Int. J. Qual. Assur. Eng. Technol. Educ.最新文献

{"title":"Introducing Problem Based Learning (PBL) in Textile Engineering Education and Assessing its Influence on Six Sigma Project Implementation","authors":"Lal Mohan Baral, Vasile Claudiu Kifor, I. Bondrea, C. Oprean","doi":"10.4018/ijqaete.2012100104","DOIUrl":"https://doi.org/10.4018/ijqaete.2012100104","url":null,"abstract":"The purpose of this paper is to explore the methodology that has adopted to implement PBL in textile engineering education at “Lucian Blaga” University of Sibiu (LBUS) which also highlights its potential influence on Six Sigma projects that has implemented in a textile manufacturing industry. The function of both PBL and Six Sigma approaches is to solve the problems by executing projects in a systematic way. Structurally, they are quite similar in nature. Many academic institutes around the world are currently introducing PBL to enhance the quality of higher education. On the other hand manufacturing units are trying to shorten their Six Sigma project duration, but interconnection between both issues is not always evident or addressed. Therefore, this study contributes to effective utilization of PBL in implementing Six Sigma projects. In this paper, at first PBL has been introduced in the textile engineering education through a collaborative project with a textile factory, where Six Sigma projects have also been executed simultaneously. The PBL team has contributed to the Six Sigma project team to solve the problem in factory premises. Finally, the students’ performance and the contributing effect of PBL activities to Six Sigma project have been assessed by conducting quantitative survey method containing structured questionnaires. The survey results revealed that the students’ performance has been upgraded through PBL activities. The PBL also showed a positive impact on executing Six Sigma project successfully and able to shorten the project duration. This paper has pointed out the necessity of introducing PBL to enhance the quality of textile engineering education as well as unifying PBL with Six Sigma approach for effective project execution within the Organization. Introducing Problem Based Learning (PBL) in Textile Engineering Education and Assessing its Influence on Six Sigma Project Implementation","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"96 1","pages":"38-48"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75900475","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}

{"title":"Evaluating the Satisfaction of ABET Student Outcomes from Course Learning Outcomes through a Software Implementation","authors":"M. H. Imam, I. Tasadduq","doi":"10.4018/ijqaete.2012070102","DOIUrl":"https://doi.org/10.4018/ijqaete.2012070102","url":null,"abstract":"Continuous improvement procedure to attain a certain level of program satisfaction is mainly based on the evaluation of ABET Student Outcomes (SOs) satisfaction in various courses. The satisfaction of a given SO is indicated by percentage of students obtaining a prescribed level of success in direct assessments. It is difficult for average instructors to design reliable assessments addressing the SOs because their focus in teaching is on Course Learning Outcomes (CLOs) that are related directly to the subject matter. To resolve this issue, a simple approach is presented to convert CLO-based assessment data to SO-based data through the CLO-SO map and a conversion formula. A software package “CLOSO” developed to implement this idea is described. The software automates the evaluation of CLO and SO satisfaction thereby enhancing the reliability of assessment data and saving instructor’s time significantly and generates summary reports for ABET course files. DOI: 10.4018/ijqaete.2012070102 22 International Journal of Quality Assurance in Engineering and Technology Education, 2(3), 21-33, July-September 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. students demonstrate the attainment of eleven different SOs. These SOs are listed in Table 1. These outcomes may be modified or additional outcomes may be introduced to suit a particular program but most commonly the eleven SOs of ABET Criterion 3 are used without any modification. While SOs represent a set of general abilities to be attained by the students, the “Course Learning Outcomes” (CLOs) specified for all courses in a curriculum are specific to the content of the course and describe the course-related abilities students will acquire at the end of a course. It is essential that CLOs are distinct, non-overlapping and targeted to specific course-related skill levels (Felder & Brent, 2004). They also must be measurable through direct assessments. The questions asked in direct assessments like quizzes, homework and examinations, always target one or more of the CLOs. Table 2 shows an example of CLOs for a course. It must be noted that SOs are not targeted directly in any course. The courses target CLOs. The abilities represented by the SOs are attained by the students through the CLOs in various courses. To identify those SOs that are attained through the CLOs in a particular course, a CLO-SO map is required. For example, a CLO in the Computer Organization course is: “An ability to write programs in MIPS.” It is listed as CLO5 in Table 2. This CLO requires experiments to be conducted in the laboratory, therefore it maps to SO “b”: “An ability to design and conduct experiments, as well as to analyze and interpret data”. The same CLO also requires an ability to use software that facilitates programming in MIPS. Since this software is a modern engineering tool, CLO5 also maps to SO “k”: “An ability to use the t","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"7 1","pages":"21-33"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82377078","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}

