A peer-refreed, bi-annual journal
Issue No. 9 - Rajab 1434 AH - May 2013
PERSPECTIVES ON
- Engineering Education :
Perspectives & Issues.
RESEARCH
- A Suggested Conception of
Administrative E-Services Provided to
Female Staff in Taibah University in
the Light of Total Quality Management
Requirements.
- The Implementation of Management
Model for TQM at the Higher
Education Organizations Empirical
Study.
- The level of critical thinking among the
students of Al-Imam Muhammad bin
Saud Islamic University.
RESEARCH PROJECTS
- Women’s Higher Education ModelsWhat to learn from Global Experiences
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The Saudi Journal of Higher Education
A Peer-refereed, bi-annual Journal
Published by : Center for Higher Education Research and
Studies (CHERS) Ministry of Higher Education, Saudi Arabia
© Center for Higher Education Research and Studies, Ministry of Higher Education 2013
This journal is copyright. All rights reserved. Except for legitimate
non-commercial educational use, no part of this publication may be
reproduced or communicated in any form or by any means without
the written permission of the Journal Editor-in-Chief
Deposit Ref: 47 / 1424 Date 2 / 1 / 1424 H
ISSN : 1658 - 1113
The authors are responsible for the choice and the presentation of the facts contained in this Journal and for the
opinions expressed therein, which are not necessarily those of CHERS nor the Ministry of Higher Education
Supervisor
Dr. Khalid M. Al-Ankary
Minister of Higher Education
Contents
Deputy Supervisor
Dr. Abdulhalem A. Mazi
Director, CHERS
INTRODUCTION
7
PERSPECTIVES ON : Engineering Education:
Perspectives & Issues.
9
•
•
•
Engineering Education in the Kingdom Saudi Arabia: Reality
& Challenges
Prof. Abdullah I. Almuhaidib
11
Global Trends in Engineering Education
Prof. Haitham Mohamed Suhail Lababidi
29
Bridging Engineering and Technology Education
Prof. Megat Johari Megat Mohd Noor
49
Prof . Saleh A. Al-Nassar
King Saud University
71
Prof . Amal M. Al-Shaman
King Saud Univeristy
RESEARCH
•
A Suggested Conception of Administrative E-Services
Provided to Female Staff in Taibah University in the Light of
Total Quality Management Requirements
Dr.. Hayat alamri
•
Dr. Aminah Alshanqiti
74
The level of critical thinking among the students of Al-Imam
Muhammad bin Saud Islamic University
Dr. Ahmad Aljubaili
RESEARCH PROJECTS
•
72
Application management model for Total Quality Management
in Higher Education Institutions«An Empirical Study»
Dr. Saeed Ali Al-Oddadi
•
Editorial Board
Prof . Abdulrahman A. Sayegh
)Editor-in-Chief(
King Saud University
Women’s Higher Education Models-What to learn from Global
Experiences
Prof . Mohammed M. Al-Hamid
Al-Imam Muhammed Ibn Saud Islamic
University
Prof .Mahroos A. Al-Ghabban
Taibah University
Prof . Fatimah M. Al-Oboudi
Princess Nourah Bint Abdulrahman
University
Dr. Abdullah H. Al-Khalaf
Al-Imam Muhammed Ibn Saud
Islamic University
76
Associate Editor
Dr. Majda I. Al-Jaroudi
King Saud University
77
Secretary
Arwa S. Al-Ruhaimi
78
Language editor
Hmood A. Al-Salamah
Designer
Eng. Jamal E. Mashali
Contact Us
E-mail: hej@mohe.gov.sa
www.chers.edu.sa
Preface
One of the most important achievements in the kingdom of Saudi
Arabia is perhaps the focus on human development with the aim of
enabling people, through education, training and empowerment, to meet
the challenges and demands of a world characterized by competition
for attaining quality, distinction and leadership. The education sector in
general and the institutions of higher education in particular, are undergoing
constant progress, both in quality and quantity, in all directions leading to
the development of men and women who constitute the real sustainable
resource for this generous country.
A look into the record of Saudi institutions of higher education shows
clearly the various learning opportunities available for students in the
different fields of knowledge, in thirty five public and private universities,
together with a number of colleges established in all parts of the country,
and a huge scholarship programmme extending to universities abroad, in
addition to the Saudi E-University. Needless to say that this importance
accorded to students, males and females, who are the main outcome of
the learning process, has been accompanied by equal attention paid to
developing the skills of university staff in administration, teaching,
research and technology. In fact, e-learning and e-transactions have now
become a distinctive feature of academic sections, departments, deanships
and administration of Saudi universities.
The contents of the present issue of the Saudi Journal of Higher
Education bear witness to the path followed by higher education in its
incessant efforts for achieving human development. The main topic of
the issue is engineering in Saudi universities: reality, challenges and
international trends to advance this discipline, especially by integrating
engineering and technology. The studies published in the issue address
students’ critical thinking, evaluating e-services provided for them, and
quality as a top priority in human development. The issue also contains
a research project carried out by the Research and Studies Centre of the
Ministry, to investigate patterns of girls’ higher education and the ways
for making use of the experience of other countries. Finally, the issue
contains a review of a book on the importance of balancing the powers
vested in faculty and the roles assigned to them, with those attributed to
the administrative staff.
In conclusion, I would like to thank all those who have contributed to
the present issue, and to wish you all the best.
Dr. Khalid M. Al-Anqari
The Minister of Higher
Education and the
Magazine's General
Supervisor
Perspectives on
Engineering Education :
Perspectives & Issues.
10
Perspectives on
Engineering Education in the
Kingdom Saudi Arabia:
Reality & Challenges
Prof. Abdullah I. Almuhaidib
College of Engineering Vice Dean of Quality
Civil Engineering Professor – College of
Engineering
King Saud University
muhaidib@ksu.edu.sa
Introduction:
The engineering profession is one of the oldest professions in serving humanity through improving the environment, developing means of production, providing home comfort, and means
of communication in various fields. This is evident in the pyramids of Egypt, the Great Wall of
China, and multiple towers in Europe.
The profession relates to the creative and/or artistic precision required for delivery and efficiency that must be met in its practices. An engineer is the person capable of the innovative application of basic sciences and the means to be proficient in mathematics, physics, and chemistry and
in all their subfields in addition to engineering arts and sciences and its methods and tools (1).
The Kingdom of Saudi Arabia prioritized education by providing and facilitating all the necessary means to raise the level of education in all fields. Education in the Kingdom is very particular and differs from what is offered in other countries of the world. The teaching of religious
sciences and Islamic culture is mandatory at all stages and all types of education. Education
is gender segregated as males and females are separated (by school). This particularity is explained through the purpose of education as set by the educational policy of the Kingdom:
The purpose of education is to understand Islam fully and properly in addition to engraining and
disseminating the Islamic faith. To provide students with the values, teachings, and the ideals
11
of Islam. To improve their knowledge and various skills and develop constructive attitudes. To
develop society economically, socially, and culturally and prepare the individual to be a useful
member of the building his/her society (2).
The establishment of the Ministry of Higher Education in 1975 was a turning point in university
education in the Kingdom. It was responsible for overseeing planning and coordination of the
needs of the Kingdom in the field of higher education. It also sought to provide national workforces specialized in the areas of administrative and scientific to serve the national development
goals.
Higher education rapidly grew especially in recent years. The number of universities grew from
just 7 institutions in 1975 to 24 public and 9 private universities geographically distributed
between the different regions of the Kingdom. The number of students enrolled in public universities reached 900,000 in the academic year 2012/2013 (3). All universities are linked to the
Ministry of Higher Education while enjoying a great deal of autonomy in administrative and
academic domains.
The government also paid careful attention to engineering education as an important means for
the development of human resources required for the development of society and facing the
changes and challenges of the future. Preparing an engineer is the focal point of engineering
education, which provides nations with engineering expertise required to build and manage
engineering projects. Engineering education combines many sciences including basic sciences
such as mathematics, physics, chemistry, and the specialized engineering sciences. The goal of
engineering education is to graduate qualified engineers capable of keeping up with scientific
and technological developments that deeply relate to all aspects of life.
The Development of Engineering Education in the Kingdom of Saudi Arabia:
The history of engineering education in the Kingdom of Saudi Arabia goes back to 1962 when
the first College of Engineering in the kingdom was established. This was part of a collaborative project between the Government of the Kingdom represented by the Ministry of Education
and UNESCO that supervised the newly established college until 1968 when it became part of
King Saud University (KSU). Following was the establishment of the College of Engineering
Sciences, King Fahd University of Petroleum and Minerals (KFUPM) in Dhahran in 1965. This
was followed by the establishment of engineering colleges that presently reached 21 colleges
affiliated with public universities as shown in Table (1). Additionally, there 8 private engineering colleges (see table (2).
12
Table (1): Engineering Colleges in Saudi Public Universities
City
Riyadh
Dhahran
Jeddah
University
KSU
KFUPM
)King Abdulaziz University (KAU
Makkah
)Um Alqura University (UQU
Abha
Buraidah
Madinah
Hail
Alahsa
Taif
Jazan
Najran
AlJouf
Albaha
Alkharj
)King Khaled University (KKU
)Qaseem University (QU
)Taibah University (TaibahU
)Hail University (HU
)King Faisal University (KFU
)Taif University (TU
)Jazan University (JU
)Najran University (NU
)AlJouf University (JU
)ALbaha University (BU
)Salman bin Abdulaziz University (SAU
Imam Mouhammad bin Saud University
)(ImamU
)Northern Border University (NBU
)University of Tabuk (UT
)Majmaah University (MU
)Dammam University (DU
)Shaqra University (SU
Riyadh
Arar
Tabuk
Majmaah
Dammam
Dawadmi
College
Engineering
Engineering Sciences
Engineering
Engineering & Islamic Architecture
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Table (2): Engineering Colleges in Saudi Private Universities & Colleges
City
Riyadh
Alkhobar
Riyadh
Jeddah
Riyadh
Tabuk
Jeddah
Buraidah
University
)Prince Sultan University (PSU
Prince Mohammad bin Fahd University
)(PMU
)Alfaisal University (Alfaisal
)Effat Private University (Effat
)Dar Al Uloom University (DAU
Prince Fahad bin Sultan University
)(FBSU
College of Business Administration
)(CBA
)Buraidah Colleges (BPC
College
Engineering
Engineering
Engineering
Engineering
Architectural Engineering
Engineering
Engineering & Information
Technology
Engineering
13
The expansion of engineering education in the Kingdom included all disciplines that provide
the Saudi engineer with a basis that would enable him/her to keep pace with scientific and
technical developments. The number of engineering students was 17 in 1962 studying at the
College of Engineering at KSU. Numbers have increased to about 33,000 students in 2010/2011
in all engineering disciplines in the Kingdom. This includes engineering, engineering industries, productivity and manufacturing engineering, architecture and construction according to
the Ministry of Higher Education Statistics Center (3). Sixteen Saudi engineers graduated from
the College of Engineering at KSU in 1966/1967 and by 2010/2011 there was a total of 3,900
engineering graduates (3).
Figure (1) illustrates the growth of engineering students and graduates in public universities
from the different engineering disciplines during the last thirty years. The figure points out the
wide gap between engineering education inputs and outputs over the past thirty years, as high
input was not met with equal output rates. Therefore, engineering education authorities should
seek explanations and develop appropriate solutions. This paper will present some of these
explanations, while discussing the challenges facing engineering education in the Kingdom of
Saudi Arabia.
14
Figure (1) Public University College of Engineering Student & Graduate Rates in Thirty Years
Table (3) illustrates the number of engineers per 100,000 population in Saudi Arabia and some
Arab and Gulf states, Germany, and Britain. Comparing these numbers, clarifies that the number of Saudi engineers is the least among these countries (except in the United Arab Emirates).
With a 113 engineers per 100,000 population. This shows that the number of engineering graduates is still insignificant as it is expected to increase with engineers graduating from emmerging
engineering colleges. No official numbers of Saudi engineers are available, however estimations are around 30,000 out of the 140,000 engineers working in the Kingdom.
Table (3) Engineers per 100,000 Residents in Some Countries
Country
Saudi Arabia
UAE
Kuwait
Bahrain
Jordan
Egypt
Morocco
Germany
Britain
Engineers / 100,000 Residents
Notes
113
460
68
1135
369
821
130
385
1000
2800
80
3800
5300
Citizens
Total
Citizens
Total
Citizens
Total
Citizens
Total
Source: National Policy for Engineers Professional Development Project in the Kingdom of Saudi Arabia
15
Disciplines & Engineering Programs:
Engineering colleges in Saudi universities offer a wide range of disciplines and engineering
programs. Tables (4) and (5) illustrate those disciplines and programs offered by Saudi public
and private engineering colleges respectively. Other colleges offer certain disciplines such as
Colleges of Architecture & Planning and/or Environmental Design offering architecture programs in some universities and Colleges of Computer Science offering computer-engineering
programs.
Tables (4) and (5) indicate that engineering colleges in public universities offer ninety three
engineering disciplines. While private engineering colleges and universities offer twenty four
disciplines. The College of Engineering at KAU leads engineering colleges in the Kingdom by
offering nine disciplines. It is followed by that of KSU with seven disciplines. The College of
Engineering at Taibah University offers the least number of disciplines among Saudi universities with only two.
It can be further noted that classical disciplines e.g. civil, electrical, and mechanical engineering are the most common engineering disciplines among Saudi public universities. Electrical
engineering is offered in twenty colleges while mechanical is in nineteen and civil in eighteen.
The College of Engineering at the University of Dammam offers contemporary disciplines not
offered by other colleges. These include construction, biomedical, and environmental engineering. Production, mining, thermal engineering, and nuclear engineering are only offered by the
College of Engineering at KAU. While surveying engineering is solely offered by at the College of Engineering at KSU. Regarding private higher education, electrical engineering is the
most common engineering discipline offered by five private colleges and universities in the
Kingdom (Table 5).
