A sustainable framework for assessing the engineering accreditation council’s programme outcomes

Abstract

The Engineering Accreditation Council (EAC) has introduced Outcome-based Education (OBE) in its accreditation manual in 2005. Since then, the assessment of engineering programme outcomes has seen a new paradigm in its implementation. After over a decade of implementation, issues associated with the assessment of programme outcomes are still prevalent among Malaysian Higher Learning Institutions (HLIs). The programme outcomes stipulated in the EAC’s accreditation manual serve as a benchmark for engineering programmes in Malaysia and other Washington Accord’s signatory countries. Despite this, most accreditation bodies do not stipulate any specific programme assessment model to allow for innovation and creativity among HLIs. Initial investigations underline the diversity of assessment model employed by the accreditation agencies in each member of the Washington Accord. This research investigates the characteristics of different types of assessment model and the reasons for adoption of a specific assessment model by the HLIs (RQ1). This is followed by investigating the challenges and drivers experienced by the HLIs, panel reviewers and academic staff in implementing these assessment models (RQ2). It applies the concepts of sustainable assessment and education that resonate with the definition of sustainable development defined by the World Commission on Environment and Development of the United Nations. In order to answer the research questions, a qualitative methodology comprising in-depth interviews with 18 participants and analysis of documents from EAC and two accreditation bodies in the Washington Accord were carried out. A constant comparative method via inductive data coding process was employed in identifying, analysing and reporting the emerging themes within the data. The analysed data was systematically organised using Strauss and Corbin’s 1990 paradigm model. The paradigm model highlights the need to: 1) adopt performance criteria for programme outcomes to improve constructive alignment; 2) adopt culminating assessment model for simplicity, effectiveness, reliability and sustainable efforts; 3) change the mindset and increase exposure to assessment among academic staff; 4) obtain support from accreditation body in providing trainings and reducing the workload of assessment; 5) engage in robust initiatives from HLIs in improving the implementation of outcome assessment; 6) work with committed and enthusiastic institutional leaders; and 7) provide reliable outcome-based support system. Hence a sustainable framework for assessing EAC’s programme outcomes was proposed based on these findings.