Quality Assurance in Engineering Education

Start Date
17/09/2018

End Date
11/11/2018

Enrollment End Date
11/11/2018

No. of
Enrollments
1698 students

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Course Syllabus
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Created by

ESM Suresh
National Institute of Technical Teachers Training and Research - Chennai
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Course Language
English
Course Type
Scheduled
Video transcripts
English
Course Category
Engineering
Learning Path
Certificate
Course Length
40 Hours
Weekly time commitments
5 Hours
Course Completion
Yes, after accessing documents, videos, articles, passing all graded assignments, passing all tests.
Exam Date
To be announced
Credits
3

106

Tutorials

7

Tests

1

Assignment

0

Article

0

Weekly Reading list

Overview

Engineering practice and its related technologies have become global in scope and scale. To be effective, today’s engineering graduate must not only be grounded in scientific and mathematical fundamentals, engineering principles and design, but must also have a global outlook and the broader skills to work in society in both home country and internationally.The quality issues of technical education system are required to be identified and strategies for application of principles of TQM, Re-engineering and Benchmarking be considered. This course is meant to senior teachers who are working in Polytechnic and Engineering colleges who are involved in quality assurance and accreditation process.

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Faculty

ESM Suresh


Prof. Dr. E.S.M .Suresh is working as Professor and Head of Civil Engineering at National Institute of Technical Teachers Training and Research , Chennai, India (MHRD, Govt. of India). He has got 28 years of experience in Teaching and Research. He is conducting Faculty Training Programs for Polytechnic and Engineering College Teachers. He has completed more than 400 training for Polytechnic/Engineering College faculty. He has conducted more than 10 International Training Programs. He is guiding Ph.D Scholars in the area of Engineering Education and Civil Engineering. (6 got Awarded and 5 more are working under his guideship). He is the Expert Member of National Board of Accreditation and evaluated the Civil Engineering Programs at Diploma, Degree and Post Graduate level. He has been recognized as an expert by UNESCO Bangkok on MOOCs in Higher Education. He has visited countries viz. USA, The Netherlands, Germany, France, Belgium, Singapore, Malaysia and China. 

FAQs

Q: 1.Define Quality in education
A: Quality in Education has been defined as<br /><br />Excellence in Education ( Peters and Waterman 1982),Value addition in Education (Fiegenbaum 1952), Conformance of education output to planned goals, specifications and requirements (Glimore 1974;Corossby 1979), Defect avoidance in education process (Crossby 1979) and Meeting or exceeding customers’ expectations of education (Parsuraman 1985).<br /><br />





Q: 2.Explain ‘Quality Assurance’ in Higher Education system in India.
A: The National Policies on Education (NPE) 1968 and 1986 and the constitutional amendment of 1976 have played a major role in improving the quality of education. In appreciating the quality assurance system, NPE and POA-1986 recommended the establishment of a National Accreditation body to ensure the standards of education. Based on this, the National Assessment and Accreditation Council (NAAC) was established by University Grants Commission (UGC) in 1994 and the National Board of Accreditation (NBA) was setup by AICTE (All India Council for Technical Education) for continuous improvement in Educational quality.





Q: 3.What is the role of National Board of Accreditation in quality education?
A: NBA assesses the Programs offered by educational institutions from diploma level to post graduate level in Engineering & Technology, Management, Pharmacy, Architecture, Town Planning and related disciplines.





Q: 4.Explain Vision & Mission of an Educational Institution.
A: The vision indicates the desired future state of the College from a long term perspective. It reflects core values and principles of the institution, plans & goals, direction towards the futuristic development and growth. Kotter (1990) defined vision as a ‘description of something in the future’. Miller and Dess (1996) states as the ‘category of intensions that are broad, all-inclusive and forward thinking’.<br />Mission Statement highlights what the College wishes to do and become, within and beyond its Mandate. Thomson (1997) defines mission as the ‘ essential purpose of the existence of an organisation, concerning particularly why it is in existence, the nature of business it is in, and the customers it seeks to serve and satisfy’. Hunger and Wheelen (1999) say that mission is the ‘purpose or reason for the organization’s existence’.<br />





Q: 5.What are the steps involved in Strategic planning Process
A: There are eight steps involved in strategic planning process.<br />I. Initiate Strategic Planning Process<br />II. Clarify Mandate<br />III. Develop Vision & Mission Statements<br />IV. Conduct SWOT analysis<br />V. Identify Thrust areas<br />VI. Formulate Goals<br />VII. Specify Objective Planning <br />VIII. Develop Work plan and Action plans<br />





Q: 6.What is Total Quality Management?
A: Total Quality Management is a system based approach on the various requirements in which the customer (student), compliance to the statutory agencies (AICTE, UGC...), Process and managing it effectively to meet those requirements. The system is of more interaction with different processes and interdependent in nature. These types of management ultimately facilitate us to improve our process consistently to achieve the performance in a system.





Q: 7.Explain the salient features of International Practices of Accreditation.
A: Each Country has its own philosophy and practice for Quality Assurance, though we can distill some of the common features of self- study and External Quality Monitoring. With different systems of accreditation and educational atmosphere and systems around the world, the need for international and regional cooperation has been intialised. This has led to the establishment of international network of quality assurance agencies for mutual understanding and recognition of each other’s system of operation.<br />International practices fall into two distinct categories: Country specific practices and region specific efforts. The former pertain mainly to the leaders in the quality movement, while the latter are collective efforts for extending to other countries. Among the first categories the countries leading in quality practices are United States of America, United Kingdom and Australia.<br />





Q: 8.What are the objectives of Industry Institute Partnership?
A: Technical teachers who are teaching certain subjects and taking laboratory/workshop practice should posses’ relevant field experience in these areas. The training needs of teachers in this aspect should be identified and a plan of action should be prepared so that these teachers can be deputed to industries for training. Qualified and experienced staff should be actively involved in research and developmental activities in the field.





Q: 9.What is meant by Outcome Based Education?
A: Outcomes based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course credits (Tucker, 2004).





Q: 10.How the faculty efficiency and quality of service will be enhanced by projects?
A: Teachers should be encouraged to take up research, development and consultancy work. This will help in solving the industrial problems and updating the technical teachers by taking up challenging tasks. The R&D and consultancy activities may be identified keeping in view the resources and the faculty expertise available in the Institutions.





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