Effective evaluation strategies to meet global accreditation requirements

Brodie, Lyn and Bullen, Frank and Jolly, Lesley (2011) Effective evaluation strategies to meet global accreditation requirements. In: FIE 2011: Celebrating 41 Years of Monumental Innovations From Around the World , 12-15 Oct 2011, Rapid City, SD. United States.


With the ongoing internationalisation of the engineering profession there is an ever increasing need for universities to provide robust evaluation of the quality of their undergraduate degree programs and to benchmark that quality internationally. It is important that the claims made of course evaluation and renewal, during the evaluation-accreditation process, can be substantiated and the tenuous connection between course evaluation and international acceptance as a professional engineer, be strengthened. There are a variety of methods used to evaluate courses and programs including student questionnaires, final grades, progression-retention data, and graduate attribute and competency mapping. The authors compared typical examples of such approaches to study the robustness of the link between the data collected and the evaluative judgments. It was found that there is a great deal of inference involved in the process and that the causative link between curriculum design and pedagogy, and skills and attributes, is often tenuous. Some of these approaches should not be taken as final evaluation outcomes, but rather inputs to a larger overarching evaluation strategy. It was concluded that a “program logic” approach such as that used by the University of Wisconsin, Extension, Program Development and Evaluation Model offers a superior approach for capturing and assessing the causal connections between local evaluation and international accreditation.

Statistics for USQ ePrint 20421
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2011 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.
Faculty/School / Institute/Centre: Historic - Faculty of Engineering and Surveying - No Department (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Engineering and Surveying - No Department (Up to 30 Jun 2013)
Date Deposited: 23 Mar 2012 06:14
Last Modified: 02 Dec 2015 02:34
Uncontrolled Keywords: accreditation; course and program evaluation; program logic; higher education research
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
14 Economics > 1402 Applied Economics > 140204 Economics of Education
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy
38 ECONOMICS > 3801 Applied economics > 380104 Economics of education
39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970109 Expanding Knowledge in Engineering
E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: https://doi.org/10.1109/FIE.2011.6142793
URI: http://eprints.usq.edu.au/id/eprint/20421

Actions (login required)

View Item Archive Repository Staff Only