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INDUSTRIAL TRAINING OUTCOMES: KULLIYYAH OF ENGINEERING PRACTICE
AS A CASE STUDY
Conference Paper · December 2013
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International Conference on Engineering Education 2013
Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
074
INDUSTRIAL TRAINING OUTCOMES: KULLIYYAH OF ENGINEERING
PRACTICE AS A CASE STUDY
Salmiah Ahmada, Asan Gani Abd Muthalifb, Maizirwan Melc
a,b
Mechatronics Engineering Department,
c
Biotechnology Engineering Department,
Kulliyyah of Engineering,
International Islamic University Malaysia
Email: asalmiah@iium.edu.my, basan@iium.edu.my cmaizirwan@iium.edu.my
ABSTRACT
Industrial training that is known as an Engineering Industrial Training (EIT) course is the requirement for all
engineering students in order to complete their Bachelor of Engineering degree at the Kulliyyah of Engineering,
International Islamic University Malaysia (IIUM). EIT is a very important programme since it complements
both the academic and professional aspects of the engineering education though it takes only about 12 weeks
period of training. Exposing the students to the practical experience and actual working environment shall open
the avenues for developing their skills and capabilities, as well as enhancing their intellectual and emotional
persona. The EIT also can provide strong linkages between university-industries that shall pave opportunities
for "smart partnerships" and industrially driven research. The outcomes of the EIT that are mainly based on the
assessment covering the company’s and university’s evaluation will provide the feedback for students
performance after 75% completion of their engineering study. The remarks from the companies on the students
will very much helpful for the university to have a continuous quality improvement (CQI) especially on
curriculum practiced. This paper provides the EIT course improvement strategy based on the feedbacks from
the related parties in executing the EIT at the Kulliyyah of Engineering, IIUM for the cycle of the year 2012.
Keywords: industrial training, engineering education, practical training, undergraduate, OBE, CQI.
INTRODUCTION
Engineering Industrial Training as a Core Course
Engineering Industrial Training (EIT) is a kulliyyah level core course for an engineering student at the
Kulliyyah of Engineering (KOE), IIUM. Using the course code of EIT 4004, with 4 credit hours, the KOE
covers eight programmes from five different departments. The departments include Department of
Biotechnology Engineering (BTE), Dept. of Electrical and Computer Engineering (ECE), Department of
Material and Manufacturing Engineering (MME), Department of Mechanical Engineering (MEC) and
Department of Mechatronics Engineering (MCT). Generally, each cycle of EIT will involve ,less than 600
students coordinated by different programme coordinators headed by a Kulliyyah Coordinator. The
administrative tasks are managed by a unit so called the Engineering Industrial Training Unit (EITU) that is
structured under the Office of Deputy Dean of Academic Affairs.
The EIT for KOE is structured to be conducted on the third year of the study, which is scheduled on the short
semester that has 12 weeks of training period. This short semester provides an option to students to take some
subject, i.e maximum 6 credit hours or they can have a long holiday instead, except for students who are
supposed to undergo the EIT in that semester.
PRE-EIT EXERCISES
The students will start the EIT process as early in Semester 1 for each year. The basic flow of the process of
application can be seen as in Fig. 1, [1]. The process of EIT application to companies will take most of the
semester period until students get placement. The programme coordinators play their important role in assisting
students to liaise with companies who offer placement.
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Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
EIT Application to
EITU
Companies Short Listing (existing/new)
and approved by
EIT Programme Coordinators
Not Accepted
Supporting Letter
from EITU
Sending out Application to
companies
Accepted
GET PLACEMENT and
Approved by Kulliyyah Board Meeting (KBM)
Figure 1 - EIT basic student flowchart
DURING EIT PERIOD
Students are very much expected to display a professional ethics upon reporting duty at the company. The status
as a ‘student’ must be re-defined, where students are more likely to be treated as a normal staff with proactive
attitude. Maturity and confidence will be more of interests among the employers. As an Islamic International
University, students also carry along the university’s name with its mission and vision as a package. The
performance of students during EIT is very crucial as a benchmark for companies whether to accept students for
the next cycle of EIT.
