IMPLEMENTING CONTINUAL QUALITY IMPROVEMENT (CQI) PROCESS IN AN OUTCOME-BASED EDUCATION (OBE) APPROACH

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1 Proceedings of the 2 nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia IMPLEMENTING CONTINUAL QUALITY IMPROVEMENT (CQI) PROCESS IN AN OUTCOME-BASED EDUCATION (OBE) APPROACH Norshah Hafeez Shuaib 1, Adzly Anuar 2, Ramesh Singh 3 and Mohd Zamri Yusoff 4 Universiti Tenaga Nasional, Malaysia ( 1 hafeez@uniten.edu.my; 2 adzly@uniten.edu.my; 3 ramesh@uniten.edu.my; 4 zamri@uniten.edu.my) ABSTRACT Malaysia s tertiary education system, especially in the engineering field, has shifted towards Outcome-Based Education (OBE) approach. In essence, OBE is an education philosophy that focuses on the graduate attributes or outcomes after completing an academic programme. The desired outcomes are determined first and the programme curriculum, teaching and learning methodology and supporting facilities are designed to support the intended outcomes. The students achievements of the outcomes are measured during the course of the study and after the students have graduated and work in industry. The Department of Mechanical Engineering (DME) under College of Engineering (COE) at Universiti Tenaga Nasional (UNITEN), Malaysia has been implementing OBE in stages for its Bachelor of Mechanical Engineering (Hons) programme since November The implementation requires a lot of time and effort since different approach teaching and learning methodologies are to be used. Programme Educational Objectives (PEO) and Programme Outcome (PO) for COE were developed and a review of the current programme curriculum and syllabi to be in line with the PEO and PO was carried out at the early stage. Course outcomes (CO) for each course were developed and surveys were conducted throughout the semesters to assess the level of awareness and understanding of OBE. Assessment methods were formulated to measure the attainment of PO and PEO, from which data are collected, analysed analyzed and further used in the Continual Quality Improvement (CQI) process. KEYWORDS OBE, Continual Quality Improvement (CQI), Learning outcomes, Engineering education INTRODUCTION OBE approach has been adopted by a number of countries such as USA and Australia for many years. Since the last few years, Malaysian education system has already headed towards Outcome-Based Education (OBE) approach, with the local accreditation body, Engineering Accreditation Council (EAC) heavily focusing on the adoption of OBE approach for all engineering programmes in Malaysia (Engineering Accreditation Council, 2007; Aziz et al., 2005). A formal definition of OBE can be stated as a comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student (Spady, 1994). In a nutshell, Outcome-Based Education (OBE) is an education approach that focuses on the graduate attributes or outcomes after completing an academic programme (Barr et al., 2006; Mansor et al., 2008). In this way, the desired outcomes are determined first and the programme curriculum, 1

2 teaching and learning methodology and supporting facilities are then designed to achieve the intended outcomes. During the course of the programme, various measurement methods are used to gauge the level of the outcomes that have been attained by the students. Various countermeasures are then applied in order to further improve the attainment of the outcomes. This forms the basis of Continual Quality Improvement (CQI) in applying OBE. In line with the efforts from other Malaysian Institutions of Higher Learning (IHL), the Department of Mechanical Engineering (DME) at UNITEN has put serious efforts in the implementation of OBE as part of the delivery of the Bachelor of Mechanical Engineering (Hons.) programme. The changes made in the curriculum are to reflect the needs of the stakeholders (students, alumni and employers) and industry demands for competent engineers. The implementation of the OBE approach in the DME was started in November 2006 and is currently being practised for all subjects taught under the department. METHODOLOGY Figure 1 shows the overall strategy in the implementation of OBE. This strategy is adopted from P-D-C-A (Plan-Do-Check-Act) quality circle commonly used in the context of Quality Management System (QMS). As mentioned previously, the OBE approach starts with defining the outcomes that are required by the stakeholders. Three types of outcomes are defined, namely the Programme Educational Objective (PEO), Programme Outcomes (PO) and the Course Outcomes (CO). By definition, the PEO are the skills that the graduate should have after five years working in the industry, PO are desirable graduate attributes at the time of graduation while CO are the skills learnt by the students at the end of each course in the programme. Figure 2, 3 and 4 show the list of PEO, PO, and CO for a specific course (Theory of Machines) respectively. The PEO, PO and CO are mapped to each other as shown in Figure 5; thus the achievement of CO for all courses should contribute to the overall achievement of the PO and PEO. Formulation of PEO and PO are based on the attributes that are desirable and required by the stakeholders. The inputs come from various ways such as surveys from industry and other stakeholders. Having defined the outcomes, various methods are used as the delivery methods, for example by using non-traditional teaching methods such as the Cooperative Learning and the Problem-Based Learning (PBL). Next, the attainment of all outcomes (PEO, PO and CO) must be measured and utilised as a gauge for its effectiveness. The measurement methods vary from self-survey of the students, external survey, and formal assessments (details later). Following the checking stage, the results are analyzed. Any shortcomings on the level of attainment for the outcomes can be addressed and further improvements can be devised in the re-planning stage. The P-D-C-A circle then continues until a sufficient level of attainment is met for all outcomes. 2