16
*
*
*
*
*
Civil
*
*
Electrical
*
*
Mechanical
Architectural
Computer
Aviation
Construction
*
Chemical
9
Petroleum
Production
Mining
Nuclear
Thermal
*
Industrial
7
Surveying
Biomedical
Environmental
Total
Table (4) Engineering Disciplines in Public Colleges of Engineering
Institution
*
*
*
KSU
*
*
KAU
*
*
*
*
KFUPM
*
*
*
*
King Faisal
*
*
*
Umm
Alqura
*
*
*
King
Khaled
3
*
*
*
Qassim
2
*
*
*
*
*
*
Hail
*
*
*
*
Jazan
*
*
*
Aljouf
*
*
*
Albaha
6
*
*
4
3
5
*
4
6
*
*
*
3
5
*
6
*
*
5
4
*
*
*
*
*
Najran
*
*
*
*
*
Northern
Borders
*
*
*
Almajmaah
*
*
*
*
*
Tabuk
*
*
*
Imam Muhammed
bin Saud
*
4
*
*
3
5
3
*
*
*
Taibah
*
Prince
Salman
Dammam
*
3
*
*
*
Taif
3
*
*
*
Shaqraa
19
20
18
Total
93
1
1
1
1
1
1
1
2
1
2
2
5
7
10
17
4
*
2
*
*
Civil
*
*
Alfaisal
*
Effat Private
Dar Al Uloom
*
2
*
2
*
2
Electrical
Mechanical
*
*
3
24
*
1
1
1
1
3
Prince Mohammad bin
Fahad
*
*
*
Institution
Prince Sultan
*
*
5
2
Industrial
*
Communication
*
Architectural
Construction
*
Software
Network
4
Production &
Manufacturing
Interior Design
Total
Table (5) Engineering Disciplines in Private Colleges of Engineering
3
*
*
CBA
*
Buraidah Colleges
*
2
Prince Fahad bin Sultan
3
5
2
Total
Visions of Colleges of Engineering
Visions of Saudi engineering colleges can be summarized in being focused on excellence, innovation, and leadership in engineering sciences, research, and community service. Following
are examples of some of the colleges’ visions:
• “to be a global College of Engineering and a leader in engineering education, innovative research, and building a knowledge society” College of Engineering at King Saud University (6)
• “Pioneering and innovating in engineering sciences and its applications,” College of Engineering at King Abdulaziz University (7)
• “to be a leading College of Engineering for advanced engineering sciences at local, regional,
and international levels. In addition to being an active partner in national development in the
field of engineering education, research, and community service,” College of Engineering &
Islamic Architecture at the University of Umm Al Qura (8)
• “The College aims to be distinctive locally, regionally, and globally as a leading educational
18
institution offering high-quality engineering programs and services “ College of Engineering at
the University of Qassim (9).
The visions of the remaining engineering colleges are similar to what was mentioned earlier.
Missions of Colleges of Engineering
The missions of Saudi engineering colleges emphasize on providing outstanding educational
programs, professionally prepare engineers, encourage research, and partnerships with various
community organizations. Following are examples of some of the missions of these colleges:
The College of Engineering is determined to provide high-quality advanced educational programs, interested in revolutionary variables facing engineers. The college seeks to enhance
professional practice in the different areas of engineering in addition to the contribution to securing the needs of the community through creativity, knowledge innovation, and transferring
engineering knowledge to younger generations through education, research, and partnerships
with industrial and governmental bodies” College of Engineering at King Saud University (6)
• “ preparation of exceptional engineers and leadership in research in addition to knowledge
transfer and nationalization in order to serve and develop the community” College of Engineering at King Abdulaziz University (7)
• “preparation of exceptional engineers capable to cope with the needs of the labor market
through collective action, innovation, and creativity with continuing education, teaching and
learning, research, and knowledge exchange according to the best academic standards and professional service needs of the local, national, and international community. In addition to encourage scientific and technical publishing and contribute to the developing cognitive abilities
of community members and its institutions and enable them to continuing education” College
of Engineering & Islamic Architecture at the University of Umm Al Qura (8)
• “the College of Engineering is seeking to meet the needs of the Saudi society and the region
by providing high quality programs in education, research, and community service,” College of
Engineering at the University of Qassim (9).
19
Challenges Facing Saudi Engineering Education:
There are many challenges facing engineering education in the Kingdom that engineering colleges should take into consideration. These challenges are facing all engineering colleges and
especially those in emerging universities. The key challenges include:
An Unclear Vision for Engineering Education in the Kingdom:
Those responsible for engineering education in the Kingdom have to identify the broad current
and prospective vision of engineering education. As assumed by Afaq Project “engineering section” that was sponsored by the Ministry of Higher Education as well as set the future vision
and overall objectives for engineering education. Thus, it would be possible to compare the
orientations of engineering colleges in the kingdom with the vision for engineering education
developed by the project.
Curricula & Engineering Education Outcomes:
Colleges of engineering should review study plans and assure keeping pace with developments
and new technologies in the different areas of engineering. They should also validate that these
study plans satisfy the different standards of external accreditation bodies such as the Accreditation Board for Engineering and Technology (ABET), as well as the standards of the National
Assessment & Accreditation Agency (NCAAA) (10). Accreditation is “an academic institution
or an academic program acquiring the official certificate from a recognized body assuring the
alignment of activities, processes, and procedures in such an institution or program with academic standards and good practices applied by that body” (10). Accreditation ensures quality
and the continuous improvement of the educational institution and its programs through a process of continuous review and evaluation.
Table No. (6) lists engineering programs in Saudi public institutions accredited by ABET (11).
Programs offered by colleges other than engineering e.g. architecture, construction, and computer in addition to Master’s programs were removed. It is important to note that engineering
20
programs in emerging universities were not accredited, as they are required to have at least
graduated two classes.
The NCAAA has not yet accredited any Saudi engineering program. NCAAA standards do
not vary across disciplines and/or programs. The same standards are applied for engineering,
humanities, and health programs. The NCAAA should play a key role in evaluating higher education institutions. Thus, programs should be made to increase its organizational structure and
training qualified nationals to work as program evaluators for Saudi public and private tertiary.
Table (6) ABET-Accredited Engineering Programs (11)
Institution
Program
Chemical
Civil
)Electrical (Biomedical
)Electrical (Computer
)Electrical (Electronics & Communications
KAU
)Electrical (Power & Machines
Industrial
)Mechanical (Aviation
)Mechanical (Mechanical Systems Production & Design
)Mechanical (Thermal & Desalination
Mining
Nuclear
21
Institution
Program
Aviation
Applied Chemical
Applied Civil
Applied Electrical
Applied Mechanical
KFUPM
Chemical
Civil
Electrical
Industrial & Systems
Mechanical
Petroleum
Chemical
Civil
KSU
Electrical
Industrial
Mechanical
Petroleum & Natural Gas
Civil
Qassim
Electrical
Mechanical
Source: ABET website (until 2011) (programs offered by colleges other than engineering colleges such
as architecture, construction, and computer as well as master’s programs have been removed)
These study plans should be based on engineering education outputs and the requirements that
must be met in an engineering program graduate. Following are ABET requirements (11) that
must be met in engineering graduates:
• The ability to apply knowledge in mathematics, science, and engineering.
• The ability to design and conduct experiments and data processing.
22
• The ability to design systems, units, and/or processes to achieve certain requirements
with acceptable restrictions; whether economic, environmental, social, political, ethical, and health and/or production-related.
• The ability to work with a multidisciplinary team.
• The ability to identify and solve engineering issues.
• Understand professional and ethical responsibilities.
• The ability to actively communicate.
• Be educated and knowledgeable to understand the impact of engineering solutions on
the economy, environment, and society
• The desire and ability to engage in lifelong learning.
• Understanding of contemporary issues
• The ability to use technology, skills, and modern engineering tools related to the engineering profession
There should be a balance between depth and expansion in study plans, so that there is profound
understanding and study in certain subjects, with a general sense of awareness towards a large
number of subjects (4).
Pedagogy
The focus of the educational process in engineering colleges should be on the student and his/
her active participation in this process rather than indoctrination, which they were used to prior
to entering college. Learning should also be based on participation and research not on individual effort(s). It also needs to be project-based where students collaborate to expand their
knowledge and search for data. This challenge requires great efforts from colleges to change the
teaching methods from indoctrination to being participative and interactive.
Focus should also be on improving students’ individual and leadership skills e.g. positive behavior, self-esteem, discipline, commitment, independence, self-confidence, and decision-making.
In addition to improving communication skills, dealing with others, and reinforcing the concept of teamwork. Literacy skills in specialization, creative thinking, and the use of technology
should not be overlooked (4). Faculty should also capitalize teaching and learning feedback.
23
Colleges of engineering should be a path to provide engineering education in a manner that
is relevant to the requirements of the labor market. Diversification in using modern teaching
methods e.g. active learning, cooperative learning, self-learning, explorative learning, learning
through problem-solving, and other methods that help improve the quality of graduates cognitively, professionally, and prepare them to work according to the requirements of the labor
market. In addition to qualify them for professional examinations offered by the Saudi Council
of Engineers.
Faculty
Engineering colleges should -specifically in emerging universities- to recruit highly qualified
faculty for teaching and research especially recent doctoral graduates from exceptional institutions. A major challenge for engineering colleges is the lack of exceptional faculty due to low
pay and weak incentives systems compared to the Gulf and regional institutions. Another challenge is lack of faculty professional experience and their insufficient practical and field experience, which leads to weak students in the applied aspects (4).
No doubt faculty, especially juniors, need redesigned professional development programs and
local and international training on modern methods of teaching and delivery. Faculty must also
work in a suitable environment to be able to devote themselves to their teaching, research and
community service loads with integration and balance. The faculty member in engineering education should be a mentor and/or facilitator and not just a speaker.
Scarcity of Contemporary Disciplines
Most engineering disciplines offered by engineering colleges in emerging universities are traditional specialties offered by preceding colleges. These include civil, electrical, mechanical engineering disciplines. Without a doubt these disciplines are imperative, however, focus should
be on contemporary disciplines that combine more than one program such as materials, environmental, energy, and other engineering disciplines. As international trends (in engineering
education), seem to focus on offering inter-departmental programs among engineering colleges.
Additionally, attention should be given to providing contemporary programs such as medical,
construction, and other engineering programs.
24
The College of Engineering & the Community
The relationship between the college of engineering and the different community organizations
can be classified into three categories:
1. Coordination between Saudi Engineering Colleges:
The coordination and cooperation between public and private colleges of engineering in
the Kingdom is very low as there is no cooperation in any official form. This resulted in the
inability of new colleges to capitalize on the experiences available in their predecessors.
Therefore, it is proposed to establish a coordination council for these colleges with members from all the private and public engineering colleges. This council should meet intermittently (once or twice) throughout the year. Council members should discuss all matters
related to engineering education and the appropriate means for its promotion, as well as the
exchange of experiences between these colleges.
2. Relationships between Engineering Colleges & Community Organizations:
The relationship between engineering colleges and community organizations is very weak
albeit that most engineering colleges’ visions involve partnering with the community. This
relation can be stimulated in many directions such as (12):
• Providing engineering consultations by engineering faculty to public and private institutions of the community.
• Community institutions sponsoring and promoting research centers, chairs, and projects
in the engineering colleges.
• Academic support by providing grants and sponsoring outstanding engineering students
in all departments and presenting awards for outstanding graduation projects in departments.
• Engineering student co-op training at these institutions.
• Offering specialized engineering workshops for engineers working in public and the
private sectors.
25
3. Colleges of Engineering, Graduates, & Employers:
Great attention should be given to opinions of engineering graduates and the problems they face
after graduation. Employers opinions regarding the engineers working for them and the skills
they lack is also imperative (feedback). Every college should have an alumni unit to follow-up
on their issues as well as utilize them in supporting the various programs and activities of the
college.
Colleges of Engineering in Emerging Universities
Colleges of Engineering have been established in all emerging Saudi universities. They were
created to accommodate more students in the various engineering disciplines. However, an immense gap exists between these newly founded colleges and their infrastructure. This includes
sufficient laboratories, technicians, and qualified faculty. The inadequacy in manpower regarding laboratories is due to the scarcity of Saudi professional technicians and qualified faculty.
Conclusions & Recommendations
Engineering education in the Kingdom has made ​​great strides and has evolved over the last
fifty years since the establishment of the College of Engineering at King Saud University in
1962. Where numbers increased from seventeen students back then to about 33.000 students in
the academic year 2010/2011. The development of engineering education requires discussing
its status in addition to regular updates to suit the changing needs of society. The philosophy
of engineering standards for the accreditation process (ABET, for example) is continuous improvement. The development of engineering education is a continuous process requiring the
following:
• Evaluation and development of engineering curricula
• Evaluation and development of faculty performance
• Updating infrastructure, e.g. laboratory equipment, classrooms, specialized engineering references, and so on.
This paper covered the development of engineering education in the Kingdom of Saudi Arabia
and the challenges it faces. The key recommendations are:
26
• Colleges of engineering should update study plans and assure their adherence with developments and new technologies in the various fields of engineering. Additionally,
these plans must also meet the standards of accreditation bodies such as ABET and the
NCAAA. These plans must be built on the outcomes of engineering education and the
requirements that must be met in graduates.
• Students should be the focal point of the educational process in engineering colleges
and need to be active participants in this process. Delivery of engineering education
should be updated to keep pace with labor market requirements. Modern teaching methods should be used to help improve the skills of engineering graduates.
• Colleges of engineering should recruit qualified faculty with excellence in teaching and
research. They should be trained and encouraged to use current teaching methods. They
should also be provided with an appropriate environment to conduct their teaching, research, and community service.
• Colleges of engineering -especially in emerging universities- should focus on contemporary interdepartmental disciplines that combine more than one engineering program.
• A coordinating council for engineering colleges should be established with members
from all public and private engineering colleges. Members of this council should meet
periodically -once or twice – a year and discuss all matters relating to engineering education, means to promote it, and exchange of experiences between these colleges.
• Strengthen the relationship between colleges of engineering and the various community
institutions and work on activating this relationship and partnership in a feasible manner.
• Creation of a unit in colleges of engineering for college alumni and their employers.
• Focus on developing the infrastructure of colleges of engineering in emerging university including laboratories, technicians, and qualified faculty.
27
References
Abdul Razak Abdul Fattah Ibrahim
“Excellence in engineering education
a look at the future” Engineering
Education, Issue 20, Kuwait, 1993.
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the Kingdom of Saudi Arabia”, Riyadh,
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Ministry of Higher Education, “Higher
ID=135&Lng=AR
College of Engineering & Islamic
Architecture at Umm Al-Qura University
website: http://uqu.edu.sa/engineeringarchitecture
College of Engineering at the University
of Qassim website: http://www.
Education Statistics in Saudi”, Higher
qu.edu.sa/SitePages/View.