ENGINEERING INDUSTRIAL TRAINING OBJECTIVES AND OUTCOMES
The objectives and outcomes of the EIT are in line with the Programme Educational Objective (PEO) and the
Programme Outcomes (PO) of the Kulliyyah of Engineering. These two items are part and partial of the
Outcome Based Education (OBE), which is currently practiced by universities worldwide.
Course Objectives
i.
ii.
iii.
iv.
Train students to be independent in finding the EIT placement that will prepare them to join the
workforce in the future.
Expose the students to the actual working environment including rules, regulations and safety practices.
Enhance and supplement the knowledge and skills of the students.
Develop the students in terms of ability, competence and interpersonal relationship.
Course Learning Outcomes
i.
Generate a report based on the experiences and projects carried out with the ability to apply knowledge
of Mathematics, Science, and Engineering Fundamentals.
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Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
ii.
iii.
iv.
v.
Demonstrate competency in relevant engineering fields through problem identification, formulation
and solution.
Effectively implement skills in communication, in writing and using multimedia tools.
Develop the ability to work as an individual and in group with the capacity to be a leader or manager as
well as an effective team member.
Master the professional and ethical responsibilities of an engineer.
The overall mapping between the EIT course outcomes to the programme outcomes is shown in Table 1.
Table 1. Mapping of course outcomes to the Programme Learning Outcomes
Learning Outcome of the course
1.
2.
3.
4.
5.
Generate a report based on the experiences and projects
carried out demonstrating the ability to apply knowledge
of Mathematics, Science, and Engineering Fundamentals.
Demonstrate competency in relevant engineering fields
through problem identification, formulation and solution.
Effectively demonstrate skills in communication, in
writing and using multimedia tools.
Demonstrate the ability to work as an individual and in
group with the capacity to be a leader or manager as well
as an effective team member.
Demonstrate professional and ethical responsibilities.
Programme Outcomes
01 02 03 04 05 06 07 08 09 10 11 12
√
√
√
√
√
√
√
√
√
√
The overall relation of the EIT outcomes, teaching and learning methodology and the assessment methodology
of the Kulliyyah of Engineering are listed in Table 2.
Table 2. Teaching & learning (T & L) and assessment methodologies
PROGRAM OUTCOMES
T & L METHODOLOGY
ASSESSMENT
METHODOLOGY
1.
acquire and apply knowledge of
mathematics, computers, science,
and engineering. (T)
Lectures, laboratory works,
FYP
Formative assessment, summative
assessment, lab reports, FYP report
and presentation.
2.
have in-depth understanding and
technical competency in relevant
engineering discipline. (T)
Lectures, laboratory works,
FYP
Formative assessment, summative
assessment, lab reports, FYP report
and presentation.
3.
identify, formulate and provide
solutions to engineering problems.
(T)
Lectures, laboratory works,
FYP
Formative assessment, summative
assessment, lab reports, FYP report
and presentation.
4.
design and conduct experiments, as
well as to analyze and interpret data.
(D)
Laboratory works, FYP
Lab reports,
presentation.
5.
analyze and design a system,
component, or process to achieve
the required objectives. (A)
Lectures, laboratory works,
FYP
Formative assessment, summative
assessment, lab reports, FYP report
and presentation.
6.
apply design principles for
sustainable development. (D)
Lectures, Seminars
Formative assessment, summative
assessment, seminar presentation.
7.
communicate effectively. (S)
Seminar
2,
Laboratory
works, Courses with project
work, FYP, EIT.
Lab reports, EIT report, FYP report
and presentation, FYP 2 Poster
presentation, class and seminar
presentations.
8.
function effectively as an individual
and in group with the capacity to be
a leader or manager as well as an
Courses with project work,
Laboratory works,
Lab reports,
presentation.
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FYP
group
report
works
and
and
International Conference on Engineering Education 2013
Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
effective team member. (S)
9.
recognize the need for lifelong
learning and to pursue independent
learning for professional
development. (S)
Seminars, Courses with
project work, FYP, EIT
EIT report, FYP report and
presentation, class and seminar
presentations and exit survey.
10. understand the responsibility of a
professional engineer in the context
of contemporary social, cultural,
global and environmental issues.
