W. Nuninger, Jean-Marie Chatelet
The authors’ work-integrated training process leads to chartered engineers in the production field and was first created in coordination with companies in 1992. The public were already employees of the company (CVT) who wanted to improve their position. Both public and actors have changed through the years and recruitment includes now younger graduates (IVT) wishing better employability. Elder now focus on diploma instead of skills acquisition. “Digital natives” with quick access to knowledge just wish turnkey solutions; not old enough to make positive criticism of information and reluctant to analyze what requires effort. Firms face crisis, cost reduction and retirement of experts with no efficient skill planning. University itself faces changing rules (private versus public), European and world competition. But the training remains efficiency thanks to a proper organization; it respects consistency of practices with sustainable development and complete congruence with the environment constraint and evolution; quality, optimization, innovation, continuous development and value management. Engineers’ Abilities Improved Thanks to a Quality WIL Model in Coordination with the Industry for Two Decades
{"title":"Engineers' Abilities Improved Thanks to a Quality WIL Model in Coordination with the Industry for Two Decades","authors":"W. Nuninger, Jean-Marie Chatelet","doi":"10.4018/ijqaete.2014010102","DOIUrl":"https://doi.org/10.4018/ijqaete.2014010102","url":null,"abstract":"The authors’ work-integrated training process leads to chartered engineers in the production field and was first created in coordination with companies in 1992. The public were already employees of the company (CVT) who wanted to improve their position. Both public and actors have changed through the years and recruitment includes now younger graduates (IVT) wishing better employability. Elder now focus on diploma instead of skills acquisition. “Digital natives” with quick access to knowledge just wish turnkey solutions; not old enough to make positive criticism of information and reluctant to analyze what requires effort. Firms face crisis, cost reduction and retirement of experts with no efficient skill planning. University itself faces changing rules (private versus public), European and world competition. But the training remains efficiency thanks to a proper organization; it respects consistency of practices with sustainable development and complete congruence with the environment constraint and evolution; quality, optimization, innovation, continuous development and value management. Engineers’ Abilities Improved Thanks to a Quality WIL Model in Coordination with the Industry for Two Decades","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"88 3-4","pages":"15-51"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91496598","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 : 2014-01-01DOI: 10.4018/ijqaete.2014010103
S. Brad
Developing high quality engineering course units is a challenging task. Capacity to explain complex technical solutions and behavioral phenomena of engineering technologies in a limited timeframe is not an easy job. Moreover, ensuring information reproducibility for individual study is also important. Sometimes, courses should be delivered remotely. In this context, the latest developments in information and communication technologies (ICT), including multimedia and Internet-based education platforms, facilitate the creation of reliable solutions to these challenges. Even if information technologies are helpful, careful planning is required to design quality course units because many conflicts occur in meeting quality targets. In this respect, a generic approach for improving the quality of engineering course units when a large set of requirements and constrains intervenes on the design map is introduced in this paper as a mean to identify the best places where and how ICT can aid the education process. Quality planning and innovation tools are considered to master this situation. The research shows that smart application of multimedia technologies and web-based education platforms can deliver great results towards better quality of engineering courses. Design for Quality of ICT-Aided Engineering Course Units
{"title":"Design for Quality of ICT-Aided Engineering Course Units","authors":"S. Brad","doi":"10.4018/ijqaete.2014010103","DOIUrl":"https://doi.org/10.4018/ijqaete.2014010103","url":null,"abstract":"Developing high quality engineering course units is a challenging task. Capacity to explain complex technical solutions and behavioral phenomena of engineering technologies in a limited timeframe is not an easy job. Moreover, ensuring information reproducibility for individual study is also important. Sometimes, courses should be delivered remotely. In this context, the latest developments in information and communication technologies (ICT), including multimedia and Internet-based education platforms, facilitate the creation of reliable solutions to these challenges. Even if information technologies are helpful, careful planning is required to design quality course units because many conflicts occur in meeting quality targets. In this respect, a generic approach for improving the quality of engineering course units when a large set of requirements and constrains intervenes on the design map is introduced in this paper as a mean to identify the best places where and how ICT can aid the education process. Quality planning and innovation tools are considered to master this situation. The research shows that smart application of multimedia technologies and web-based education platforms can deliver great results towards better quality of engineering courses. Design for Quality of ICT-Aided Engineering Course Units","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"181 1","pages":"52-80"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80760239","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 : 2014-01-01DOI: 10.4018/ijqaete.2014010104
John Baer, Sharon S. McKool
The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. The Consensual Assessment Technique has been deemed the “gold standard” in creativity research and can be very useful in creativity assessment in higher education.