3 Figure 1: PDCA circle showing the overall OBE implementation strategy College of Engineering Programme Educational Objectives (PEO) 1 Have strong fundamental engineering knowledge and technically competent in their respective fields. 2 Uphold professional attitudes and ethics necessary in fulfilling their responsibilities towards the Almighty, clients and the society. 3 Are innovative and creative in conceiving, designing and executing broad range of engineering tasks locally and globally. 4 Meet industry expectations with excellent communication and leadership skills and committed to lifelong learning. Figure 2: COE Programme Educational Objectives (PEO) Programme Outcomes (PO) 1 ability to acquire and apply knowledge of mathematics, sciences and engineering fundamentals 2 acquiring in-depth technical competence in their respective engineering discipline 3 ability to identify, formulate and solve engineering related problems 4 ability to design a system, components or processes to meet desired needs within realistic constraints and evaluate operational performance 5 ability to act in accordance to professional and ethical responsibilities 6 ability to communicate effectively 7 ability to function as an effective team player with the capability to lead 8 Understand social, cultural, global and environmental responsibilities of a professional engineer and recognize the need for sustainable development 9 ability to undertake life-long learning and attain knowledge of contemporary issues 10 ability to function effectively in the industrial environment Figure 3: COE Programme Outcomes (PO) 3

4 Course Outcomes (CO) for Theory of Machine [MEMB263] 1 Able to explain the definitions of mechanism, machines, and types of motion. 2 Able to calculate the degrees of freedom of a mechanism and machine. 3 Able to synthesize simple four-bar mechanism using two position and three position graphical synthesis. 4 Able to determine the positions, velocities and accelerations of links and points on the four-bar mechanism by using graphical and analytical approach. 5 Explain basic cam terminology and SVAJ Diagrams. 6 Calculate the dynamic joint forces in four-bar linkages. 7 Determine the static and dynamic balancing requirements of a four-bar mechanism. 8 Design and synthesize a mechanism to achieve desired motion, velocities and dynamics characteristics through the class project. Figure 4: A sample list of Course Outcomes (CO) for the subject Theory of Machine PEO UNITEN produces engineering Graduates who: Have strong fundamental engineering knowledge and technically competent in their respective fields. Uphold professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the Almighty, clients and the society. Are innovative and creative in conceiving, designing and executing broad range of engineering tasks locally and globally. Meet industry expectations with excellent communication and leadership skills and committed to life-long learning. PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO Course Outcomes (CO) 1. Acquire knowledge on fundamental concepts of Thermodynamics and the methodology for solving basic thermodynamics problems. 2. Identify, model and analyze energy balance for closed system and thermodynamics cycle. Relationship of Course Outcomes (CO) to Program Outcomes (PO) PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO Substantive fulfilment of PO with formal assessment 2 Moderately fulfilment of PO with formal assessment 1 Slightly related to PO without formal assessment Figure 5: Mapping between PEO and PO (top) and a sample of a mapping between CO and PO (bottom) 4

5 The overall P-D-C-A activities can be summarized in the context of the CO (course level) and PO (programme level) attainment, as shown in Figure 6. The figure shows the various activities that are being carried out by the DME in using the OBE approach as the basis for CQI for the BME programme. Details will be presented in the next section. Figure 6: Overview of CQI process MEASUREMENTS OF OUTCOMES ATTAINMENT AND ACTION FOR CQI Having discussed our OBE approach in the context of P-D-C-A circle, we now discuss the detail avenues in which the attainments of the outcomes are measured. The subsequent actions to act on the outcomes are also explained. Industrial Training Survey As part of the programme, all students are required to undergo a 12-week industrial training at the end of their third year. For each year, a survey is carried out on the employer to gauge the students performance. The survey looks into how the employers rate the students in terms of the fulfilment of attributes that are related to the PO. Figure 7 shows a sample results from the survey. From these results, attributes in which the students are lacking can be identified and the corrective measures can be devised. For example, under the attributes of being aware of professional and ethical responsibilities, as shown in Figure 7, the results show that most of the respondents are not sure of the students awareness on this issue. This information is then used to improve the teaching methods and curriculum content in the next semester. For example, the DME has recently suggested that elements of professional ethical responsibilities are made compulsory to be taught by several subjects spreading across the four years of the BME programme. 5