Education Statistics Center, Ministry of
aspx?PublishedItemID=67
Higher Education website, Riyadh, 2012.
Khalid Sultan, “Engineering Education:
Challenges and Opportunities”, paper
presented to the International Conference
on Engineering Education, Qassim
University, 2007.
Saleh Al-Amro and others, “the national
methodology for vocational training for
engineers in Saudi Arabia,” the Saudi
Engineers, 2007
College of Engineering at King Saud
The National Commission for Academic
Accreditation & Assessment website:
http://www.ncaaa.org.sa/default.aspx
Accreditation Board for Engineering and
Technology in the United States of
America website: http://www.abet.org/
accreditation-outside-us
Al-Mhaidib, A. I. (2012) “Aspects
of Partnership between Colleges
of Engineering and the Society”,
proceedings of the Jubail First
University website: http://engineering.
International Conference on Engineering
ksu.edu.sa/Arabic/Pages/default.aspx
& Technology Education, May 14-15,
College of Engineering at King Abdulaziz
University website: http://engineering.
28
kau.edu.sa/Default.aspx?Site_
2012, jubail, Saudi Arabia.
Perspectives on
Global Trends in Engineering
Education
Prof. Haitham Mohamed Suhail Lababidi
Professor of Chemical Engineering
Vice President for Research
Kuwait University
Haitham.lababidi@ku.edu.kw
Introduction
Engineering Education aims at preparing successful engineers with a strong scientific
background, technical experience, and professional skills enabling them to understand the reality of society, to find the appropriate solution to contemporary problems and to innovate and
create in order to develop the profession of engineering. There is no doubt that it is necessary
for any engineer to have such array of knowledge, skills, and behavior to enhance productivity,
superiority, and leadership in an environment characterized by rapid technological development and concentration on sustainable development in manufacturing products and managing
processes and systems.
On the other hand, engineering education faces several challenges. The world now is in
a need to innovative engineering solutions, more than any previous time, in order to address the
current greatest challenges, starting from poverty and ending with climate change (Marjoram,
2010). To cope with the wheel of development and to meet the increasing needs of society,
many countries have directed to develop their human resources and invest in producing a highly
efficient and qualified manpower able to compete effectively in the global labor market and to
29
acquire economic advantages helping them
tive knowledge. Such kind of knowl-
develop their societies and turning them into
edge is considered as a complicated
knowledge-based societies ( Varghese, 2011).
process because the required spe-
In addition, realizing economic growth and
cializations are numerous and over-
human development needs technological
lapped.
innovations without which there will be no
production of new goods and services meeting the increasing needs of society. Such innovations are considered the main motive to
accelerate technological development and
make progress in scientific knowledge.
There is no doubt that such reality
creates many challenges facing both the engineers and the engineering education process equally. Such challenges stated in the
first report of UNESCO about engineering
can be summed up in the following (UNESCO, 2010a).
 Accelerating technological development: some technological information may be considered out-of-date
few years after being known. For
example, the technology of mobile
which spread yesterday may be considered old and valueless when the
new generation appears. This requires additional efforts exerted by
engineering students and instructors
to cope with and adapt to technological development.
30
 Globalization requires exchange of
information and innovations with
numerous partners worldwide; and
this requires an understanding of the
nature and diversity of cultures due
to differences between societies.
 There is a major challenge to ensure
continuity of the accelerating technological development for handling the
crucial issues, for instance, environment and social issues.
To address such challenges, educators
and decision makers in higher education institutions researched to discover the present
reality and to develop suitable plans in order
to update curricula and improve the methods of engineering education. In fact, there
are many studies that diagnosed the present
reality and agreed upon the kind of capacities and skills which future engineers should
possess. However, it is difficult to put a unified vision or to agree on solutions suitable
for all; what is applicable for an environment
may be inapplicable for another. In light of
this reality, the best model is to make use of
 Innovation no longer relies on indi-
experiments and experiences of the pioneer-
vidual knowledge but on collabora-
ing institutions and to observe changes of
engineering education in order to enhancing
currently prevailing in the world of engineer-
the level of engineering as a profession and
ing education . These themes are:
maintaining the role of engineers in society.
a-
Engineering education has been witnessing exceptional changes in practice and
methods. Such changes are imposed by contemporary social and economic challenges
economy;
b-
Student and professional mobility;
c-
The use of communications and instructional technology;
defined by Suthonkanokpong (Suthonkanokpong, 2011) in the following aspects:
a- Globalizing of industry and engineering professions;
b- The shift of engineering employment
from large companies to small and
medium-sized companies
c- The growing emphasis on entrepreneurialism
Changes forced by the fragile world
d-
The increasingly loud voice of the social imperative. This report will attempt to review the
most important global trends in engineering
education through studying the present reality of engineering education, defining the key
challenges that educationalists face, observing the track of development and predicting
the future of engineering profession. The
d- The growing share of engineering
first part will deal with the relationship be-
employment in nontraditional, less-
tween engineering education and technologi-
technical engineering work
cal development, then the impact of econom-
e- The shift to a knowledge-based “services” economy
f- Increasing opportunity for using technology in the education and work of
the engineering
Moreover, in an attempt to identify the
most important global changes and trends in
engineering education; Jones ( Jones, 2006),
after using three years of the Internation�al Engineering Education Digest as a data
source, concluded four connected themes
ic status and globalization on engineering
education. After that the report will discuss
the global trends in three axes that are: the
required characteristics of future engineers,
methods of engineering education, and engineering curricula.
Technology & Engineering Education
Throughout previous ages, engineering education witnessed various stages directly connected with the development of
industry, which always seek to adapt to the
demands of society and the international and
31
local pressures. As shown in figure (1), in-
search and establish scientific relationships
dustry has moved up rapidly in the time track
and partnerships with universities and re-
of industrial era followed by technological
search institutions which in turn benefited
era until it began to turn, at the outset of the
from the generous financial support coming
present century, into what can be called in-
from these companies which secured finan-
novative era. Industrial activity started in
cial abundance indemnified the lost amounts
limited environments through local and re-
of traditional support that resulted from the
gional companies in order to meet the needs
continuous world financial crises. This was
of a small geographical area. Then the activ-
not restricted to the developed countries,
ity turned into heavy and specialized indus-
but global companies resorted to move their
tries which imposed great scientific and tech-
research activities to developing countries
nological challenges. Moreover, the global
aiming at benefiting from markets, human
spread is a main feature of the technological
capital, and natural resources of the hosting
stage. The activity of most of the big industri-
country. UNESCO Science Report 2010 (
al companies has expanded and they became
UNESCO, 2010) pointed out that achiev-
known as global or multinational companies,
ing growth greatly relying on knowledge is
for their industrial operations and production
no longer limited to the developed member
lines have spread all over the world keeping
states of the Organization of Economic Co-
their identity and origin.
operation and Development ( OECD). Also,
Such
accelerating
technological
development urged global companies to
gradually give up the principle of monopolizing developing their products themselves
through its affiliated centers of research and
development. These companies directed,
during last decade, to support scientific re-
32
the process of generating value has increasingly depended on better utilizing knowledge, regardless of the development level,
form and origin of knowledge. This includes
new technologies of products and processes
that are nationally developed or reusing and
collecting knowledge arising abroad.
Engineering education development
track
Creation and innovation
Engineering sciences
Technical training and practice
1900
Industrial era
National Companies
1950
2000
2050
Technological era
Global Companies
Innovative era
International Companies
Industrial development track
The correlation between engineering education development and industrial development (a modified copy of Suthonkanokpon, 2011)
As a result, today competition in the technological field is not only limited to big companies and institutions, but also the researchers and creative persons worldwide have the opportunity to compete. Therefore, it can be concluded that the current stage is the milestone for
the era of creativity (see figure 1) which will be characterized by rapid and effective innovation
of solutions to be directly utilized for serving the urgent needs of society.
By reviewing the development process of engineering education, it can be concluded
that it was consistent with the development process of the industrial activity with regard to its
three stages shown in figure (1). Before 1950, the industrial era was requiring technological
and technical experiences and the main focus was on the practical application as the industries
were mainly depend on skills acquired from specialized trainings relevant to the nature of work.
On the other hand, the academic staff was enjoying practical experience due to being extensively involved in industry.
Technological and industrial development lead to an increasing desire for preparing new
generations of engineers with a strong scientific background. This is to serve and enrich the
33
development and superiority process in light
ing global trends and providing high level
of the competition taken place between com-
education and advanced tools suitable for the
panies to maintain their global shares. Mean-
future not for the time being (NAE, 2005).
while, an extensive attention was paid to engineering sciences. Accordingly, engineering
education had been significantly improved,
particularly the main engineering specializations: electrical, mechanical, and civil. As for
the academic staff, they had the lead in such
period through conducting the fundamental
theoretical research, writing deep and rich
books, and focusing on analysis and conclusion.
difference in the development stages of engineering education between the developed and
developing countries. Such difference occurs
due to the close relationship between engineering education and the industrial activity
and the technological developments in these
countries. According to UNESCO report in
2010, the United States, Europe and Japan
are still in the top ranks of technological de-
In order to cope with the technologi-
velopment with regard to scientific research
cal development, engineering education cur-
and development. However, it is noted that
rently aims at preparing a generation of en-
the emerging countries led by China are in-
gineers enjoying, in addition to the scientific
creasingly compete the developed countries
background, extra skills which enable them
(UNESCO 2010).
to create and innovate up-to-date solutions
suitable for different environments in order
to achieve the global prevalence. As a result, the term “Global Engineering” has been
emerged; accordingly, all the multinational
companies require that the fresh graduate
engineers must be “global engineers” to employ them.
It is a fact now that the innovation is
In a study titled “Engineering education
for a post-industrial world”, Wei (2005) classified the industrial activity in any country
into four stages:
A- Pre-industrial: Manpower in the industry is less than 20%;
B- Early-industrial: Manpower in the industry is more than 20%;
the key for maintaining the economic lead-
C- Late-industrial: Manpower in the in-
ership. Therefore, developed countries are
dustry decreased from the peak to
now competing to maintain high technology
20%;
shares. However, achieving success requires
adapting engineering education to the emerg-
34
It is crystal clear that there is a great
D- Post-industrial: Manpower in the industry is again less than 20%.
The study stated that the U.S.A
such countries constituted the first wave
reached the early industrial stage in 1965,
of the industry globalization moving to-
while China reached that stage in 1980
wards post-industrial era. The second
then South Korea in 1991 (Wei 2005).
wave was made by the less developed
There are several reasons for the de-
countries such as Japan and South Korea
crease of worker unmber in industry such
but they got benefit from the transition of
as the development of the industrial pro-
American industries to their territories.
cesses, efficient productivity, automation
The third wave is in progress now as Ja-
and large volume production. However,
pan and South Korea are investing new
the main two reasons are the increase
industrial undertakings in China, Malay-
of income level and the production of
sia, Thailand and Poland.
consumer goods abroad due to low pro-
duction cost and the availability of the
manpower, this can be called “industry
globalization”. The income increase led
to high demand on education, medical
services, entertainment and travel services, etc. Consequently, we can conclude
that services sector thrives when the local industrial activity begins to decline.
In such case, an increasing numbers of
American engineers were forced to work
in the service sector. It is noted in 1993
that the engineers were employed increasingly in the service sector not in the
industrial sector (Wei, 2005), this situation is still present so far.
After studying the American model
and the experiences of the other devel-
The problems related to the improve-
ment of life quality, which were overcome by the advanced technology, in
some countries will be less important
than other significant problems such as
access to water and food and housing in
other countries. Also the rapid population
growth will impose different types of
problems, as it mainly concentrates in the
least developing countries and leads to a
huge increase in youth numbers in such
countries while societies in the developed
countries become aging. In the two cases,
the engineer plays Indispensable different roles either to secure the welfare or to
mitigate the suffering in addition to solving the problems of those contradicting
societies.
oped countries, it can be concluded that
35
Global Economy and Engineering Ed-
er education in general and engineering
ucation
education in particular due to its high cost
comparing with other specializations.
Due to the global economy crisis
and the growing shortage of financing,
most of the world universities directed
facing the British universities but also
to search for alternative sources and to
the higher education institutions all over
adopt several strategies for increasing
the world. The reason of such problem
the revenues. Such strategies topped by
is the increasing tendency towards the
increasing tuitions, expanding the scope
higher education and the increase of its
of foreign fund raising for scientific re-
cost while many countries face increas-
search and developing commercial meth-
ing financial pressures. In the past, all
ods to utilize the outputs of the scientific
countries were considering that spend-
research.
ing money on the higher education is a
national investment achieving tangible
The economic pressures forced the
British University to minimize the resources allocated to the higher education
and scientific research, a matter which
threatened its competitive position and
the favorable historical elements which
granted the University the leadership in
many fields for several decades. The Brit-
returns. Accordingly, few lucky people
were enjoying free education and its consequent benefits. Now, countries cannot
practically afford spending on education
without the contribution of the direct
beneficiaries, taking into account that the
education must not be allowed only to the
ish government assigned Lord Browne to
rich.
study the file of higher education financ-
ing because the state affords billions on
cation is for free or against nominal
this concern and it was very difficult to
amount. However, such situation is now
continue afford these amounts even be-
significantly changing as the universi-
fore the world financial crisis (Al-Af-
ties are using several methods to cover
andy, 2010). The study recommended
the shortage resulting from subsidy cuts.
increasing the ceiling of tuitions and in-
These methods include imposing tuitions
terests of its loans (Lord Browne, 2010).
and offering curriculum for distance and
Undoubtedly, the report of Lord Browne
e- learning.
will significantly affect the future of high-
36
The financing problem is not only
In other parts in the world, the edu-
The impact of Globalization
Globalization, coupled with the rapid
interdependence between these different dimensions (Hallak, 2000).
expansion and the ever-changing science and
technology, has profoundly influenced the
higher education, particularly engineering
education. Globalization can be defined as
“the reality shaped by an increasingly integrated world economy, new information and
communications technology, the emergence
of an international knowledge network, the
role of the English language” (Liz Reisberg
and Laura Rumbley, 2009). The governments
and universities responded to the concept of
globalization through implementing set of
policies and programs, it can be called “internationalization”. The internationalization
policies and programs include providing
abroad scholarships for the students, establishing branches all over the world or cooperating and making partnerships with education institutions and universities worldwide.