(ESSE)
Courses
(UNGS
UNGS 2040)
2030,
Formative assessment, summative
assessment, class presentation.
11. demonstrate understanding and
commitment to professional and
ethical responsibilities. (ESSE)
Courses
(UNGS
UNGS 2040)
2030,
Formative assessment, summative
assessment, class presentation.
12. understand the impact of
engineering solutions in a global
and societal context through broadbased education. (ESSE)
Courses
(UNGS
2030,
UNGS 2040), FYP, Design
courses.
Formative assessment, summative
assessment, class presentation, FYP
report and presentation.
From Table 1 and 2, it is clear that the EIT course is designed to contribute to most of the programme outcomes
of the Kulliyyah of Engineering including to communicate effectively and lifelong learning.
ASSESSMENT OF ENGINEERING INDUSTRIAL TRAINING
Company’s Supervisor Evaluation [30% marks]
The student who is undergoing the EIT at a company will be attached to a supervisor, commonly an Engineerlevel of staff throughout his/her practical. The supervisor must ensure sufficient exposure especially hands on to
be given to the students. Issues is rise when students are given tasks that are not suitable to a ‘trainee engineer’
who expect more engagement in engineering field including design, documentation, experimental work, and etc.
This can be initiated by a continuous proactive habit on asking projects or direct field/site involvement by a
student. This assessment contributes to the evaluation of students whether they have achieved the Outcome 2,
Outcome 4 and Outcome 5.
Student Presentation Evaluation [20% marks]
Students are expected to present his/her activities throughout the EIT during the visitation period. Assigned
lecturers will have to visit the students and assess for their presentation in front of their company’s supervisor.
The presentation is a key assessment method for student’s soft skills to assess how well the student can
communicate effectively. This assessment given by the visiting lecturer will contribute to the evaluation of
whether our students have achieved Outcome 2.
Student Log Book Evaluation [20% marks]
To train students to be a professional engineer, a log book is made compulsory for their EIT daily activities
record. Students are expected to write their daily activities and will be finally endorsed by the company’s
supervisor. The daily activities recorded are part of the training for future engineer. The log book content and
style provided by the EIT Unit is based on the standard log book manual prepared by the Institution of
Engineers Malaysia (IEM). The log book assesses the Outcome 1 of the students.
Student Final Report Evaluation [30% marks]
Final report has to be prepared upon returning back to the university where the students are given 2 weeks after
new Semester 1 begins for submission. An approval from the company is needed for the final report to be
submitted avoiding any company confidentiality issues. This type of assessment evaluate students’ Outcome 1
and Outcome 2. The evaluation by the company’s supervisor is very crucial to be highlighted as it is the mirror
of the students as the university’s product in the future, therefore this paper stresses on the assessment by the
company’s supervisor that reflect most of the outcomes of the EIT courses.
ENGINEERING INDUSTRIAL TRAINING OUTCOMES: 2012 EIT STUDENTS
PERFORMANCE AS A CASE STUDY
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Criteria Evaluated by a Company’s Supervisor
The data is taken from 681 students who have undergone the EIT period that are scattered in more than 500
companies locally and overseas, [2]. The students comprise of different eight programmes (Communication,
Computer and Information, Biotechnology, Material, Manufacturing, Automotive, Aerospace, Mechatronics).
There are about 10 criteria evaluated by the company which determine the performance of the students of
Kulliyyah of Engineering, IIUM throughout 12 weeks of industrial training. The critera is listed as in Table 3.
Label
A
B
C
D
E
F
G
H
I
J
Table 3 – Students Performance Criterion
Criteria
Attendance and punctuality of the students
Ability to carry out project work
Level of contribution to the industry
Performance of the student compared to other trainees
Level of creativity and innovativeness
Teamwork attitude
Integrity and moral values (character and attitudes)
Adaptability to the industrial environment
Student's technical knowledge toward given task
Ability to complete the project as scheduled
Sample of Evaluation
Figure 2 shows the performance of all students on different criterions. As for the first part, Label A shows the
attendance and punctuality of the students. From the graphs, most of the students have shown quite a good
performance given by ‘excellent’ and ‘good’ ratings which are more than 50% have shown a good attitude with
regard to attendance and punctuality. This can be further improved by the kulliyyah in terms of developing the
consciousness on the importance of time management. This issue must be integrated in any means of curriculum
directly or indirectly.