6 Industrial Advisory Panel (IAP) Figure 7: Sample results from industrial training survey Being in a university owned by Tenaga Nasional Berhad (TNB), which is one of the leading public listed utility companies in the Far East region, industrial collaboration between the COE and industry is deeply rooted. Apart from collaborative work that comes in the form of curriculum review, technical visits, industrial training placement, final year student projects and invited lectures from industries, an Industrial Advisory Panel (IAP) has been formed which meets once per semester to discuss on various issues regarding the programmes. The IAP consists of members representing various industries, research institutes and universities. Inputs from the IAP members are discussed and implemented at the College/Department level to ensure that the quality of the programme is constantly improved. Alumni Panel In essence, this is similar to the IAP, the only difference being the members in the Alumni Panel consist of the alumni of the departments who have worked for more than three years. The rationale of having a an Alumni Panel is that its members are those who have gone through the programme and thus have a very clear idea on how effective the programme was in training them for their current jobs. The Alumni Panel therefore can directly pinpoint the shortcomings in the programme content and advise the department on the current needs of the industry at the same time. The IAP also serves the same role, but from an outsider point of view. The inputs from both the Alumni Panel and the IAP are the keys in ensuring that the content of the programme is up to date and conform to the job market s needs. 6

7 Student Self-Survey At various stages throughout the semester, the students are requested to carry out a selfsurvey on the level of their understanding of the CO. Results from such surveys can be used to gauge the lecturer s teaching effectiveness on a particular course. In addition, at the end of each course, the students are also asked to rate the lecturers in terms of overall teaching effectiveness such as communication skills, confidence level and appearance. These results form a CQI basis for the delivery skills of the lecturers and also the course syllabus. Analysis on Student Performance Through Formal Assessments For this purpose, sample data and results of formal assessments, such as final exam results, test, project, and lab reports, are gathered for all courses. The analysis on these data is carried out to obtain the student performance or achievement for each of the CO and PO. Typical analysis as shown in Figure 8 is then provided to the relevant academic staffs and coordinators, who can use the information to improve on any shortcomings of the attainment. For example, as shown in Figure 8, by analyzing the shortcomings (based on the CO attainment values) from one semester and devising appropriate action plans, the lecturer managed to improve the students results in the next semester. Figure 8: Example of results, analysis, comment and the resulting action plan for a course. At the end of every semester, the department compiles the PO attainment data for all subjects and analyzes it to obtain the level of PO attainment for the particular semester, as shown in Figure 9. PO with a low attainment level, for example PO5 in Figure 9, will be paid particular attention in the department s annual programme review. In this case, PO5 which is the attribute related to the understanding of ethical and professional responsibilities can be improved further by increasing its content inside the BME programme as discussed previously. Another way which is current being practised by DME is by exposing the 7

8 students to real engineering practices through guest speakers from various industries and technical visits. Figure 9: Result of overall PO attainment for the BME Programme for Semester 1, 2008/2009. CONCLUSION The Department of Mechanical Engineering at UNITEN has been implementing the OBE approach in all their engineering programmes since The approach starts by acquiring inputs from various stakeholders to define the intended outcomes of the programme. Having defined the outcomes, best teaching practices are adopted in order to ensure that all the defined outcomes are attained. Various checks on the level of attainment of all outcomes are carried out throughout the course and subsequent countermeasures are implemented to address any shortcomings. This forms the Continual Quality Improvement (CQI) framework for the programme which can be used to improve the quality of the programme from time to time. REFERENCES Aziz, A.A., Megat Mohd Noor, M.J., Abang Ali, A.A. and Jaafar, M.S. (2005) A Malaysian Outcome-Based Engineering Education Model, International Journal of Engineering and Technology, 2:1, Barr, R.E., Krueger, T.J. and Aanstoos, T.A. (2006) Continuous Outcomes Assessment in an Introduction to Mechanical Engineering Course, 36 th ASEE/IEEE Frontiers in Education Conference, S1E-9 S1E-14. Engineering Accreditation Council (EAC) (2007) Engineering Programme Accreditation Manual, Board of Engineers Malaysia (BEM). Mansor, W., Hashim, H. et al. (2008) Preliminary Results on The Implementation of Outcome-Based Education on The Non-Examinable Computer Engineering Modules, 38 th ASEE/IEEE Frontiers in Education Conference, S4B-21 S4B-25. Spady, W. (1994) Outcomes Based Education: Critical Issues and Answers, American Association of School Administration: Arlington, Virginia. 8