It is crystal clear now that the impact
of globalization has already had a profound
effect on engineering education, especially
because it is coupled with the rapid scientific
and technological development. Accordingly, new demands are imposed on the higher
education institutions worldwide to review
the educational systems. As a result, many
higher education institutions are in the process of making radical changes to meet the
international standards, offer qualifications
that are internationally recognized and produce graduate engineers with global potentials. The priorities of engineering educators
are topped by setting criteria, establishing
the accredited education systems to unify the
qualification, considering the recognition of
qualifications granted by the worldwide uni-
Hallak (2000) states that globaliza-
versities and, more importantly, obtaining the
tion is “a combination of free exchange of
international recognition for their qualifica-
goods, services and the capital”. He pointed
tions (Nguyen and Pudlowski, 2006).
out that the globalization is not a new phe-
nomenon as historical evidence suggests that
globalization has existed for quite some time
as a result of some international agreements
such as General Agreement on Tariffs and
Trade (GATT) of 1974. Hallak added that the
few past years witnessed rapid implications
of globalization due to three essential elements: the extent of the economic freedom,
the increase in technological innovation, the
Student Mobilization is a main aspect
of globalization. The report, presented in the
UNESCO Global Conference on education
(Liz Reisberg and Laura Rumbley, 2009),
stated that there are more than 2.5 million
students studying abroad and this number
is expected to reach 8 million by 2020. The
international students constitute important
resources for the hosting universities to the
extent that some universities developed its
37
academic systems and set of strategies to
and certainly they will continue changing in
get benefit from the new global environment
the future.
and to attract the nonresident students. For
examples, some universities located in NonEnglish speaking countries have had willfully introduced academic degrees in English to
attract the students.
Obviously, Globalization and interna-
tionalization have significantly affected labor
market worldwide. The international companies are seeking to attract new skills and
competencies able to address challenges and
to handle work in different environments.
The major challenge is not only to develop
capabilities but also to achieve the ability to
adapt and to work with multinational and cultural teams in an ever-changing environment
(Duderstadt, 2008).
Characteristics of future engineers
The approaches of evaluating and
improving education methods should be
continuously reviewed in order to meet the
needs resulting from the accelerating social,
economic and political changes and to come
up with the rapid scientific and technological
developments. In addition, future engineers
38
Therefore, it is highly important
to adapt the engineers to the new trends in
addition to educating and making the new
generation of students aware of the needed
tools necessary for dealing with the world not
only for the time being but also in the future
(NAE, 2005).
There are three elements that constitute the features of the engineers. The first
one is the knowledge, including facts and
concepts. The second element is the skills
used in managing and applying that knowledge such as calculating, testing, collecting
and analyzing data, communication skills
and teamwork skills. Finally, the third one is
the behavior including values, interests, preferences and favorites. Such behavior will direct the knowledge and the skills to achieve
a specific goal. In other word, knowledge is
considered the data base of the professional
engineer while the skills are the tools used to
utilize the knowledge for accomplishing specific work in accordance with his behavior
(Rugarcia et al., 2000).
must be well prepared for being able to cope
Briefly, the urgent need now is to pre-
with such changes and to work in the ever-
pare the future engineers and enhance their
changing environments. There is no doubt
capabilities including knowledge, skills and
that labor market needs and the required
behavior. To ensure education quality, the
characteristics of engineers are changing in
education institutions tended to set the stan-
parallel with the rapid changes taken place in
dards and the elements of evaluation which
the industry and the working environments,
identify the characteristics and attributes
must be acquired by the graduate engineers. Some characteristics identified by the National
Academy of Engineering (NAE, 2005) will be shown below in figure (2). In addition, figure (3)
will show Criteria for Accrediting Engineering Programs by the American Accreditation Board
for Engineering and Technology (ABET, 2012).
;a): Strong analytical skills(22-(b): Practical ingenuity and creativity;
2-(c): Good communication skills;
2-(d): Business management and leadership skills;
2-(e): High ethical standards & strong sense of professionalism;
2-(f): Dynamism, agility, resilience, and flexibility;
2-(g): lifelong learners
h): problem solving capabilities in the social, technical and operational contexts(2Figure (2): Characteristics of future engineers identified by the National Academy of Engineering (NAE, 2005).
3-(a): an ability to apply knowledge of mathematics, science, and engineering;
3-(b): an ability to design and conduct experiments, as well as to analyze and interpret data;
3-(c): an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability;
3-(d): an ability to function on multidisciplinary teams;
3-(e): an ability to identify, formulate, and solve engineering problems;
3-(f): an understanding of professional and ethical responsibility;
3-(g): an ability to communicate effectively;
3-(h): the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context;
3-(i): a recognition of the need for, and an ability to engage in life-long learning;
3-(j): a knowledge of contemporary issues;
3-(k): an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Figure (3): 2012/2013 Criteria for Accrediting Engineering Programs by the American Accreditation Board for Engineering and Technology (ABET, 2012).
As for companies and employer perspective, there are specific and expected skills and ex-
periences required when employing fresh graduates engineers. Hereinafter the study conducted
39
by Boeing Company which covered all employees in the company (Treuren, 2010). The study
concluded the attributes clarified in figure (4).
a): A good understanding of engineering science fundamentals: mathematics (including(4statistics), physical and life sciences and information technology (far more than
)”“computer literacy
b): A good understanding of design and manufacturing processes(4c): A multi-disciplinary, system perspective(4d): A basic understanding of the context in which engineering is practiced; economics,(4history, the environment and customer and societal needs
)e): Good communication skills (written, oral, listening and graphic(4f): High ethical standards(4g): An ability to think both critically and creatively – independently and cooperatively(4h): Flexibility – the ability and self-confidence to adapt to rapid or major change(4i): Curiosity and a desire to learn for life(4j): Profound understanding of the importance of team work(4)k): Global awareness (knowledge at least one language other than English(4Figure (4): desired attributes of an engineer by Boeing Company (Treuren, 2010)
As for the required characteristics of the Arab engineers, Dr. Abd Allah Bin Saleh Gomaa’ summed them up, in the First Saudi Engineering Forum in Dhahran, saying “We need
engineers enjoying the experience & cleverness of businessmen and enhancing their technical
40
and engineering capabilities and knowledge
According to the abovementioned, it is
with strong academic skills in business eco-
clear that there is identification and similar-
nomic analysis field. This constitutes a new
ity between attributes of today’s engineers
challenge hopefully the academic circles can
identified by the different bodies. Such bod-
overcome” (Saudi Aramco, 2006). Also, he
ies highlighted the importance of acquiring
identified the capabilities and skills which
personal skills, or what is called “metacog-
must be acquired by the engineers in five
nitive skills”, in addition to the strong engi-
main fields: scientific ability, applied skill,
neering background. In order to conclude the
commercial sense, future thinking and deal-
attributes that the engineers must possess ei-
ing skills.
ther today or in the future, following are the
classifications suggested by (Rugarcia et al.,
not change significantly throughout years.
2000):
The usual scene when entering any class is as
a- Independent, interdependent and lifetime learning skills;
b- Problem solving, critical thinking,
and creative thinking skills;
follows; the lecturer is standing in the front
of the class repeating loudly what is written
on the blackboard or what is displayed on the
projector and from time to time he interacts
with the students through asking questions
c- Interpersonal and teamwork skills;
and inquiries, then at the end of the class
d- Communication skills;
he gives the relevant homework and assign-
e- Self-assessment skills;
f- Integrative and global thinking skills;
g- Change management skills.
ments.
This traditional method is known as
(deductive learning) in which the lecturer
begins with introducing the concept and the
In addition to the aforementioned skills,
general principles of the topic, then explain-
there are additional skills enabling fresh
ing the concept supported by practical ex-
graduates to function and compete globally.
amples, assigning homework to practice the
Globalization requires preparing global en-
concepts, and finally testing students ability
gineers equipped with skills including mas-
to do the same sorts of things on exams.
tering foreign languages other than English,
appreciation and acceptance of other cultures
and customs as well as understanding laws,
professional code of ethics and business
practices of the hosting country (Nguyen and
Pudlowski, 2006).
In fact, this traditional method still
exists ostensibly, however, there is no doubt
that the educational process has been developed due to alternative educational techniques which proved its effectiveness and
ability to achieve a significant shift in engineering education. In addition to deductive
Methods of engineering education
learning methods, there are many other fol-
lowed alternative methods which achieve the
The traditional method of teaching
depends on delivering lectures and giving
specific assignments by professors. In return,
students must attend lectures, take notes, and
do assignments individually. This method did
required goals and mainly focus on developing the personal capabilities and skills of the
students. Inductive learning is a main alternative method, which allows students to think
41
in addition to reorganizing and adapting their
than simply absorbing versions presented by
stored information to be able to visualize new
their teachers. The methods almost always
relations. Topics, in this learning method, are
involve students discussing questions and
introduced through expressing specific notes,
solving problems in class (active learning),
studying a case or raising a question to be
with much of the work in and out of class be-
answered. Students do not receive any as-
ing done by students working in groups (col-
sistance or explanation of specific concept or
laborative or cooperative learning).
theory except if needed (Prince and Felder,
2006).
or
project-based
learning is an innovative educational methInductive teaching and learning is
od, that has proved its effectiveness, and has
an umbrella term that encompasses a range
been adopted in most of higher education
of instructional methods including inquiry
programs around the world (kolmosk, 2011).
learning, problem-based learning, project-
It is an effective tool to develop metacogni-
based learning, case-based teaching, discov-
tion skills such as cooperation, team work-
ery learning, and just-in-time teaching. These
ing, communication skills, project manage-
methods have many features in common, be-
ment and the development of the ability to
sides the fact that they all qualify as inductive.
innovate and create. It also encourages stu-
They are all learner-centered (also known as
dents to learn and lead in addition to increas-
student-centered), meaning that they impose
ing their involvement and cooperation with
more responsibility on students for their own
society. Problem-based learning focuses on
learning than the traditional lecture-based
thinking, discussion, and cooperative learn-
deductive approach. They are all supported
ing which all are activities providing interac-
by research findings that students learn by
tion between the instructor and student and
fitting new information into existing cogni-
between student and team. Such interaction
tive structures and are unlikely to learn if the
develops thinking at the team level on one
information has few apparent connections to
hand and at the individual level on the other
what they already know and believe (Prince
hand if compared with the traditional method
and Felder, 2006). It is worth mentioning
that only focuses on receiving and memoriz-
that these educational methods, when being
ing information ( Abdel-wasee, 2008 ).
applied appropriately, have been welcomed
and accepted by the students as they could
construct their own versions of reality rather
42
Problem-based
If we realize that problem- based
learning requires to begin defining the problem, setting and analyzing hypotheses so that
the ideal solution can be chosen and accepted,
academic accreditation for various engineer-
we will find that these mental activities con-
ing programs.
tain activities such as addressing or perhaps
challenging the learner’s mind, a matter that
raises learner effectiveness, participation,
and perception of what is happening around
him. It also helps him to concentrate on understanding the problem before attempting to
find a way to solve. This includes planning,
following up,
monitoring and estimating
type of work and potential time to perform
this work. Zekra Abdel- Wasee (2008) stated that when training students on problembased learning method, their metacognition
skills automatically improve specially in
basic stages in which the direct training of
metacognition skills is not preferred.
Briefly, there is a clear shift towards
learning methods which develop thinking
skills generally and metacognition skills particularly. There is an increasing interest in
turning from teaching information into teach-
Several lecturers, in engineering
education, trend clearly towards reconsidering the teaching methods and adopting new
methods. This is resulted due to the sincere
efforts exerted to integrate these new methods into curricula. Moreover, such methods
are willfully introduced and explained in
certain parts or annexes in a good number of
educational books. This trend goes in parallel
with the recommendations of the workshop
organized by the National Academy of Engineering in 2009 to explore how engineering
curricula could be enhanced to better prepare
future engineers. The recommendations are
as follows (NAE, 2009):
a- The need to restructure engineer-
ing curricula to focus on inductive teaching and learning;
ing skills and strategies of teaching process.
b- The importance of applying in-
Student’s acquisition of skill leads to deeper
tegrated, just-in-time learning of
and more solid learning. At the same time,
relevant topics;
the student becomes more independent. Fur-
c- The need to make more extensive
thermore, there are many efforts exerted by
use and implementation of learn-
educationalists to create educational strate-
ing technologies.
gies and methods particularly designed to
develop the metacognition skills. The main
motive for this approach is that these skills
are main requirements in the criteria of the
Fogler’s book, “Elements of Chemical Reaction Engineering”, (Fogler, 2006)
is clear evidence that the new engineering
educational methods became present in the
43
different curricula. The author defined in
such as chemistry, physics, biology, math-
the preface of the fourth edition three goals;
ematics, computer science, etc.
the first one related to the chemical reaction
engineering, while the second and the third
goals focused on developing critical thinking skills and creative thinking skills. Fogler succeeded to include in his book several
methods and issues that facilitate acquiring
these skills by the lecturer and the student.
The Book included several open-ended questions suggested additional reading material
and displayed topics quoted from scientific
journals, some of them are controversial.
Observers of engineering curricula
will find that there is an attraction between
two main goals of the contemporary engineering education: concentrating on the basic sciences and preparing of engineers specialized in a set of necessary techniques for
doing work perfectly, and at the same time
equipping the engineers with a set of skills
enabling them to comprehensively deal with
labor market requirements. This attraction, in
turn, led to essential changes in engineering
education during the past half-century as it
Engineering Education Curricula
The global challenges and changes, in
the economic, social and technological fields,
require continuous review of engineering education curricula in order to serve society and
to cope with industry demands and scientific
progress. In return, the information required
to be possessed by engineers are increasing
rapidly to the extent that engineering curricula cannot cover. Previously, the work scope
of engineers was limited to specific specialization but now there are various engineering
specializations including but not limited to:
bio technology, environment science, safety, health, Nanotechnology, Semiconductor
44
becomes an integrated model of engineering science and professional skills instead of
being only curricula based on sciences and
theories.
However, the actual application
of this model still significantly varies from
university to another specially between prestigious universities which lead research and
development in this field and attempt to adapt
to this model in line with its capabilities and
its environment requirements.
