Improvement of Engineering Education Through Quality Assurance Asst. Prof. Dr. Prasert KANTHAMANON Senior Vice President for Administrative Affairs, KMUTT Secretary, CUPT Chairperson of QA Committee, CUPT 1

http://www.most.go.th/main/index.php/component/content/article/191-thailandstartup/6176--startup-thailand-2016.html

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Education Quality Assurance?

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http://www.ted.com/talks/ken_robinson_changing_education_paradigms

Daniel Hastings, Beyond the Engineering of 2020 Whither Engineering Education, October 2013

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Daniel Hastings, Beyond the Engineering of 2020 Whither Engineering Education, October 2013

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Daniel Hastings, Beyond the Engineering of 2020 Whither Engineering Education, October 2013

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ENGINEERING EDUCATION FOR FLEXIBLE ENGINEERING Increasingly

multidisciplinary, multicultural, global, focused on large socio‐technical problems [NAE 2020 Report, 2005] Learning in the Context of Real-world Systems and Products Outcome-based Education / Assessment Daniel Hastings, Beyond the Engineering of 2020 Whither Engineering Education, October 2013

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what student learn … what student can actually DO at the end of LEARNING experiences/activities …

within the students

competent scholar…

this must happen to our students …

GOAL

development

COMPETENT PERSON

competence based education

.

by design...

if they "learn" this should happen …

need some evidences

MEASURABLE objectives …

PROGRAM LEVEL

INSTITUTIONAL LEVEL

QA of Thailand 2015-2020

สกอ. กพร.

สมศ.

(IQA)

(EQA)

องค 1-5/ ใชของ 13 สกอ. ตัวบงชี้

องค 2-6 องค 1 การกํากับ มาตรฐาน

7 Criteria/ 20 Indicators

ทปอ.

สภาวิชาชีพ ภาระสถาบันอุดมศึกษาจะลดลง และมีความหมาย หาก ตัววัดตรงกับบริบทของสถาบัน และ การประเมินเที่นําไปสูการบริหารให เกิดคุณภาพดวยเกณฑเดียวกัน โดยไดประโยชนจาก IQA และ EQA ซึ่งมีบทบาทตางกัน

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Program

- Students - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body

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Procedures

Laboratories

Library

/Indicators

IT

Student

service

Self Assessment

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

- Students - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body

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WHAT IS QUALITY?

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NOT ONLY THIS …

OR THIS …

achieved by students…

OUT COMES

ความพึงพอใจของลูกคา ดีเยี่ยม

เปนไปตามที่กําหนด

ความเหมาะสมกับวัตถุประสงค

เพิ่มคุณคา

ความคุมคา

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http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

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21ST CENTURY QUALITY ASSURANCE 1989 Washington Accord (International)

1999 Bologna Process (Regional) 2000 Bangkok Accord (Regional)

2009 IUCEA Act (Regional) 2008 ENLACES (Regional) Towards a Global QA Network in the 21st Century

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Common Issues Among the Accords   

Outcome based educations P-D-C-A Monitoring instrument  Students – about teaching  External – 3rd party

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EXAMPLES OF PROGRAM LEVEL QUALITY ASSURANCE ABET AACSB AUN-QA …

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ABET : AUN-QA Program

Educational Objectives (PEOs) (criteria2) >>> graduates achieved in 3 to 5 years after graduation : Program Learning Outcome (PLO) Student Outcomes (SO) (criteria 3) >>> students are expected to know and be able to do by the time of graduation. 30

ABET : AUN-QA Continuous

improvement (criteria 4) : Quality enhancement (criteria 10)

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AHELO (OECD ASSESSMENT OF HIGHER EDUCATION LEARNING OUTCOMES) Generic

skills: Finland, Korea, Mexico, Norway, and United States Specific skills in  Engineering (civil enginneering): Australia, Japan, and Sweden  Economics: Belgium, Italy, Mexico, and the Netherlands 32

TRADITIONAL AND

OUTCOMES-BASED EDUCATIONAL FRAMEWORKS

Traditional education

Outcomes-based education

1

Define teaching objectives

Define learning outcomes

2

Time is fixed, outcomes variable

Time is variable, outcomes fixed

3

Assessment is secondary

Assessment is central

4

Focus on teaching

Focus on learning

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Standardized curriculum

Individualized curriculum

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Teacher as guardian of curriculum

Teacher as guide and advisor

CURRICULUM

COMPETENCIES

STANDARDS LARRY D GRUPPEN, OUTCOME-BASED MEDICAL EDUCATION: IMPLICATIONS, OPPORTUNITIES, AND CHALLENGES, KOREAN J. MED. EDUC. 2012; 24(4): 281-285. HTTP://DX.DOI.ORG/10.3946/KJME.2012.24.4.281 33

http://www.slideshare.net/mikederntl/teachinglearning-methods-and-learning-outcomes-workshop

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Assessment and Evaluation Quality Improvement

University and Faculty Programme

PEO

Course

Inputs and Feedback

University Customer and Professional Org.