{"title":"The Gold Standard for Assessing Creativity","authors":"John Baer, Sharon S. McKool","doi":"10.4018/ijqaete.2014010104","DOIUrl":"https://doi.org/10.4018/ijqaete.2014010104","url":null,"abstract":"The most widely used creativity assessments are divergent thinking tests, but these and other popular creativity measures have been shown to have little validity. The Consensual Assessment Technique is a powerful tool used by creativity researchers in which panels of expert judges are asked to rate the creativity of creative products such as stories, collages, poems, and other artifacts. The Consensual Assessment Technique is based on the idea that the best measure of the creativity of a work of art, a theory, a research proposal, or any other artifact is the combined assessment of experts in that field. Unlike other measures of creativity, the Consensual Assessment Technique is not based on any particular theory of creativity, which means that its validity (which has been well established empirically) is not dependent upon the validity of any particular theory of creativity. The Consensual Assessment Technique has been deemed the “gold standard” in creativity research and can be very useful in creativity assessment in higher education.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"178 1","pages":"81-93"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90707888","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 : 2014-01-01DOI: 10.4018/ijqaete.2014070104
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. Problems First, Second and Third
{"title":"Problems First, Second and Third","authors":"G. Hill, S. J Turner","doi":"10.4018/ijqaete.2014070104","DOIUrl":"https://doi.org/10.4018/ijqaete.2014070104","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. Problems First, Second and Third","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"1 1","pages":"88-109"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83502302","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 : 2014-01-01DOI: 10.4018/ijqaete.2014010105
Martin Read, T. Gear, S. Groves
This paper explores the process of supporting learning through the use of a ‘low impact’ Group Support System (GSS) based on handset technology. The protocol used is described and a conceptual framework is proposed with which to explain practice. The framework centres on the encouragement of conversation which is focused on the reasons for differences, coupled with a reduction of personal anxiety, achieved with the flexibility offered through the GSS meeting environment. A field-based case study in post graduate education is reported in detail, and a number of other field-based case studies are reported in summary. These serve to demonstrate the potential for suitably designed Group Support Systems to aid groups to overcome certain fundamental difficulties with which they have to contend.
{"title":"Developing Conversations: Supporting Learning with a Group Support System","authors":"Martin Read, T. Gear, S. Groves","doi":"10.4018/ijqaete.2014010105","DOIUrl":"https://doi.org/10.4018/ijqaete.2014010105","url":null,"abstract":"This paper explores the process of supporting learning through the use of a ‘low impact’ Group Support System (GSS) based on handset technology. The protocol used is described and a conceptual framework is proposed with which to explain practice. The framework centres on the encouragement of conversation which is focused on the reasons for differences, coupled with a reduction of personal anxiety, achieved with the flexibility offered through the GSS meeting environment. A field-based case study in post graduate education is reported in detail, and a number of other field-based case studies are reported in summary. These serve to demonstrate the potential for suitably designed Group Support Systems to aid groups to overcome certain fundamental difficulties with which they have to contend.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"243 1","pages":"94-111"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75996505","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 : 2014-01-01DOI: 10.4018/ijqaete.2014010101
A. Berglund, Johannes Blackne, Niklas Jansson
This paper proposes a feedback system that is based on the self-evaluation of perceived productivity as a mechanism for detecting deviations in an engineering design student project. By monitoring ...