To find out the main global trends
of engineering education curricula development, hereinafter the recommendations included in the executive summary of National
Academic for Engineering (NAE, 2005):
manufacturing technology and business. To
a- The baccalaureate degree should be
be aware of these specializations, the engi-
recognized as the “pre-engineering”
neer should understand the basic sciences
or “trainee engineer” degree;
b- Accreditation of engineering programs in baccalaureate and master
levels and considering that education
through a “professional” master’s degree produces an AME, an accredited
“master” engineer.
c- Engineering schools should more
improve math, science, and engineering education at the K-12 level;
h- The National Science Foundation
should collect and/or fund collection of comprehensive date related to
curricula and outcomes to enable the
newcomer student to know the avail-
vigorously exploit the flexibility in-
able engineering programs
herent in the academic accreditation
After reviewing the above recom-
criteria (ABET EC2000) to develop
the curricula. Also, the essence of engineering should be taught from the
earliest stages of the curriculum, including the first year.
mendations, it can be concluded, specially from the first two recommendations
(a and b), that it becomes unattainable
to meet the increasing requirements expected to be obtained from the baccalau-
d- As well as producing engineers ex-
reate of engineering program. Several
cellent in basic sciences and able to
researchers agreed that the four or even
discover and solve problems, engi-
five years are not sufficient to prepare the
neering schools should train the stu-
future engineers and to meet the required
dents to be long life learners;
criteria stated previously in this report
e- Engineering educators should develop multi specializations topic in curricula and explore the development of
case studies of engineering successes
and failures and the appropriate use
of a case-studies approach ;
f- Encouraging national students to obtain Masters and PhD;
(Wei, 2005; Jamieson, 2007). In addition,
it is very difficult to achieve deepness and
expansion of specializations in traditional curricula. The real challenge, facing
the educators, is that they are expected to
teach the basic subjects in the specialization as well as “other things” relevant to
metacognition, taking into account that
introducing these “other things” into the
g- Engineering schools should lend their
traditional environments is difficult. Ac-
energies to the national efforts exert-
cordingly, there is a trend among aca-
ed to promote public understanding
demics calling for considering the four-
of engineering and technology and to
years baccalaureate as a pre-stage before
45
granting the engineering degree like the
by the basic engineering sciences. As a
case in medicine and law degrees.
result, the students will be able to learn
Wei suggested a solution (Wei, 2005)
represented in replacing the traditional
method, which sets a list of basic special-
46
how to make designs, solve problems and
deal with developments and cutting-edge
technology.
ization curricula required for graduation,
In fact, several universities took ad-
with a set of parallel tracks of different
vanced steps towards finding different
and more specific specializations and
alternatives such as introducing more
considering the other curricula as elec-
supporting specializations in addition
tives. On the other hand, Jamieson sug-
to cooperation and internship programs
gested (Jamieson, 2007) to restructure the
with the industry which played effec-
curricula through concentrating mainly
tive role in training the students on the
on the engineering experiences covered
required experiences and skills.
References
Liz Reisberg and Laura Rumbley, L.E (2010)
Marjuram, Tony (2010). The first Report of
“Trends in Global Higher Education: Track-
UNESCO World Engineering: the shortage
ing an Academic Revolution”, translation
of engineers ( decrease in the number of en-
of a report prepared for the UNESCO World
gineers) threatens development, Department
Conference on Higher Education in 2009, the
of Basic Sciences and Engineering Sciences,
Centre for Research and Studies in the Minis-
Natural Sciences Sector, UNESCO, France.
try of Higher Education, Riyadh.
http://www.unesco.org/new/ar/media-servic-
Saudi Aramco (2006). “Engineering Educa-
es
tion 2020: meeting the needs of industry,”
“Zekra Yusuf Abdel- Wasee (2008 ). The ef-
First Saudi Engineering Forum in Dhahran,
Saudi Arabia, 24/5/2006.
fectiveness of a problem- based program
in developing skills of metacognition»,
http://www.saudiaramco.com/ar-sa/home/
Master›s Thesis, University of Taiz, Yemen.
news/speaches
http://www.yemen-nic.info/db/studies/stud-
UNESCO (2010). UNESCO Science Report
ies/detail.php?ID=20805 2010, the current status of science in differ-
Abd al-Wahhab Al-Afandi (2010). British
ent parts of the world, the executive summary, UNESCO, Paris.
universities crisis and the problem of global
leadership, Arab Jerusalem, October 14, 2010
47
48
Perspectives on
Bridging Engineering and
Technology Education
Prof. Megat Johari Megat Mohd Noor
Professor & Dean of Malaysia Japan International
Institute of Technology, Universiti Teknology
Malaysia
Introduction
Science, Engineering and Technology (SET) or Science, Technology, Engineering and Mathematics
(STEM) education has been the focus of interest in almost all nations that are progressing or aspiring
towards modernizing or leading in the advancement of technology and increasing innovative prowess.
The close interactions between these disciplines are indeed essential for the sustainable growth of a
nation. Engineering is regarded as a profession for wealth creation and bettering the life of mankind,
through advancing the technology frontiers, just as science is pushing the frontier of knowledge.
Mathematics on the other hand is said to be the language of engineers.
Engineering has evolved from a vocation of practical and empirical approach with strong craftsmanship
and apprenticeship to theoretical and scientific approach presently. It has gone beyond the knowledge
of specification of standards. Such an evolution, which is expected with the expanding domain of
engineering knowledge, creates some ripples as to who can be considered as engineers, and how would
their education be formulated. Vocations as technologists or engineering technologists are also currently
being propagated, though even the industry at times is confused with these terminologies.
Differentiation between engineers and technicians are relatively clearly understood by many but the
vocation, technologists or engineering technologists that is supposed to bridge the two vocations, do create
49
the misunderstanding. Should these vocations (engineers, technologists or engineering technologists) be
considered as one of the same (as engineers) or they are different or possibly complementing? Is there a
need for any articulation pathway between them, at the education and/or vocation levels?
Should engineering education, within the limited duration of study of four to five years, be adequate to
address the whole spectrum of engineering and technology? What exactly is the appropriate interaction
between the two domains, engineering and technology, to produce engineers then? Would the balance in
engineering education be offset by the demand of key skills or human skills?
Definitions
According to Encyclopedia Britannica:
“Engineering is the application of science to the optimum conversion of the resources of
nature to the uses of humankind”.
Merriam Webster Dictionary defines:
“Technology is the application of knowledge to the practical aims of human life or to changing
and manipulating the human environment. It focuses on making things happen”.
The ultimate aim and the source of knowledge are relatively similar, but the depth of knowledge required
may differ. ABET Inc., a United States based accrediting body, propagates the distinction between
engineering and engineering technology as follows:
“Engineering is the profession in which knowledge of the mathematical and natural sciences
gained by study, experience, and practices are applied with judgment to develop ways to
utilize economically the materials and forces of nature for the benefit of mankind”.
“Engineering Technology is the part of the technological field that requires the application of
scientific and engineering knowledge and methods combined with technical skills in support
of engineering activities; it lies in the occupational spectrum between the craftsman and the
engineer at the end of the spectrum closest to the engineer”.
Engineering and Technology Domains
Both the engineering and engineering technology domains are within the spectrum of the engineering
team; technicians, engineering technologists and engineers, as shown in Figure 1. Despite the distinction,
50
end of the spectrum closest to the engineer”.
Engineering and Technology Domains
Both Inc.
the engineering
and engineering
technology
are within
theone
spectrum
of that an
ABET
specifies engineering
technologists
as closer domains
to the engineers.
Thus,
may expect
the engineering team; technicians, engineering technologists and engineers, as shown
in Figure 1. Despite the distinction, ABET Inc. specifies engineering technologists as
closerlearning
to the engineers.
one may
that
engineer
typically
would
be able of the
further
to be able Thus,
to undertake
theexpect
work of
an an
engineer.
Figure
2 shows
a schematic
to undertake the work of a technologist but a technologist would need further learning
close approximate of the over-lappings between the three vocations of the engineering team. In some
to be able to undertake the work of an engineer. Figure 2 shows a schematic of the
countries
or regions both
theover-lappings
vocations, engineers
andthe
engineering
technologists
are considered one,
close approximate
of the
between
three vocations
of the engineering
team.
In some countries
or regions
bothbetween
the vocations,
engineers
engineering
i.e.,
as engineers,
with no distinction
made
practice oriented
andand
theoretical
approach, despite
technologists are considered one, i.e., as engineers, with no distinction made between
having
different
education
pathways between
them.
practice
oriented
and theoretical
approach,
despite having different education
pathways between them.
engineer typically would be able to undertake the work of a technologist but a technologist would need
Figure 1: The Engineering Team Spectrum
Technicians - Skilled based
Engineering Technologists - Practice based
Engineers - Theory based
Figure 1: The Engineering Team Spectrum
2
Figure 2: Schematic diagram showing the over-lappings of the vocations within the
engineering team
Although the engineering team is within a common spectrum, the boundary between each domain is
without clear distinctions. There are possibilities for an engineering education programme to stray
into the technician or engineering technology domain. Usually it happens when the providers are not
exercising control but succumb to the demand of the industry. Educational objectives are compromised
and a programme is then classified as practice oriented or even skilled oriented, despite the original
intention is to produce engineers.
A study sponsored by Universiti Kuala Lumpur in 2009, entitled “Engineering Team – The Future:
51
Role of Engineering Technologist”, confirmed the confusion in terminologies among the industry
players as to the role of “engineers”; practice oriented and theoretical engineers are seen as one, but the
majority prefers the “engineers” who are practice oriented. This is highly expected, as the respondents
that participated in the study were carefully chosen from the manufacturing sectors in Malaysia;
which indeed majority of the sector is known for requiring the skills and competencies of engineering
technologists, but recognizing them as engineers. This phenomenon is not only unique to Malaysia, but
even happening to the industrialized nations. In some of these countries (e.g. United Kingdom, United
States of America and Australia), despite the professional bodies demarcating clearly the domain of
the vocations, majority of the industry is still oblivious of the changes, and possibly seen purely as
an academic exercise. Industry is satisfied as long as they continue to receive the supply of graduates
appropriate to their needs. The study noted the decline in interest in engineering technology in countries
like United Kingdom, United States of America and Australia, but strong commitment to pursue both
in Europe.
In Europe generally, the pathway for practice oriented engineers exists in tandem with that of the
theoretical engineers, and the industry selects on the basis of needs. Not that the differentiation does
not exist, but it is an accepted norm that both exist side by side. In fact in Germany the pathways of
differentiation even began relatively at the early years of schooling. In Asia efforts to differentiate,
especially under the International Engineering Alliance’s group of education accords, are on course.
Malaysia, for example had began debating about Engineers and Engineering Technologists back in
the early 2000s. The country was producing only engineers then, but the Government recognized the
missing gap of the practice oriented engineers within the workforce, for Malaysia to be an industrialized
nation. The gap was all the while filled up by engineers. The demarcation however has a significant
effect on the perception of public. One is seen lesser than the other.
The young generation always has high aspirations on the vocations of choice, i.e., to be engineers,
architects, doctors etc., but not those of the supporting vocations. Apprenticeship has given way to
formal education due to democratization of knowledge. Access to higher education is the norm rather
than an exception nowadays. Industry is deprived of skilled workers as the exodus is towards knowledge
based “white collared” jobs. Thus it is expectedly of industry to require more skilled based engineering
graduates. In some countries engineering graduates are more employable after taking the skilled
certificates.
52
Engineering Qualifications Framework
Engineering Qualifications Framework
The engineering qualification framework has evolved in many countries to accommodate the skilled
The engineering qualification framework has evolved in many countries to
accommodate the skilled based education pathway, known as Technical and
engineering
qualification
framework
with articulation
is engineering
shown in Figure
3. The framework
Vocational
Education
and Training
(TVET).pathways
A typical
qualification
framework
withtoarticulation
pathways
is shown
Figureto3.the
The
frameworkofmay
may differ
with respect
the articulation
pathway
and alsoinsubject
requirements
regulating
differ with respect to the articulation pathway and also subject to the requirements of
professional
bodies.professional
As an example,
the Malaysian
regulating
professionalregulating
body, Board
of Engineers
regulating
bodies.
As an example,
the Malaysian
professional
body,
Board
of Engineers
Malaysia
specifies
the equivalent
the
“A levels”
Malaysia
(BEM),
specifies
the equivalent
of the )BEM(,
“A levels”
of the United
Kingdom asofthe
minimum
intake
of the United Kingdom as the minimum intake qualification for bachelor of
qualification
for bachelor
of engineering
Thus, those
with
skilled
based
route
would find
engineering
programmes.
Thus,programmes.
those with skilled
based
route
would
find
difficulty
to
articulate
intointo
engineering
unlike
articulation
TheMalaysian
difficulty
to articulate
engineering
unlike
articulationinto
intoengineering
engineering technology.
technology. The
Malaysian engineering qualification framework has however evolved to include
engineering qualification framework has however evolved to include engineering technology, when the
engineering technology, when the Board of Engineers Malaysia decided to register
engineering
graduates
beginning
2012. This
would graduates
later be followed
Board of
Engineers technology
Malaysia decided
to register
engineering
technology
beginningwith
2012.
the technician stream.
based education pathway, known as Technical and Vocational Education and Training (TVET). A typical
This would later be followed with the technician stream.
Technical &
Vocational
(Skilled Based)
Engineering
Technology
Engineering
Diploma and
Certificates
Diploma
Diploma
Bachelor
Degree or
Equivalency
Bachelor,
Master,
Doctoral
Degrees
Bachelor,
Master,
Doctoral
Degrees
Figure
3: A typical
higher education
Figure 3: A typical higher
education
qualification
framework qualification framework
It is an interesting point to ponder on the path of evolution the qualification
framework would take. There have been numerous initiatives at the regional and
national levels to set standards or best practices for engineering and technology
It is an interesting point to ponder on the path of evolution the qualification framework would take.
education. For most countries this would be under the purview of the Ministry of
There have
been numerous
initiatives
at the Education.
regional andIn
national
to setthey
standards
or by
bestthe
practices
Education
or Ministry
of Higher
some levels
countries
are led
regulatory
or
professional
bodies.
for engineering and technology education. For most countries this would be under the purview of the
Ministry of Education or Ministry of Higher Education. In some countries they are led by the regulatory
Liberalization
or professional
bodies. and Globalization
With the dismantling of trade barriers, under the World Trade Organization
initiatives, through bilateral and multilateral agreements that we are seeing today, the
4
53
Liberalization and Globalization
With the dismantling of trade barriers, under the World Trade Organization initiatives, through bilateral
and multilateral agreements that we are seeing today, the education sector is also without exception
being affected. Not only fulfilling the local requirements is necessary, there is also the need to meet the
requirements for international mobility.