Outcomes Mission/Vision

University and Faculty Assessment

(Program Educational Objectives)

Programme Assessment

Student Outcomes

Course Planning and Delivery    

Courses Learning Outcomes

Syllabus Pedagogy Learning Activities Assessment Tools

Course Assessment

OBE Framework 36

BYST

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Self Assessment Learning Environment

Self Assessment Self Assessment

Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

Trends and Benchmarking

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Generic / Specific Knowledge/Skills

Compulsory / Elective Courses

Lecturers/Teaching & Learning Approach Student Assessment

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QUALITY IN HIGHER EDUCATION is A multi-dimensional concept, which should embrace all its functions, and activities:  Teaching and academic programmes  Research and scholarship  Staffing Vital for enhancing quality  Students  Internal self-evaluation  Buildings  External review, conducted openly by independent  Facilities specialists, if possible with  Equipment international expertise  Services to the community  Academic environment Source: The World Declaration on Higher Education for the Twenty First Century: Vision and Action (October 1998), Article 11, Quality Evaluation. 38

QUALITY ENHANCEMENT

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Learning Environment Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

Trends and Benchmarking

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Generic / Specific Knowledge/Skills

Compulsory / Elective Courses

Lecturers/Teaching & Learning Approach Student Assessment

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QUALITY ENHANCEMENT

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Learning Environment Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

Trends and Benchmarking

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Generic / Specific Knowledge/Skills

Compulsory / Elective Courses

Lecturers/Teaching & Learning Approach Student Assessment

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QUALITY ENHANCEMENT

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Learning Environment Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

Trends and Benchmarking

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Generic / Specific Knowledge/Skills

Compulsory / Elective Courses

Lecturers/Teaching & Learning Approach Student Assessment

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QUALITY ENHANCEMENT

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Learning Environment Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Research Output Lecturers/Teaching & Learning Approach Student Assessment

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QUALITY ENHANCEMENT

Procedures

Laboratories

Library

/Indicators

Student

IT

service

Learning Environment Advising and Counselling

Admission Curriculum: development/revision Workforce analysis Resource analysis HRD Teaching/Learing assessment Monitoring Employer requirements Employability …

Program

Trends and Benchmarking

ELOs

Stakeholders Observable & - Students Measurable - Lecturers - Supporting Staff - Employers - Alumni - Gov./Professional Body Demonstrated

& Assessed

Generic / Specific Knowledge/Skills

Compulsory / Elective Courses

Lecturers/Teaching & Learning Approach Student Assessment

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INSTITUTIONAL LEVEL

QA of Thailand 2015-2020

สกอ. กพร.

สมศ.

(IQA)

(EQA)

องค 1-5/ ใชของ 13 สกอ. ตัวบงชี้

7 Criteria/ 20 Indicators

สภาวิชาชีพ

QA PROPOSED BY CUPT START 2015 CUPT QA 1

CUPT QA 2

CUPT Indicators

EdPEx Organizational Profile + 14 Core Indicators + at least 6 Selective Indicators

PROGRAM LEVEL

AUN-QA

องค 2-6

หรือ ABET, AACSB,

เกณฑมาตรฐานสากลอื่น ๆ องค 1 การกํากับ มาตรฐาน

องค 1 การกํากับ มาตรฐาน

องค 1 การกํากับ มาตรฐาน 45

EdPEx Model – AUN-QA Relationships

2 การวางแผนเชิงกลยุทธ Strategic Planning

5 การมุงเนนบุคลากร Workforce Focus

7 ผลลัพธ

1 การนําองคกร

Results

Leadership

3 การมุงเนนลูกคา

6 การมุงเนนการปฏิบัติการ

Customer Focus

Operations Focus

เกณฑ AUN-QA Student QF  ELO

Pass Dropout Grad. Time Employability Research Feedback Satisfaction

4 การวัด การวิเคราะห และการจัดการความรู Measurement, Analysis, and Knowledge Management

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EdPEx Model

2 การวางแผนเชิงกลยุทธ Strategic Planning

5 การมุงเนนบุคลากร Workforce Focus

7 ผลลัพธ

1 การนําองคกร

Results

Leadership

3 การมุงเนนลูกคา

6 การมุงเนนการปฏิบัติการ

Customer Focus

Operations Focus

เกณฑ ABET Student QF + Program Edu. Objectives General Criteria Program Criteria

4 การวัด การวิเคราะห และการจัดการความรู

Student Performance Student Outcomes - Math, Sci, Engg. - Design - Function on multidiscipline team - Prof. Resp. - Ethical Resp. - …

Measurement, Analysis, and Knowledge Management

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EdPEx Model

2 การวางแผนเชิงกลยุทธ Strategic Planning

5 การมุงเนนบุคลากร Workforce Focus

7 ผลลัพธ

1 การนําองคกร

Results

Leadership

3 การมุงเนนลูกคา

6 การมุงเนนการปฏิบัติการ

Customer Focus

Operations Focus

Student QF + Expected Outcome + School Strategies

Intellectual contributions

เกณฑ AACSB

4 การวัด การวิเคราะห และการจัดการความรู Measurement, Analysis, and Knowledge Management

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Vertical Alignment และ การบูรณาการ IQA – EQA

ประเมินโดยใช เกณฑการประเมิน ชุดเดียวกัน CUPT QA or Others

หนวยงานกลางเก็บรวบรวมและวิเคราะหขอมูล CUPT QA หนา ผ-6

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Inside Out

สุวิทย เมษินทรีย ประเทศไทย 2575

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Thank You • • • •

Assoc. Prof. Dr. Bundit Thipakorn Dr. Nandh Thavarungkul, KMUTT Dr. Nakorn Srisukhumbowornchai Assoc. Prof. Dr. Borworn Papasratorn

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มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าธนบุรี King Mongkut’s University of Technology Thonburi

Asst. Prof. Dr. Prasert KANTHAMANON Senior Vice President for Administrative Affairs, KMUTT Secretary, CUPT Chairperson of QA Committee, CUPT

126 Pracha Uthit Road, Bang Mod, Tel. 0-2470-8005 Thung Khru, Bangkok 10140, Thailand Fax. 0-2872-9087 Homepage http://www.kmutt.ac.th E-mail Address : [email protected] 52 52