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Outcome-based (engineering) education (OBE): International accreditation practices
Qadir J., , Al-Fuqaha A., Taha A.-E.M., Yau K.-L.A., Ponciano J., , Muhammad S.S., , Show More
Published in American Society for Engineering Education
Volume: 2020-June
In this research paper, we present-as a geographically dispersed set of academics working in nine different countries: namely, Pakistan, United Kingdom, United Arab Emirates, United States of America, Saudi Arabia, Singapore, Qatar, China, and Malaysia-a global international perspective on Outcome-based Education (OBE) accreditation standards, practices, and attitudes. The OBE paradigm is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to OBE and accreditation as one of the top 5 major changes of the last 100 years. Although OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by ensuring proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods-it only says what should be the outcome. New OBE schemes have also diversified in response to early misgivings about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). The aim of this work is to present a synthesis of the experiences of an international set of authors and the sharing of the global best practices in the field related to accreditation and assessment. An extensive internal survey was conducted to collect data from these international academics. After processing the data, we have organized our analysis as a discussion on a range of accreditation stages and artifacts including vision/mission statements, program objectives and outcomes, curriculum planning, educational assessment strategies, common pitfalls, and iterative continuous improvement. This paper will be a helpful starting guide for faculty members new to OBE, while also offering a broader perspective to experienced faculty members and administrators. © American Society for Engineering Education 2020.
About the journal
JournalASEE Annual Conference and Exposition, Conference Proceedings
PublisherAmerican Society for Engineering Education
Open AccessNo
Authors (4)