Internationalization of engineering and technology programmes becomes inevitable, if a nation wants
to be relevant and progressing. Developed nations are seen struggling in attracting adequate potential
local students to take up these important disciplines. The opening up to foreign students, especially from
under-developed or developing nations, could serve as a solution to meet the deficit, though nowadays
education has become more of a commodity in these countries. Transnational education model has also
evolved with globalization, where countries are now opening up off shore campuses. All these have
added a new dimension that the graduates must be relevant and prepared to face the global challenges
and development.
A number of nations are seriously liberalizing their education sector in order to transform into education
hubs. The cross border or transnational education with undifferentiated approach is now a common
phenomenon. Homogenizing a host nation’s education policy may well be an acrobatic balancing act
when trying to fit the different education models and philosophies of the home countries where the
programmes come from. Liberalization of education has already added to the tension among the local
providers of education to be competitive. Adoption of double standards to accommodate the cross
border education in such a highly competitive market may push the local providers to be uncompetitive.
Developing a “one size fits all” standards would be a tussle. It is definitely a challenge to the accreditation
body in such countries to be governed by conflicting or different requirements.
International Agreements
International or common standards have become a point of interest for developed and developing nations
alike, and several initiatives at international level are progressing well. These initiatives which started in
the eighties, such as the Washington Accord (WA) and the Bologna Declaration, are presently playing
more significant roles. One is fuelled by the political will, as in the Bologna Process, whereas the
54
Figure 4: International Agreements on Education (with duration of
study)
and Mobility
other is by non-governmental professional
bodies.
Figure 4 shows a schematic diagram of the selected
agreements
and initiatives.
The Washington
Accord is an agreement of equivalency at the bachelor’s degree in
1989 that were followed by the Sydney and Dublin accords, which address the
Figure technology
4: International
Education (with
duration of These
study) and
Mobility
engineering
andAgreements
technicianon
qualifications
respectively.
three
agreements are associated with the mobility agreements; APEC Engineers, Engineers
Forum
(EMF)
Engineering
Technology
Mobility
Forum
(ETMF).
The Mobility
Washington
Accord
is anand
agreement
of equivalency
at the
bachelor’s
degree
in 1989 that were
Collectively they are known as the International Engineering Alliance (IEA) with the
followed by the Sydney and Dublin accords, which address the engineering technology and technician
secretariat based at the Institution of Professional Engineers New Zealand (IPENZ) in
qualifications
respectively. These three agreements are associated with the mobility agreements; APEC
Auckland.
Engineers, Engineers Mobility Forum (EMF) and Engineering Technology Mobility Forum (ETMF).
The European Bologna Process has eventually led to the EUR-ACE project for the
Collectively
they qualifications
are known as the
International
Engineering
Alliance (IEA)
with the secretariat
engineering
and
presently sees
the establishment
of European
Network based
Accreditation
of Engineering
Education
(ENAEE)
thatinauthorizes
at thefor
Institution
of Professional
Engineers
New Zealand
(IPENZ)
Auckland. European
accrediting bodies to accord the EUR-ACE label. The label is given to engineering
degree programmes at first cycle (bachelor) and second cycle (master) level. It helps
The European Bologna Process has eventually led to the EUR-ACE project for the engineering
to facilitate mobility within the Europe.
qualifications and presently sees the establishment of European Network for Accreditation of Engineering
The European
does notEuropean
differentiate
recognition
andEUR-ACE
theoretical
Education
(ENAEE)system
that authorizes
accrediting
bodiesoftopractical
accord the
label. The
engineering programmes, despite the formation periods are varied (between three and
labelfive
is given
to The
engineering
degreeEngineering
programmes Alliance’s
at first cycle
(bachelor)
andstipulate
second cycle
years).
International
accords
clearly
the (master)
or mobility
durationwithin
of study
a differentiation factor; where the
level.formation
It helps toperiod
facilitate
the as
Europe.
Washington Accord is for programmes with four or more years duration of study, and
the Sydney Accord (SA) is for three or more years. This will continue to be a subject
The European system does not differentiate recognition of practical and theoretical engineering
of debate for some years until a common point of understanding is reached. It is more
programmes,
despite
formation
periods
are varied between
(between the
three
andagreements.
five years). The
International
of arriving
at thethe
comfort
level
of acceptance
two
Efforts
are
currentlyAlliance’s
being made
to integrate
streamline
two agreements,
despite both
Engineering
accords
clearly or
stipulate
the the
formation
period or duration
of study as a
operating under different principles but with a similar measure of outcomes. The
differentiation
where the Washington
Accord isfor
fordifferences
programmesinwith
or more years duration
concept offactor;
the agreement
has been allowing
the four
accreditation
process but expecting the measured outcomes to converge.
These international agreements have however become the benchmark of the standards
that many nations are showing interest, despite the slow and cautious approach in
6
55
of study, and the Sydney Accord (SA) is for three or more years. This will continue to be a subject
of debate for some years until a common point of understanding is reached. It is more of arriving
at the comfort level of acceptance between the two agreements. Efforts are currently being made to
integrate or streamline the two agreements, despite both operating under different principles but with
a similar measure of outcomes. The concept of the agreement has been allowing for differences in the
accreditation process but expecting the measured outcomes to converge.
These international agreements have however become the benchmark of the standards that many nations
are showing interest, despite the slow and cautious approach in embracing them. Some countries are wary
of what may be termed as neo-colonization through the education sector. Geographical and language
barrier are among the influencing factors for the slow pace of the regional or international initiatives.
The onslaught of globalization would soon see the breaking up of such resistance and barriers. Table 1
shows a list of ever increasing number of signatories and potential signatories of the Washington Accord.
Table 1: Signatories and Potential Signatories of Washington Accord
Washington Accord Signatories (Year Approved)
Australia – Engineers Australia (1989)
Canada – Engineers Canada (1989)
Chinese Taipei – Institute of Engineering Education Taiwan (2007)
Hong Kong China – The Hong Kong Institution of Engineers (1995)
Ireland – Engineers Ireland (1989)
Japan – Japan Accreditation Board for Engineering Education (2005)
Malaysia – Board of Engineers Malaysia (2009)
New Zealand – Institution of Professional Engineers New Zealand (1989)
Russia – Association for Engineering Education of Russia (2012)
Singapore – Institution of Engineers Singapore (2006)
South Africa – Engineering Council South Africa (1999)
South Korea – Accreditation Board for Engineering Education of Korea (2007)
Turkey – MUDEK (2011)
United Kingdom – Engineering Council UK (1989)
United States – ABET Inc. (1989)
Washington Accord Provisional Status# & Aspiring Countries*
Bangladesh –Board of Accreditation for Engineering and Technical Education#
Germany – German Accreditation Agency for Study Programs in Engineering and Informatics#
India – National Board of Accreditation of All India Council for Technical Education#
Pakistan – Pakistan Engineering Council#
56
Sri Lanka – Institution of Engineers Sri Lanka#
Thailand *
Philippines*
Graduate Attributes
Graduate attributes or graduate outcomes are distinctive characteristics of a programme. However,
some of the graduate attributes may be similar with respect to the commonality (e.g., human skills)
that exists between domains. Graduate attributes becomes are commonly accepted as the foundation
of convergence. On one hand one is expected to be creative and innovative to identify the graduate
attributes of a programme, the prescription as in the agreements for common acceptance negates it, but
rather only allowing for comparison purpose. A departure from the prescribed list would spell disaster,
thus argued the opponent of standardization. There should however be a balance in the approach and the
outcome statements should be generic enough to allow flexibility and yet remain within the boundary.
The Washington Accord began with being less prescriptive, similar to ABET Inc. approach, but now
expecting signatories to address the gaps in the programme outcomes by 2017. Similarly with the other
two accords. Accreditation bodies or signatories are expected to have more or less the 12 keywords of the
graduate attributes. It is the beginning of true convergence with respect to the outcomes. It incorporates
the depth of learning for varying domains, through the phrases of “complex problem”, “broadly defined
problem” and “widely defined problem”.
The 12 graduate attributes of the Washington Accord (for engineering programmes) are as shown in
Table 2, with a focus on “complex problem”. Notice the difference with the Sydney Accord graduate
attributes, in Table 3, which focus on “broadly defined” problem with emphasis on the practice. The
Dublin Accord (DA) attributes focus on “well defined” problem with more skilled oriented, as shown
in Table 4. These three categories of attributes are expected to be obtained within the respective time
frames. Programmes intending to expand to include the attributes beyond their respective domain would
certainly require longer duration of study.
57
Table 2: Graduate Attributes of Washington Accord
Engineering
Apply knowledge of mathematics, science, engineering fundamentals and an engineering
Knowledge
specialization to the solution of complex engineering problems
Identify, formulate, research literature and analyze complex engineering problems
Problem Analysis
reaching substantiated conclusions using first principles of mathematics, natural sciences
and engineering sciences.
Design/
Design solutions for complex engineering problems and design systems, components or
development of
processes that meet specified needs with appropriate consideration for public health and
solutions
safety, cultural, societal, and environmental considerations.
Conduct investigations of complex problems using research-based knowledge and
Investigation
research methods including design of experiments, analysis and interpretation of data, and
synthesis of information to provide valid conclusions.
Modern Tool
Usage
The Engineer and
Society
Create, select and apply appropriate techniques, resources, and modern engineering and
IT tools, including prediction and modeling, to complex engineering activities, with an
understanding of the limitations
Apply reasoning informed by contextual knowledge to assess societal, health, safety,
legal and cultural issues and the consequent responsibilities relevant to professional
engineering practice.
Environment and
Understand the impact of professional engineering solutions in societal and environmental
Sustainability
contexts and demonstrate knowledge of and need for sustainable development.
Ethics
Apply ethical principles and commit to professional ethics and responsibilities and norms
of engineering practice.
Individual and
Function effectively as an individual, and as a member or leader in diverse teams and in
Team work
multi-disciplinary settings.
Communicate effectively on complex engineering activities with the engineering
Communication
community and with society at large, such as being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and
receive clear instructions.
Project
Demonstrate knowledge and understanding of engineering and management principles
Management and
and apply these to one’s own work, as a member and leader in a team, to manage projects
Finance
and in multidisciplinary environments.
Life long learning
Recognize the need for, and have the preparation and ability to engage in independent and
life-long learning in the broadest context of technological change
Source: IEA, 2009 (http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf)
58
Table 3: Graduate Attributes of Sydney Accord
Engineering
Knowledge
Problem Analysis
Design/
development of
solutions
Investigation
Modern Tool
Usage
Apply knowledge of mathematics, science, engineering fundamentals and an engineering
specialization to defined and applied engineering procedures, processes, systems or
methodologies.
Identify, formulate, research literature and analyze broadly-defined engineering problems
reaching substantiated conclusions using analytical tools appropriate to their discipline or
area of specialization.
Design solutions for broadly- defined engineering technology problems and contribute to
the design of systems, components or processes to meet specified needs with appropriate
consideration for public health and safety, cultural, societal, and environmental
considerations.
Conduct investigations of broadly-defined problems; locate, search and select relevant
data from codes, data bases and literature, design and conduct experiments to provide
valid conclusions.
Select and apply appropriate techniques, resources, and modern engineering and IT tools,
including prediction and modeling, to broadly-defined engineering activities, with an
understanding of the limitations
The Engineer and
Demonstrate understanding of the societal, health, safety, legal and cultural issues and the
Society
consequent responsibilities relevant to engineering technology practice.
Environment and
Understand the impact of engineering technology solutions in societal and environmental
Sustainability
context and demonstrate knowledge of and need for sustainable development.
Ethics
Understand and commit to professional ethics and responsibilities and norms of
engineering technology practice.
Individual and
Function effectively as an individual, and as a member or leader in diverse technical
Team work
teams
Communicate effectively on broadly defined engineering activities with the engineering
Communication
community and with society at large, by being able to comprehend and write effective
reports and design documentation, make effective presentations, and give and receive
Project
clear instructions
Demonstrate knowledge and understanding of engineering management principles and
Management and
apply these to one’s own work, as a member and leader in a team and to manage projects
Finance
in multidisciplinary environments
Lifelong learning
Recognize the need for, and have the ability to engage in independent and lifelong
learning in specialist technologies.
Source: IEA, 2009 (http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf)
59
Table 4: Graduate Attributes of Dublin Accord
Engineering
Apply knowledge of mathematics, science, engineering fundamentals and an engineering
Knowledge
specialization to wide practical procedures and practices
Problem Analysis
Design/
development of
Solutions
Investigation
Identify and analyze well-defined engineering problems reaching substantiated
conclusions using codified methods of analysis specific to their field of activity
Design solutions for well-defined technical problems and assist with the design of
systems, components or processes to meet specified needs with appropriate consideration
for public health and safety, cultural, societal, and environmental
considerations.
Conduct investigations of well defined problems; locate and search relevant codes and
catalogues, conduct standard tests and measurements.
Modern Tool
Apply appropriate techniques, resources, and modern engineering and IT tools to well-
Usage
defined engineering activities, with an awareness of the limitations.
The Engineer and
Demonstrate knowledge of the societal, health, safety, legal and cultural issues and the
Society
consequent responsibilities relevant to engineering technician practice.
Environment and
Understand the impact of engineering technician solutions in societal and environmental
Sustainability
context and demonstrate knowledge of and need for sustainable development.
Ethics
Individual and
Team work
Understand and commit to professional ethics and responsibilities and norms of
technician practice.
Function effectively as an individual, and as a member in diverse technical teams.
Communicate effectively on well defined engineering activities with the engineering
Communication
community and with society at large, by being able to comprehend the work of others,
Project
document their own work, and give and receive clear instructions
Demonstrate knowledge and understanding of engineering management principles and
Management
apply these to one’s own work, as a member and leader in a technical team and to manage
and Finance
projects in multidisciplinary environments
Lifelong learning
Recognize the need for, and have the ability to engage in independent updating in the
context of specialized technical knowledge.