{"title":"The Context, Design, and Impact of System-Wide Assessments to Enhance Effectiveness in the Higher Colleges of Technology of the United Arab Emirates","authors":"Marshall Mark Drummond, Matthew A. Robby","doi":"10.4018/ijqaete.2012070101","DOIUrl":"https://doi.org/10.4018/ijqaete.2012070101","url":null,"abstract":"This paper examines the use of System-wide Assessments, an innovative initiative to enhance the accountability, quality, and effectiveness within the Higher Colleges of Technology of the United Arab Emirates. The authors review the historic and contemporary influences on college/university assessments and the key forces or factors which have shaped development and need of Outcome Assessments. The paper summarizes the literature on the best practices for assessment and promoting changes. The paper describes the objectives, structures, and processes involved with random use of System-wide Assessments among the 17 Federal colleges. A survey of 80 Deans and Chairs reports the perceptions and ratings of the process and impact of System-wide assessments. The lessons learned are described and inform recommendations for key components of an effective assessment system to promote accountability and improvement in higher education. Findings have significance for leaders of institutions of higher learning throughout the Middle East and the world. DOI: 10.4018/ijqaete.2012070101 2 International Journal of Quality Assurance in Engineering and Technology Education, 2(3), 1-20, July-September 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. American Colleges and Universities (2002) recommended, for verifying the value of undergraduate education, the reorganization of education and review of assessment results of course outcomes. According to the United States Department of Education (2006), the U.S. Commission on Higher Education’s report in 2006 emphasized for regional accreditation agencies to use assessment to promote performance outcomes over inputs and processes, to use quality assessment data to improve teaching and learning, and to use measures to determine “value added” for students. Dinur and Sherman (2009) reported that “Outcome Assessment (OA) has emerged as the systemic mechanism for academic institutions to demonstrate to their stakeholders their viability as institutions that create and disseminate knowledge” (p. 291). To contextualize the use of System-wide Assessments in the Higher Colleges of Technology (HCT), key literature is summarized to enhance understanding for the historic and contemporary influences on development and use of Outcome Assessments in higher education; the distinguishing characteristics, assumptions, and challenges of assessment systems; and the key lessons and factors associated with effective use of assessments. Additionally, the paper describes the innovative design and use of System-wide Assessments in the HCT; reports on the perceptions of the SWA process, value, and impact; and based on experiences in the HCT, recommendations are offered for increasing the probability of an effective assessment process and system in higher education. EDUCATIONAL OUTCOMES The increased focus on educational outcomes has been influenced by a ra","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"14 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76080892","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}

{"title":"Quality of the Student Experience: An International Study","authors":"C. S. Nair, M. Shah","doi":"10.4018/ijqaete.2012070103","DOIUrl":"https://doi.org/10.4018/ijqaete.2012070103","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"1 1","pages":"34-40"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82988948","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}

{"title":"Conducting an Effective Residential School for an Undergraduate Materials Science and Engineering Course","authors":"P. Keleher, A. Patil","doi":"10.4018/ijqaete.2012070104","DOIUrl":"https://doi.org/10.4018/ijqaete.2012070104","url":null,"abstract":"Residential schools are an important mechanism by which equitable access to laboratory provide hands-on experience and face-to-face learning for students enrolled in distance mode. This paper elaborates on the evaluation of residential school conducted as a part of undergraduate materials science and engineering course for the distance/flexible students enrolled at Central Queensland University, Australia. The students in this course are adult students who are employed full-time as practitioners and juggling with work, family, and study commitments. This cohort differs greatly in their technical knowledge and professional experience from the students who are enrolled internally. Internal students are predominately students who have progressed from secondary school to tertiary education without any workplace experience. A three day residential school provided the opportunity for students to work individually (undertake quizzes) and as a group (conduct laboratories, pursue group project) to ensure they had access to lecturers and their peers in progressing their tasks and assessment items. The students travelled from throughout Australia to attend the residential school and its design acknowledges the need for the time allocated to be focused, meaningful and worthwhile so students can maximise time at the residential (and the subsequent follow up activities) and minimise time away from the workplace. DOI: 10.4018/ijqaete.2012070104 42 International Journal of Quality Assurance in Engineering and Technology Education, 2(3), 41-46, July-September 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. are one of the effective strategies for a student support in distance, open or flexible learning mode which enhances better learning outcomes. CQUniversity has been conducting residential schools for over 30 years; especially for the science-based programs. The undergraduate Engineering Program has only adopted the practice of conducting residential schools in the last three years. Residential schools are conducted through a number of formats, which include field trips, laboratory sessions, tutorials, lectures and formal assessment sessions. The three day residential school conducted by the lecturers of the second term course ENEG 12005 Engineering Science and Engineering focused upon providing the opportunity for students enrolled in a distance mode to travel to CQUniversity’s Rockhampton campus to actively participate in laboratory sessions, tutorials and a formal assessment session. The course is conducted in an online environment, using MoodleTM with all submission made electronically and extensive use is made of the forums for lecturers to post communications to the students and another forum for general communication which supports student-student and student-lecturer communications. Prior to arriving to participate in the residential school students have been ","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"120 1","pages":"41-46"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74978652","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}