本文提出了一种基于感知生产力自我评估的反馈系统，作为一种检测工程设计学生项目偏差的机制。通过监控…
{"title":"Proposing a Feedback System to Enhance Learning Based on Key Performance Indicators","authors":"A. Berglund, Johannes Blackne, Niklas Jansson","doi":"10.4018/ijqaete.2014010101","DOIUrl":"https://doi.org/10.4018/ijqaete.2014010101","url":null,"abstract":"This paper proposes a feedback system that is based on the self-evaluation of perceived productivity as a mechanism for detecting deviations in an engineering design student project. By monitoring ...","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"19 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76735711","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 : 2014-01-01DOI: 10.4018/ijqaete.2014070102
K. Clark
The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU’s students’ truly work-integrated learning experience may be considered to be a ‘self-paced flexible learning while earning’ process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning. The Strengths and Weaknesses of a ‘Learning while Earning’ Variation of WorkIntegrated Learning (WIL)
{"title":"The Strengths and Weaknesses of a 'Learning while Earning' Variation of Work-Integrated Learning (WIL)","authors":"K. Clark","doi":"10.4018/ijqaete.2014070102","DOIUrl":"https://doi.org/10.4018/ijqaete.2014070102","url":null,"abstract":"The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU’s students’ truly work-integrated learning experience may be considered to be a ‘self-paced flexible learning while earning’ process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning. The Strengths and Weaknesses of a ‘Learning while Earning’ Variation of WorkIntegrated Learning (WIL)","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"12 1","pages":"55-67"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80767583","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 : 2012-10-01DOI: 10.4018/ijqaete.2012100102
R. S. Kamath, T. Dongale, R. Kamat
One of the challenging tasks in engineering education is to bridge the gaps between imagination and real time problems of different engineering areas. The virtual reality (VR) can reduce this gap and also provides clear ideas on the basis of real time problems. The architectural education influenced and goes hand in hands for meeting these crucial challenges using advancements in computer technologies. In this research, we developed a VR tool for improving architectural design education. We explain VR tool as a value addition to the architectural education. The system is based on a general purpose computer, ceiling-mounted projector and passive glasses for Three Dimensional (3D) viewing. The presented work shows that virtual reality technology can considerably progress the efficiency learning by allowing young architects to apply theoretical knowledge to real world problems. In addition, it develops creativity, innovation, communication, problem solving approach, team-working and business skills. Development of Virtual Reality Tool for Creative Learning in Architectural Education
{"title":"Development of Virtual Reality Tool for Creative Learning in Architectural Education","authors":"R. S. Kamath, T. Dongale, R. Kamat","doi":"10.4018/ijqaete.2012100102","DOIUrl":"https://doi.org/10.4018/ijqaete.2012100102","url":null,"abstract":"One of the challenging tasks in engineering education is to bridge the gaps between imagination and real time problems of different engineering areas. The virtual reality (VR) can reduce this gap and also provides clear ideas on the basis of real time problems. The architectural education influenced and goes hand in hands for meeting these crucial challenges using advancements in computer technologies. In this research, we developed a VR tool for improving architectural design education. We explain VR tool as a value addition to the architectural education. The system is based on a general purpose computer, ceiling-mounted projector and passive glasses for Three Dimensional (3D) viewing. The presented work shows that virtual reality technology can considerably progress the efficiency learning by allowing young architects to apply theoretical knowledge to real world problems. In addition, it develops creativity, innovation, communication, problem solving approach, team-working and business skills. Development of Virtual Reality Tool for Creative Learning in Architectural Education","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"120 1","pages":"16-24"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78165523","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 : 2012-10-01DOI: 10.4018/ijqaete.2012100101
Satya Sundar Sethy
The paper presents a research study on the reasons for mismatch between students’ grade expectations and the actual grades they were awarded in the “Ethics” course at an engineering education institution in India. The paper also outlines how this event created the social and political stigmas among the authorities to opt for the re-evaluation of students’ answer sheets. After receiving the re-evaluated grade sheet from the re-evaluator, some meager and minor discrepancies were noticed which were liable to question, suspicion, and hence not impeccable. But by overlooking the reasons for trifling discrepancies authorities considered the re-evaluated grade sheet as the final one. In this context, the study examined the reliability and viability of criteria-based grading against norm-based grading model with the plausible impacts of authoritarian intervention in distorting the course instructor’s grade sheet, and its implications on quality retention in higher education. Students’ Expectations About Their Grades vs. Course Expectations From Them: Will the Mismatch Ensure Quality Education?