Source: IEA, 2009 (http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf)
60
The range of problem solving for the “complex”, “broadly defined” and “well defined” associated
with the Washington, Sydney and Dublin accords respectively has been expounded in the context of:
conflicting requirements, depth of analysis, depth of knowledge, familiarity of issues, applicability of
codes, involvement of stakeholders, consequences and interdependence. Complex problems are those
that cannot be resolved without in-depth engineering knowledge and have some or
all of the mentioned contexts. The Sydney accord stipulates a strong emphasis on the application of
developed technology when defining “broadly defined”. Table 5 shows the differentiation between the
two domains, engineering and engineering technology with regards to the problem solving contexts
The study on Malaysian Engineering Education Model (MEEM) by the Board of Engineers Malaysia
and the Institution of Engineers Malaysia in 2000 on the depth of knowledge, emphasized the strong
adherence to the engineering science component (recommending up to 50% of the total subjects related
to engineering), and insisting nothing less than 30% of the total engineering subjects. The fundamental
principles of engineering science remain the backbone of a theoretical engineering programme. The
applied or practice side are built on strong fundamentals that would prepare engineering graduates as
problem solvers of tomorrow’s world.
61
Table 5: Context of problem solving between engineering and engineering technology
Contexts
Range of conflicting
requirements
Engineering
Involve wide-ranging or conflicting technical, engineering and other
Depth of analysis re-
issues
Have no obvious solution and
quired
require abstract thinking, original-
Engineering Technology
Involve a variety of factors which may
impose conflicting constraints
Can be solved by application of well-proven analysis techniques
ity in analysis to formulate suitable
models
Depth of knowledge
required
Requires research-based knowledge
Requires a detailed knowledge of principles
much of which is at, or informed
and applied procedures and methodolo-
by, the forefront of the profes-
gies in defined aspects of a professional
sional discipline and which allows a
discipline with a strong emphasis on the
fundamentals-based, first
application of developed technology and
the attainment of know-how, often within a
principles analytical approach
Familiarity of issues
multidisciplinary engineering environment
Involve infrequently encountered
issues
Belong to families of familiar problems
which are solved in well-accepted ways
Extent of applicable
codes
Are outside problems encompassed
by standards and codes of practice
for
May be partially outside those encompassed
by standards or codes of practice
professional engineering
Extent of stakeholder
involvement and level of
conflicting requirements
Involve diverse groups of stakehold- Involve several groups of stakeholders with
ers with widely varying needs
differing and occasionally conflicting needs
Have significant consequences in a
Consequences
range of contexts
locally, but may extend more widely
Are high level problems including
Interdependence
Have consequences which are important
many component parts or sub-
Are parts of, or systems within complex
engineering problems
problems
Source: IEA, 2009 (http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf)
62
Curriculum Design
The spectrum of the engineering team is within itself expanding as new knowledge and needs are
determined as essential. Engineering and technology education has evolved to cater for these changes.
It has grown from providing technical know-how to scientific know-why to support the growth of the
technological sector and the well-being of social, economic and the environment. Providing specialization
at the bachelor’s degree level is not uncommon among the education providers. This approach could
purely be a marketing strategy or possibly to meet the real demand of the industry. There are cases
where the curricula are formulated around the strength and presence of academics instead of the needs.
Providing engineering education with the view of being at the forefront of technology is more often
misinterpreted as purely providing knowledge of the latest development. In fact the half-life of such
knowledge may not even be within the period of the study.
The increasing spectrum’s cognitive, psychomotor and affective components of each domain as a
result of expanding expectations and engineering venturing into new territories are inevitable. Thus
the development of engineering team would be stretched from providing skilled oriented education and
training to producing problem solvers of tomorrow. It is indeed wide and huge tasks for any providers
to incorporate all aspects within the available formation time.
Some providers mull about producing “super-engineers” who are skilled and competent upon graduation.
Though the thoughts are indeed noble, the time limitation of the formation process prevents such an
action to take place. Education providers must work with the industry to facilitate such an approach. A
framework of collaboration between the providers and the industry should be developed. The training
elements should fall mostly on the industry and the education on the providers. There should however
be a smooth transition from education to training.
The education component of the respective domains varies; more skilled training in technician education,
with reducing skilled immersion as we are moving towards the engineering education end. Figure 5
shows the schematics of the generic differentiation between engineering and technology; the extents of
the education and training, and the three components, cognitive, psychomotor and affective.
The volume and depth of knowledge in engineering education in general are expected to exceed that of
engineering technology. However, due to the nature of engineering technology, which is more specialized
or having a narrow scope (due to addressing a particular industry), the depth of knowledge may reach
the equivalence of engineering. The practice oriented engineering technology does not require “deriving
from first principles” but suffice with the ability to apply the principles in the practice.
63
Figure 5: Differentiating engineering and engineering technology education and
training
Figure 5: Differentiating engineering and engineering technology education and training
FigureFigure
6 shows
the schematics
of work
or inclination
of bothofengineering
and engineering
6 shows
the schematics
of scope
work scope
or inclination
both engineering
and
engineering
technology,
in relation
to the education
background.
Engineering
technology,
in relation
to the education
background.
Engineering
graduates would
generally be inclined
graduates would generally be inclined to work in the design and research sectors,
to work
in the engineering
design and research
sectors,
whereas
engineering
technology
graduates
would be
whereas
technology
graduates
would
be appropriate
to work
as
supervisors
the operation
maintenance
area. Havingarea.
a strong
scientific
appropriate
to workorasin
supervisors
or in and
the operation
and maintenance
Having
a strong scientific
background in engineering education is crucial, as engineers are expected to push the
technological frontier. Strong foundation in mathematics and engineering sciences
frontier.
foundation
in mathematics
and engineering
in depth
andStrong
in depth
study across
the professional
or appliedsciences
subjectsand
is the
modelstudy
of anacross the
engineering curriculum. Engineers are expected to go beyond the scope of codes and
professional or applied subjects is the model of an engineering curriculum. Engineers are expected to go
standards and routine analysis. Engineers are expected to solve problems of
beyondtomorrow.
the scope of codes and standards and routine analysis. Engineers are expected to solve problems
background in engineering education is crucial, as engineers are expected to push the technological
of tomorrow.
The German and the French models emphasize on having a strong scientific
background. Similarly, the Japanese engineering education infuses the scientific
The German and the French models emphasize on having a strong scientific background. Similarly, the
components within the engineering curriculum at the bachelor’s level with the
Japanese
engineering
education
infuses thestudy,
scientific
components
engineering
curriculum at
seamless
connection
to graduate
expecting
manywithin
of thethe
graduates
would
continue
their
study
at
graduate
level.
Leading
edge
industries
are
known
to
be
the bachelor’s level with the seamless connection to graduate study, expecting many of the graduates
interested in these kinds of graduates. The expectation of industry has somehow
would pushed
continuethe
their
study at graduate
Leadingthe
edge
industries
are known
to be interested
education
sector tolevel.
reconsider
duration
of study.
Industry
not only in these
requires
the The
strong
technicalofcompetencies,
but alsopushed
the ability
to innovate
and
kinds of
graduates.
expectation
industry has somehow
the education
sector
to create,
reconsider
as well as appropriate human skills.
the duration of study. Industry not only requires the strong technical competencies, but also the ability
Europe
always
in the
past, pridehuman
with the
Diplome’ Ingenieur programme of four
to innovate
andhas
create,
as well
as appropriate
skills.
to five years duration of study, either for engineering or engineering technology
only
known
as engineering)
Europe continues
the duration
Europe(although
has alwaysitinisthe
past,
pride with
the Diplome’discipline.
Ingenieur programme
of four to to
fivebeyears
powerhouse of engineering forging by Germany and France. Japan on the other hand
of study,
engineeringthe
or technological
engineering technology
(although
it is onlyapproach
known asand
engineering)
waseither
able for
to transform
sector with
its innovative
strong
scientific
background
of
the
engineering
programmes.
Until
the
economy
of
scale
in
discipline. Europe continues to be the powerhouse of engineering forging by Germany and France.
producing engineers is reached, both sectors, the education and industry, will have to
Japan on
the together
other hand
able to
transform transition
the technological
sector
with its innovative approach and
work
towas
provide
a seamless
into the
workplace.
strong scientific background of the engineering programmes. Until the economy of scale in producing
64
12
engineers is reached, both sectors, the education and industry, will have to work together to provide a
seamless transition into the workplace.
Figure 6: Schematics of education and career pathways
Figure
Schematics
of education
and technology
career pathways
On the6:other
hand the
engineering
sectors do not require an all rounded
engineer, as the scope of work is rather limited or narrow. The burden of packing the
On
the othercomponents
hand the engineering
technology
sectors
do not
require Engineering
an all rounded engineer, as
education
in engineering
technology
is thus
relieved.
technologists
are
expected
to
lead
in
the
more
routine
engineering
job;
project components in
the scope of work is rather limited or narrow. The burden of packing the education
management, supervisory, production, quality, or highly specific to the demand of
engineering
technology
is thus These
relieved.
technologists
areare
expected
to lead in the more
operation and
maintenance.
areEngineering
the areas where
engineers
also currently
being engineering
employed. It
is project
not thatmanagement,
engineers are
not appropriate
for these
kinds
of jobs,
but to the
routine
job;
supervisory,
production,
quality,
or highly
specific
the education objective in engineering expects more the engineers. In fact the
demand
of operation
and maintenance.
These
areas
engineers
are also currently
engineering
technology
education only
hasare
to the
focus
on where
the present
or mundane
needs being
of the engineering
technology
sector.
Thusfor
thethese
duration
in the
engineering
employed.
It is not thatand
engineers
are not
appropriate
kinds of
of study
jobs, but
education objective
technology education could well be less than that required for engineering education.
inHowever,
engineering
more
the that
engineers.
In fact technology
the engineering
thisexpects
does not
mean
engineering
musttechnology
provide aeducation
similar only has to
duration
of present
study. The
demandneeds
of specialized
area of engineering
technology
focus
on the
or mundane
of the engineering
and technology
sector. Thus the duration
associated with the fast moving and leading edge technology, would demand a longer
of study in engineering technology education could well be less than that required for engineering
duration to prepare the graduates.
education. However, this does not mean that engineering technology must provide a similar duration of
Which of the curricula is superior? It is a common question and especially among the
young generation and potential students. Even parents are concerned about a
leading
edge technology,
wouldtechnology
demand a longer
durationistoless
prepare
the graduates.
perception
that engineering
curriculum
superior
to the engineering
curriculum. This debate will never end in so long as perception rules the day. Despite
the needs
the industry,
the public
is difficult
to change.
As antheexample,
Which
of theofcurricula
is superior?
It is a perception
common question
and especially
among
young generation
the agricultural sector will always be seen as a notch lower than the manufacturing
and potential students. Even parents are concerned about a perception that engineering technology
sector, as the manufacturing sector is considered as the indicator of industrialization
curriculum
is No
lessmatter
superior
to the
the agricultural
engineering sector
curriculum.
This debate
willofnever
end with
in so long as
of a nation.
that
is a strategic
sector
a nation
regard to food security. The other question is whether all discipline of engineering
would require engineering technologists? The biggest industry would be those in the
manufacturing and the production sectors.
study. The demand of specialized area of engineering technology associated with the fast moving and
In Malaysia the dilemma is that the government sector’s employment schemes is a
65
perception rules the day. Despite the needs of the industry, the public perception is difficult to change. As
an example, the agricultural sector will always be seen as a notch lower than the manufacturing sector,
as the manufacturing sector is considered as the indicator of industrialization of a nation. No matter that
the agricultural sector is a strategic sector of a nation with regard to food security. The other question
is whether all discipline of engineering would require engineering technologists? The biggest industry
would be those in the manufacturing and the production sectors.
In Malaysia the dilemma is that the government sector’s employment schemes is a reference to
acceptance of equivalency. The engineering technology is seen as appropriate for the industry sector
and not that of the government, thus there is no scheme (not even placing them within the engineering
scheme) initiated. Without the recognition through a scheme, unlike that of engineers and architects, the
engineering technology domain is thus not accorded its due status. The move by the Board of Engineers
Malaysia to register engineering technologists within its rank is a signal of acceptance.
A rather compromised stand would be that both the engineering and engineering technology domains
are complementing each other, as in general industry needs the whole engineering team to function.
Duration or period of study would become relevant to accord a similar status between the complementing
Who is leading depends on the departments that they are assigned to. Naturally, in the operation and
maintenance departments the appropriate person would be the engineering technologists. The design
department would need the engineers. Both parties will have to work together as engineering has to
function in multi-disciplinary and inter-disciplinary modes.
The requirements of depth of scientific and engineering knowledge may differ between both domains
due to functions, but the requirements of key skills or human skills would not differ. It is only the
contextual aspects of the human skills that may differ. The psychomotor skills as stated earlier would
also differ, but care must be taken especially with engineering technology that it should not dilute its
practice content with technical skills for technicians. Similarly engineering should not be too practice
oriented such that the compromising the strength of scientific background. Off course, engineering must
not aloof from the practice either to an extent that it becomes a science degree. The motivation in all
domains within the engineering spectrum could well be drilled to the experiential learning and adequate
exposure to the domains’ disciplines.
In Japan the human skills, also known as the “ningen ryoku”, is an essential element in engineering
education, covering the attitude and general knowledge (liberal arts) that is expected to form a holistic
66
person. In Islam tertiary education is not merely imparting the material knowledge but it is with the
ultimate aim of producing a good man. A good man is one with ethical values and concerned for
mankind and the environment. Thus the engineering team’s education has to also focus on building and
inculcating the right attitude and culture, which is what normally termed as a balanced curriculum.
Figure 7: Schematics of engineering and engineering technology curriculum with
differentiating requirements on mathematics at entry level
Figure 7: Schematics of engineering and engineering technology curriculum with differentiating
Figure 7 shows
the genericatdifferentiation
between engineering and engineering
requirements
on mathematics
entry level
technology programmes, related to mathematics, engineering sciences, professional
subjects
and the
keygeneric
skills.differentiation
The volume of
knowledge
is shown
as smaller technology
with regards
to
Figure
7 shows
between
engineering
and engineering
programmes,
engineering technology as compared with engineering. Overall the practice content is
related
professional
subjects and
key skills. The volume of
highertoinmathematics,
engineering engineering
technology.sciences,
It is expected
that engineering
technology
educationiswill
have
embark
onregards
longertoindustrial
attachment
oras
internship,
knowledge
shown
as to
smaller
with
engineering
technology
compared thus
with engineering.
gaining skills that are immediately applicable to the industry needs. The learning
Overall
practice
content project
is higherbased
in engineering
technology.