{"title":"Quality Accreditation System for Indian Engineering Education Using Knowledge Management and System Dynamics","authors":"Abdul Razak Honnutagi, R. Sonar, S. Babu","doi":"10.4018/ijqaete.2012070105","DOIUrl":"https://doi.org/10.4018/ijqaete.2012070105","url":null,"abstract":"The engineering education system of India is becoming increasingly complex due to reasons like unmanageable numbers of colleges affiliated to universities, wide spectrum of student quality, multi-boss system in management and conflicting interests of stakeholders. Since the Accreditation board of engineering and technology (ABET) of U.S., Malcolm Baldrige National Quality Award (MBNQA) of U.S. and European Foundation for Quality Management (EFQM) of UK have been established; many other countries have developed their own version of national quality award (NQA) and accreditation systems. These NQAs and accreditation systems tend to follow the same general framework with different emphases on criterion. Since MBNQA has a prominent knowledge management (KM) component in it and EFQM has a strong mechanism of measuring outcomes/results, it’s attempted to develop a robust framework for Knowledge Quality Management (KQM) by integrating KM and outcome components into it using systems theory. The system dynamics (SD) approach is proposed for the visualization and analysis of quality assessment of undergraduate engineering education in India. Towards this, all possible attributes and indicators to study the interaction and interrelationship of various enablers and results have been identified. Causal loop diagrams (CLDs) and the integrated CLD for the entire proposed model enabling development of a system dynamics (SD) model is presented. DOI: 10.4018/ijqaete.2012070105 48 International Journal of Quality Assurance in Engineering and Technology Education, 2(3), 47-61, July-September 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. produce engineers who are employable in the market or be entrepreneurs, most of the engineering institutes will be agents for enhancing the population of unemployed engineers. Engineering education system is of paramount importance in generating the technical manpower required for building a strong nation. The demand for engineers has been growing in India during the last few decades. This has resulted in various kinds of people setting up of a large number of colleges in India, offering a variety of programs to meet the demand. This process has been more or less motivated by financial gains. With the ongoing liberalization and globalization of the economy, more and more foreign universities/institutes are also trying to find foothold in the Indian educational space by entering into joint ventures with Indian universities/institutes. All these attempts no doubt have helped in improving the quantity side of the output, forcing the corresponding quality to suffer. As Vishwanadhan (2008) pointed out, the following issues may lead to deleterious effects in the Indian Engineering Education system (IEES). • Wide spectrum of student quality. • Lack of experienced faculty and their quality. • Mushrooming of colleges. • Location of colleges in re","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"18 1","pages":"47-61"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81709355","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}

{"title":"CDIO as a Foundation for Program Accreditation/Certification in Portugal","authors":"A. Costa, A. Martins, João Rocha","doi":"10.4018/ijqaete.2012040103","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040103","url":null,"abstract":"This document describes two initiatives for accreditation/certification of first and second cycle Bologna programs in Portugal. One initiative was started by the National Agency for Program Evaluation and Accreditation and is mandatory for all Bologna programs. The other initiative was launched by the Portuguese Professional Engineering Association and aims to certify, at the European level, Bologna second cycle engineering programs with the EUR-ACE quality seal. Both initiatives are essentially evidence-based and stress the importance of having an operating quality assurance system to support and monitor program execution. The Instituto Superior de Engenharia do Porto (ISEP) experience with the CDIO and EUR-ACE frameworks is described and strong points highlighted in this article. In the end, the authors propose that combining CDIO and EUR-ACE may bring added value, because CDIO is more oriented to program operation and EUR-ACE more oriented to program management. The authors also propose the CDIO Syllabus as the link between CDIO and EUR-ACE. DOI: 10.4018/ijqaete.2012040103 24 International Journal of Quality Assurance in Engineering and Technology Education, 2(2), 23-33, April-June 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Accredited Engineering Program (EUR-ACE) is to develop a framework for the accreditation of engineering degree programs in the European Higher Education Area (EUR-ACE, 2008), as embodied in the EUR-ACE Certification Framework (EUR-ACE, 2009). In 2006, Informatics Engineering was the first ISEP department to adopt the ConceiveDesign-Implement-Operate (CDIO) approach (Crawley et al., 2007) as the teaching and learning framework. As a result, Informatics Engineering reformulated its Bologna first and second cycle study plans based on the CDIO approach and the Association for Computing Machinery (ACM) Curricula Recommendations (2001). In 2008, after the Instituto Superior de Engenharia do Porto (ISEP) formally joined CDIO, the dean decided that the Conceive-Design-Implement-Operate (CDIO) approach should be the foundation for program accreditation and/or certification. Since then, all departments in ISEP have been adopting, to various extents, the standards and practices of CDIO (http://www.cdio.org). This article’s Context section describes how CDIO is currently put into practice in all engineering cycles of ISEP. The following section explains the frameworks of A3ES accreditation and EUR-ACE certification activities. The next section addresses the benefits and limitations of adopting CDIO as an educational context for engineering education at ISEP and how that may help to get successful accreditation and/ or certification results. The Conclusion section synthesizes what has been achieved and summarizes the most important findings and ideas.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"106 1","pages":"23-33"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79266500","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}