{"title":"Students' Expectations About Their Grades Versus Course Expectations From Them: Will the Mismatch Ensure Quality Education?","authors":"Satya Sundar Sethy","doi":"10.4018/ijqaete.2012100101","DOIUrl":"https://doi.org/10.4018/ijqaete.2012100101","url":null,"abstract":"The paper presents a research study on the reasons for mismatch between students’ grade expectations and the actual grades they were awarded in the “Ethics” course at an engineering education institution in India. The paper also outlines how this event created the social and political stigmas among the authorities to opt for the re-evaluation of students’ answer sheets. After receiving the re-evaluated grade sheet from the re-evaluator, some meager and minor discrepancies were noticed which were liable to question, suspicion, and hence not impeccable. But by overlooking the reasons for trifling discrepancies authorities considered the re-evaluated grade sheet as the final one. In this context, the study examined the reliability and viability of criteria-based grading against norm-based grading model with the plausible impacts of authoritarian intervention in distorting the course instructor’s grade sheet, and its implications on quality retention in higher education. Students’ Expectations About Their Grades vs. Course Expectations From Them: Will the Mismatch Ensure Quality Education?","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"1 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89181236","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 : 2012-10-01DOI: 10.4018/ijqaete.2012100103
C. Patro
Quality management is an approach to management which requires establishing quality policies, procedures and practices on regular basis. Engineering education is a process of developing techno human resources, which are to be used later as input to industry which in turn produces goods and services for the societal use. Having considered the current situation of the engineering educational system and the quality of all its individual components it can be noticed that the awareness of the importance of education as a foundation for the growth and development of the country, such as India, is not strong enough. Engineering graduates passing out from educational institutions have to fulfill modern and high standard requirements that are needed by industry. Therefore, there is a greater need to instill quality in engineering education to produce technically skilled and creative man-power in India. The continuous assessment of quality is of paramount importance for educational institution. Education efficiency and success does not depend just on quantity but as well on quality. This paper has discussed key points for the improvement in the quality of engineering education with a case study undertaken at various engineering colleges in India. The study was conducted in two phase; first phase is the critical investigation of the literature and the second phase is a study on the quality of engineering education provided by the educational institutions in Visakhapatnam city. A simple random sampling technique was adopted for the study. A research study described in this paper identifies and analyses the quality of engineering education at the educational institutions which adopt the total quality management system to increase the quality and meet the industrial requirements and then suggests some ingredients to improve the quality. A Study on Adaptability of Total Quality Management in Engineering Education Sector
{"title":"A Study on Adaptability of Total Quality Management in Engineering Education Sector","authors":"C. Patro","doi":"10.4018/ijqaete.2012100103","DOIUrl":"https://doi.org/10.4018/ijqaete.2012100103","url":null,"abstract":"Quality management is an approach to management which requires establishing quality policies, procedures and practices on regular basis. Engineering education is a process of developing techno human resources, which are to be used later as input to industry which in turn produces goods and services for the societal use. Having considered the current situation of the engineering educational system and the quality of all its individual components it can be noticed that the awareness of the importance of education as a foundation for the growth and development of the country, such as India, is not strong enough. Engineering graduates passing out from educational institutions have to fulfill modern and high standard requirements that are needed by industry. Therefore, there is a greater need to instill quality in engineering education to produce technically skilled and creative man-power in India. The continuous assessment of quality is of paramount importance for educational institution. Education efficiency and success does not depend just on quantity but as well on quality. This paper has discussed key points for the improvement in the quality of engineering education with a case study undertaken at various engineering colleges in India. The study was conducted in two phase; first phase is the critical investigation of the literature and the second phase is a study on the quality of engineering education provided by the educational institutions in Visakhapatnam city. A simple random sampling technique was adopted for the study. A research study described in this paper identifies and analyses the quality of engineering education at the educational institutions which adopt the total quality management system to increase the quality and meet the industrial requirements and then suggests some ingredients to improve the quality. A Study on Adaptability of Total Quality Management in Engineering Education Sector","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"36 1","pages":"25-37"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76956693","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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