It is expected
that engineering
mode the
would
be mostly
and greater
“hands-on”
or practice
oriented, technology
unlike that
engineering
theoretical
soundness
is expected
and isthus
reinforced
education
willofhave
to embarkwhere
on longer
industrial
attachment
or internship,
gaining skills that
by experimental work.
are immediately applicable to the industry needs. The learning mode would be mostly project based
Thegreater
research
orientedorengineering
curriculum
also providewhere
the experiential
and
“hands-on”
practice oriented,
unlike should
that of engineering
theoretical soundness is
learning and preferably project based, with exposure to the engineering environment.
The percentages given in Figure 7 denote the flexibility where a programme may vary
in the approach of delivering the subject matter. It should be noticed that there is the
The
research
oriented
curriculum
also provide
the experiential
learning
equal
emphasis
forengineering
both engineering
andshould
engineering
technology
programmes
onand
thepreferably
key skills
orwith
human
skills.toThe
variation isenvironment.
mostly in theThe
depth
of mathematics,
project
based,
exposure
the engineering
percentages
given in Figure 7 denote
engineering sciences and the professional subjects. The depth of engineering and
the flexibility where a programme may vary in the approach of delivering the subject matter. It should
engineering curriculum differs but the breadth would be similar.
expected and is reinforced by experimental work.
Curriculum design must always take the top-down approach. It should reflect on the
job that graduates will be employed, often known as programme’s objectives. The
curriculum design should then look at the required outcomes that a particular
67
be noticed that there is the equal emphasis for both engineering and engineering technology programmes
on the key skills or human skills. The variation is mostly in the depth of mathematics, engineering
sciences and the professional subjects. The depth of engineering and engineering curriculum differs but
the breadth would be similar.
Curriculum design must always take the top-down approach. It should reflect on the job that graduates
will be employed, often known as programme’s objectives. The curriculum design should then look at
the required outcomes that a particular discipline’s competencies would require, and develop the list
of expected outcomes. Previous Tables, 2, 3 and 4 would make a good reference to ensure none of the
important outcomes are left out. The subject matter should then be developed around the outcomes,
ensuring that the outcomes are demonstrable.
Choosing to extend beyond one’s domain would thus see the increased scope to cover and lead to
unrealistic curriculum design. The subjects matter can be regrouped into three categories; knowledge,
to extend
domain
wouldmodels
thus see
increased
scope to cover
skillsChoosing
and affective.
Figurebeyond
8 shows one’s
a few of
the possible
for the
a bachelor’s
programme
that can be
and lead to unrealistic curriculum design. The subjects matter can be regrouped into
adopted.
study periodskills
the emphasis
on the Figure
three components
for e.g.,
threeThroughout
categories;the
knowledge,
and affective.
8 shows amay
few be
of different,
the possible
models
forequal
a bachelor’s
bereinforcing
adopted. Throughout
theyear.
study
period
Model
A gives
emphasis programme
all throughoutthat
the can
study,
equally at each
The
30% limit
the emphasis on the three components may be different, for e.g., Model A gives equal
to skills
and affective
is to remind
designers from
straying
away
fromThe
the 30%
focus limit
of theto
design;
emphasis
all throughout
thecurriculum
study, reinforcing
equally
at each
year.
skills an
andengineering
affective is
to remindSimilar
curriculum
designers
straying
away from
the
producing
curriculum.
approach
should from
be done
for engineering
technology
and
focus of the design; producing an engineering curriculum. Similar approach should be
done for engineering technology and technician curriculum. Off course the 30% limit
should
be exceeded
by virtue both are practice and skilled oriented respectively.
skilled
oriented
respectively.
technician curriculum. Off course the 30% limit should be exceeded by virtue both are practice and
Figure 8: Selected models for bachelor of engineering programme with regards
to themodels
emphasis
of the knowledge
(k), skills
(s) andwith
affective
Figure 8: Selected
for bachelor
of engineering
programme
regards(a)
to components
the emphasis
throughout a four year programme.
of the knowledge (k), skills (s) and affective (a) components throughout a four year programme.
68
Way Forward
The complementing analogy like man and woman, the same status is accorded but
Way Forward
The complementing analogy like man and woman, the same status is accorded but having different
functions and abilities. The very nature of closeness between engineering and engineering technology,
will continue to plague the education sector searching for a distinct model. In the world of exceptions,
one cannot provide a “one size fits all”, and education must be design to fit the requirements.
The categorization between engineering and engineering technology is adding to the perception of
superiority between the two. The education pathway leading to the engineering programme is not helping
either, as the requirements are less stringent. If one reflects on the needs of industry, remuneration
packages for engineering technology and the professional pathways, surely the dichotomy does not exist
with regards to employment.
Figure 9 shows a typical pathway of the engineering team. All the three domains are equally important
for the development of a nation. However, each domain leads to its own professional status; professional
International Engineering Alliance; Engineers Mobility Forum and APEC Engineers,
engineers, and
professional
engineering
technologists
professional engineering technicians. The
Engineering
Technology
Mobility and
Forum.
BEng: Bachelor of Engineering
BEngTech: Bachelor of Engineering Technology
Cert/Dip: Certificate/Diploma
MSc: Master of Science
YR: year of study or training
PAE: Professional Assessment Evaluation
PEng: Professional Engineer
PEngT: Professional Engineering Technologist
PTEng: Professional Engineering Technician
Figure 9: The pathways for the engineering team
Each professional system has its own evaluation for professional recognition. Many
of the professional societies place the engineering team under one, allowing any one
from any domains to be at the helm of the society. This is to show that at the
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recognition is not only at the national or regional level but also at the international level, such as that
under the International Engineering Alliance; Engineers Mobility Forum and APEC Engineers, and
Engineering Technology Mobility Forum.
Figure 9: The pathways for the engineering team
Each professional system has its own evaluation for professional recognition. Many of the professional
societies place the engineering team under one, allowing any one from any domains to be at the helm of
the society. This is to show that at the employment or professional level, there is no differentiation with
regards to acceptance. Inferiority complex is self-inflicted that strengthens the perception of the different
status existing between the two domains, engineering and engineering technology.
Within the engineering team usually there is the articulation pathway, as shown in Figure 9. This is to
show the closeness of the engineering team, but acknowledging that the knowledge components are
different with respect to depth generally.
Concluding Remarks
Engineering and technology is within the same spectrum of the engineering team. The seamless interaction
between engineering, engineering technology and engineering technician complicates the expectations a
provider of education needs to adhere. Balancing the curriculum is indeed a requirement but venturing
out of the domain of focus (at the demand of industry) would lead to unwarranted compromised or
extending the period of study. The already packed curriculum to include the knowledge, skills and
affective components has demanded stretching the period of study; such as the Melbourne model and
the Bologna Process. Nevertheless education providers must provide the necessary breadth and depth
of knowledge; appropriate to the demand of industry and ensuring continual growth of nations breaking
through the technology boundary and sustaining it. The perception of superiority is a mirage but the
reality is what is testified by the existence of professional status of engineering, engineering technology
and engineering technician competencies at the world level.
Acknowledgements
The author is indebted to Professor Abang Abdullah Abang Ali of Universiti Putra Malaysia for his
continuous guidance and support towards the involvement of the author in the field of engineering
education. The ideas and opinions reflected in the write up are culminations of many discourses,
seminars, workshops and studies undertaken with the guidance of Prof Abang Abdullah.
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Research Abstract
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Research Abstract
A Suggested Conception of
Administrative E-Services
Provided to Female Staff in
Taibah University in the
Light of Total Quality
Management Requirements
Dr.. Hayat alamri
Assistant Professor of Curriculum and
English Teaching Methods
hayatalamri@hotmail.com
Dr. Aminah Alshanqiti
Assistant Professor of Curriculum and
Forensic Science Teaching Methods
aminah.mk@gmail.com
Key words: : Electronic administrative services; quality; Total Quality Management;
institutions of higher education
Abstract
The present study aimed at identifying the actual reality of the administrative e-services
delivered to the female staff in Taibah University through its website and providing a suggested
conception of developed administrative e-services which are consistent with the Total Quality
Management requirements.
The study applied two questionnaires. The first one is designed and administered to (31)
female administrators to determine the amount of time and tracks required for the completion
of any administrative paperwork. The second questionnaire is designed in two versions to be
administered to: (a) the female faculty members (N=325) and includes (20) items; and (b) to
the female employees (N=305) in all of the administrative sectors in the university and includes
(17) items.
Results showed no statistically significant differences among the administrators to the first
questionnaire according to the time and tracks required for the completion of any administrative
paperwork when transmitting and after the follow-up processes. The results also showed
statistically significant differences in favor of Saudi faculty members (mean = 18.18) to the
delivered basic administrative e-services, while there were no statistically significant differences
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found in the supportive administrative e-services in terms of the nationality variable. Moreover,
there were statistically significant differences in the basic administrative e-services in favor
of administrators working in the Deanships; while it did not show any statistically significant
differences in the supportive administrative e-services among all administrators from all the
sectors.
The study came up with a perception adapted in the base of the necessity for providing
administrative e-services to the employees of the university in order to meet the successive
developments in the field of technology. This adaptation leads to the urgent need to change the
university website and turned into an e-portal that has competitive advantages to the faculty, staff,
and students. The study perception also included new proposals to be added to the requirements
of the National Commission for Academic Accreditation & Assessment (NCAAA) with respect
to the second basic standard «the Authorities and Management,» and the seventh basic standard
«Facilities and Equipment» which may optimize the level of administrative performance in the
higher education institutions.
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Research Abstract
Application management model
for Total Quality Management in
Higher Education Institutions
«An Empirical Study»
Dr. Saeed Ali Al-Oddadi
Faculty of Administrative and Financial Sciences
King Khalid University
saeedaloddadi@yahoo.com
saaladhadi@kku.edu.sa
Key words: :Total Quality Management - The Organizations of Higher Education
Abstract
The overall objective of the study in an attempt to identify the possibility of application Kanji›s
Model on one of the institutions of higher education is the University of Imam Muhammad bin
Saud Islamic University to make sure the university›s ability to achieve business excellence
and which determines the direction of the university towards the principles of Total Quality
Management. The sampling unit include all faculty members in colleges, scientific and
humanitarian according to experience and degree. The total community to search (1031)
Single where he was preparing a questionnaire composed of 32 component represents the
basic principles and sub-model Kanji addition to demographic characteristics. One of the most
important findings of the study include:
1. All averages occurred within the limits of experimental limit sufficiently accepted by the
researcher.
2. The study showed no significant differences between the sample with respect to the application
of the University of Imam Kanji elements according to the quality of specialization.
3. The study showed that there was no difference between the average squares of model elements
Kanji according to experience.
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4. The study showed that there was no difference between the average squares of model
elements Kanji and in accordance with the scientific degree.
5. The study results showed that Imam take into account the basic elements and subfranchise business model for Kanji and this indicates that it is moving towards achieving
the principles of total quality but there are shortcomings in some aspects, so it appended
study a number of recommendations.
After this application, researcher believes that this model may need to be modified in some
respects by adding some elements and delete some and merging others. There are repeated
in some sub-elements and a lack of some basic elements. Despite these negatives, the
model has proven successful in measuring the performance of the educational institution
in question to achieve business excellence and is already largely effective to know where
to turn academic institution towards the principles of total quality management.
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Research Abstract
The Level of Critical Thinking
Among the Students of Al-Imam
Muhammad bin Saud Islamic
University
Dr. Ahmed bin Yahya Al Jubaili
Associate Professor - Educational Psychology
Research method and measurement
aljubaili@hotmail.com
Key words: : critical thinking ,thinking, critical,critical test , cognitive, cognitive test,
cognitive ability, cognitive skills, university students. imam university students
Abstract
The purpose of this study is to identify the level of critical thinking among the students of
Al-Imam Muhammad bin Saud Islamic University and to indicate the differences between
the students based on their gender, school level and academic specialization. A test of critical
thinking, prepared by the Australian Council for Educational Research (ACER), was utilized
for this purpose. This test consisted of 40 items measuring the following skills: the ability to
understand and comprehend, to determine the embedded and explicit meanings, to analyze and
make conclusions, and to assemble and assess data. The test was piloted on an experimental
sample of 100 students (50 male, 50 female) to ensure its validity and reliability. It was then
applied to a sample of 2182 students (1001 male, 1181 female) from all colleges at the university,
and comprising three different undergraduate levels (the first, the fourth, the eighth). The results
show that there were statistically significant differences between male and female students in
critical thinking (T= -7.7 at α≤0.01) in favor of female students. The findings also show that there
were statistically significant differences in critical thinking among the students from different
colleges (P=24 at α≤0.01). Statistically significant differences in critical thinking were also
found between different academic levels: the first, the fourth, and the eighth (P = 12.3 at α≤0.01).
Finally, the study proposes a set of recommendations such as developing cognitive strategies in
teaching and learning, improving curriculum and assessment methods, and conducting further
research on critical thinking and other relevant variables in Saudi universities.
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Research projects
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Research projects
Women’s Higher Education
Models-What to learn from
Global Experiences
Dr. Abir Alharbi
Dr. Arwa M. Alshangiti
Dr. Reema Alyahya
To plan well for the future of women’s higher education in Saudi Arabia it is beneficial to
analyze the global experiences in this field, the successful current and the historical women
world universities and those who had to close or become coeducational. This study will
indicate the success factors of these models which can be turned into strategies for our
institutions in Saudi and transform them from growing institutions to competing with high
ranking world universities, by producing women graduates that can take a stronger role in
the nation’s development and meet the requirements of the job market.
Having different types of women’s higher education models in Saudi enriches women
education in general, since each model has its strong features and services, but they all need
continuous development to cope with the new generation’s needs. The major obstacles facing
these current women institutions lay in weak management roles on the women campuses
and lack of administration skills in the new women leaderships. In This study guidelines
are presented to overcome such obstacles by a series of academic and administrative
recommendations. Some of these suggestions emphasize on the importance of giving the
women leaderships in these institution full management and financial authorities needed to
properly run the women campuses and this can be done by creating high ranking positions in
women campuses with complete authorizations and capabilities to manage and make major
decisions. Another equal area of importance is identifying the specialized training needs
for both faculty members and administrators of the programs, and organizing the latest
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training courses for best practices in management skills and teaching skills. Institutions
must encourage faculty members to attend training programs, courses, and research
opportunities with colleagues in research centers in the top world universities.
Another highly important factor to implement is ensuring high quality programs in the
academic departments with highly qualified faculty members from all over the world.
Also the institutions must focus on obtaining the evaluation and academic accreditation
of these programs, therefore offering women new applied programs that allow them to
meet the job requirements and play their expected role in society.
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