{"title":"Mapping the Relationship Between the CDIO Syllabus and the CEAB Graduate Attributes: An Update","authors":"G. Cloutier, R. Hugo, R. Sellens","doi":"10.4018/ijqaete.2012040104","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040104","url":null,"abstract":"The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes [1] require demonstrated learning outcomes for the first time. CDIO has required outcomes and benchmarking for more than a decade, and the CDIO Syllabus [2] has provided a detailed and proven framework within which to organize the topics covered by those outcomes. The latest revision of the syllabus informs many of our programs, and can provide the detail on how we can document a set of outcomes that meet the more general requirements of the CEAB Graduate Attributes. This paper provides a framework for Canadian engineering programs to satisfy CEAB requirements through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO Syllabus, however a CEAB accredited program may not meet all of the requirements of CDIO.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"78 1","pages":"34-44"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91554342","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}

{"title":"CDIO as an Enabler for Graduate Attributes Assessment: A Canadian Case Study","authors":"R. Brennan, R. Hugo, W. Rosehart","doi":"10.4018/ijqaete.2012040105","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040105","url":null,"abstract":"Recent changes to the criteria for engineering accreditation in Canada emphasize continuous curriculum improvement through outcomes-based assessment. In this article, the authors show how the CDIO (ConceiveDesign-Implement-Operate) approach not only enables continuous improvement, but can assist Canadian engineering programs with the overall graduate attributes assessment process through a case study of the B.Sc. in mechanical engineering program at the Schulich School of Engineering. DOI: 10.4018/ijqaete.2012040105 46 International Journal of Quality Assurance in Engineering and Technology Education, 2(2), 45-54, April-June 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. • Graduate attribute [are] ... generic characteristics specified by the CEAB, expected to be exhibited by graduates of Canadian engineering schools (Engineers Canada, 2011), • Student outcomes (a)-(k) ... describe what students are expected to know and be able to do by the time of graduation (ABET, 2010). The flowchart at the center and right of Figure 1 shows this general assessment planning process from the accreditation board-defined program outcomes (graduate attributes for the CEAB or student outcomes for ABET) down to the level of collection and analysis of evidence embodied in classroom assessment and outcomes evaluation. As noted on the right of Figure 1, opportunities for continuous improvement exist throughout the process. The left side of Figure 1 shows how the Schulich School of Engineering assessment planning process relates to the CDIO approach, and how it builds on the CDIO syllabus mapping of Cloutier et al. (2012). The main advantage of the approach presented in Figure 1 is that the CEAB’s graduate attributes can be linked to the comprehensive CDIO syllabus (Crawley et al., 2011) in the same fashion that ABET student outcomes (a)-(k) have been mapped. More specifically, as shown in Table 1, the CDIO syllabus can be viewed in the context of a typical program assessment planning flow chart (Rogers, 2004) where Level 1 refers to the first level of detail of the CDIO syllabus such as 2.0 Personal and Professional Skills and Attributes) and Level 2 and Level 3 refer to the second and third level of detail, respectively. It should be noted that this approach does not discount the stakeholder engagement that is inherent to outcomes-based assessment. Instead, the CDIO syllabus is used as a starting point for program assessment and as a means of informing and focusing the discussions around program-specific outcomes and performance criteria. As illustrated in Figure 1, feedback is required at all stages of the process, involving input from educational researchers on assessment design and teaching and learning strategies, engineering educators on direct assessment methods and educational practices and strategies, engineering students via selfefficacy surveys, and engineering em","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"20 1","pages":"45-54"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83285217","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}

{"title":"CDIO Standards and Quality Assurance: From Application to Accreditation","authors":"P. J. Gray","doi":"10.4018/ijqaete.2012040101","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040101","url":null,"abstract":"With so many Collaborators in so many countries and regions of the world it is essential that the CDIO Council promulgate processes to assure internal and external stakeholders that member institutions and programs are adhering to the 12 CDIO Standards. The Standards are what make CDIO a unique initiative and that provide a vehicle for realizing the CDIO vision to transform the culture of engineering education. Therefore, the Council has developed five quality assurance processes that begin with the application to become a CDIO Collaborator and include self-evaluation, certification, and accreditation based on the CDIO Standards.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"5 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90598681","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}