Figure 2 – Students Evaluation Criterion
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Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
Criterion B and J respectively show the performance of students in terms of their ability to carry out project
given by the superior within a stipulated time. Although most of them have shown a good performance but
having more ‘excellent’ rating will reflect to good project-based courses that inculcate independency and team
work of students given at kulliyyah level. In contrast since majority are rated with ‘good’ rating therefore a
review on courses with projects must be conducted.
On the other hand, the level of contribution of our students for the industry is depicted with label C. As shown in
the Figure 3, a moderate performance where rating on ‘satisfactory’ was also highlighted significantly. The issue
arise for this assessment whereby what kind of contribution is expected from a ‘trainee engineer’ that satisfy the
satisfaction of the companies are ambiguous. This criterion has to be revised to be more specific in detailing the
type of contributions to the companies.
Label D in the graph shows the comparison between the IIUM engineering students compared to other
universities students. Some companies might have trainees from other universities as well and some are not.
Overall performance is promising whereby most of them are better than other trainees, which comes from
different public universities all over Malaysia. Level of creativeness and innovativeness is summarized by Label
E while Label F shows the teamwork attitude among students. The teamwork attitude portrayed by the students
are overwhelming as majority of them are rated ‘good’ and ‘excellent’ ratings.
On the other hand Label G and H show the students performance based on their integrity and moral values and
their adaptability to the industrial environment. Alhamdulillah, the majority of IIUM students are equipped with
good integrity and moral values. In addition, they can easily adapted themselves to the industrial environment .
From Label I, it can be seen that the ratings given by the companies on the technical knowledge possess by the
students during the EIT is promising. This reflects to the courses covered prior letting the students undergo the
EIT is appropriate. Besides, there are some specific courses indicated by the company to be covered by the
students prior the EIT. This has been highlighted at the kulliyyah level and as a result, different departments
have come out with a unique department-level pre-requisite courses in addition to third year standing
requirement. For example, in Mechatronics Engineering Department, Industrial Automation subject has made
as a pre-requisite course for EIT.
From the graph generally, there is very rare cases where the students is rated as poor. The investigation has been
done, which has shown that it comes from a problematic student. This is a common rare case in each batch of
engineering students.
Besides, there are comments from the companies that prefer to have longer period of EIT. The requirement of
the Engineering Accreditation Council (EAC) [3] in their recent manual has stated that the minimum weeks for
performing the EIT is 8 weeks, thus the EIT practiced by the Kulliyyah of Engineering is in line and even better
than their minimum requirement.
CONCLUSIONS
EIT is a compulsory course which exposes students to a real life of working engineering environment. Students
are trained to execute a job hunting process until they secure a placement. They bring over the knowledge that
has been learned in three years before with their personal characteristics developed to perform the EIT.
Companies will evaluate their performance based on the pre-determined criterion. The company’s evaluations
are very important tool that reflects the preparedness of a student to undergo the EIT with a good support from
the kulliyyah and university as a whole.
ACKNOWLEDGEMENT
The authors would like to thank to all former deans and the current dean of Kulliyyah of engineering, IIUM,
who are always supporting the authors to improve the coordination of Engineering Industrial Training in
facilitating the students to undergo the EIT. The author would like to express the appreciation to all programme
coordinators of EIT for their sincere cooperation.
REFERENCES
[1] Engineering Industrial Training Unit, (2013), Engineering Industrial Training Guide Book, Kulliyyah of Engineering,
IIUM.
ISBN 978-967-5995-09-5 @2013 FEIIC
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Madinah, Kingdom of Saudi Arabia, 22-25 December 2013
[2] S.Ahmad, N. F. Hasbullah et al., (2012), Engineering Industrial Training Report, Kulliyyah of Engineering, IIUM.
[3] Engineering Accreditation Council, (2012) Engineering Programme Accreditation Manual 2012, Board of Engineer
Malaysia (BEM).
320
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