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Institutional and Programme Accreditation (IWIPA), 2011 International Workshop on

Date 20-22 Jan. 2011

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Displaying Results 1 - 18 of 18
  • 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities [Title page]

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  • 2011 International Workshop on Institutional and Programme Accreditation: Connections and

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  • Message from the Organizers

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  • Presenters

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  • List of papers

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  • Accreditation of engineering, technology and computing programs

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    Almost as soon as engineering programs were founded in the mid 19th century, educators and employers started working on assessing the quality of the new programs and on devising standards for their accreditation. At present, bodies that engage in accreditation of programs in Engineering, Technology and Computing (ETC) operate in more than 40 countries. In this paper, we review some of the key definitions, aims, uses and misuses of program accreditation in ETC, as well as various models used over the years for quality assurance and quality control. Observations are made on trends in program accreditation, and on expected and desired changes in the practices of program accreditation in ETC. View full abstract»

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  • Development of collegiums of quality assessors for the Indian National Assessment & Accreditation Council (NAAC)

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    The article is on the assessment and accreditation process implemented by the Indian National Assessment and Accreditation Council. The assessment task starting from receipt of the institute's self study report to the exit meeting at the institute and the preparation of the peer team report is described. We emphasize the visiting team preparation and training, and explain roles and interactions within the team. View full abstract»

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  • Engineering licensing and professional practice

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    We review the requirements for licensing of engineers in several countries and jurisdictions, observing a wide range of practices, approaches and philosophies. We touch upon the relationship between licensing and accreditation of academic programs and the concept of the First Professional Degree in Engineering. We also examine several agreements for mutual recognition of licenses and accreditation decisions. Among our observations: (1) most licensing bodies rely on accredited degrees, not technical exams, to verify that candidates for license possess the necessary educational pre-requisites; in this respect, the system used in the United States is an outlier; (2) increasingly, licensing bodies require that candidates prepare detailed portfolios on their professional experience and undergo personal interviews before they are licensed; (3) in most jurisdictions there are continuing education obligations as a condition for license renewal; (4) mutual recognition agreements for engineering licenses are uncommon; the expectation that NAFTA would ensurance such recognition agreements did not materialize; (5) in most countries whose accrediting bodies are represented in the Washington Accord, graduates of programs accredited by Accord signatories enjoy no privileges in the licensing process (compared to candidates from countries that are not represented in the Accord.). View full abstract»

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  • Estimating the number of US IEEE members who are licensed as professional engineers

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    The number of IEEE Members who are also licensed Professional Engineers is of interest to IEEE and to licensing and policy-making bodies. To determine this number in the United States, we compared the list of IEEE Members in Pennsylvania, Colorado, and Texas to the list of licensed professional engineers in these States. Each individual on the IEEE list was assigned a characteristic string based upon first name, last name, and city where s/he receives IEEE mail. Each individual on the licensee list was assigned a characteristic string based upon first name, last name, and city where s/he receives mail from the licensing authority. These strings were then crosschecked. Since licensees may provide different addresses to the IEEE and the licensing body, we conducted a search for licensees with the same name as an IEEE Member within a radius of 1-hour commute from the city of record of the IEEE Member in the IEEE database. Less than eleven percent of the IEEE members were found to be licensed as Professional Engineers in the States for which we had data. Given that only 75% of IEEE members are believed to eligible for registration, our estimate is that no more than 14% of the eligible IEEE Members in the United States are licensed. View full abstract»

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  • Evolving Accreditation Criteria for Engineering Programs: Indian experience

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    The paper discusses the evolution of Accreditation Criteria for Engineering Programs by the Indian National Board of Accreditation (NBA), a body set up to enhance the quality, standard, relevance, excellence and extent of engineering education in India. Although international practices are followed in the methodology and Criteria evolved by NBA and experience gained, some shortcomings noticed in their use are now causing concern. These are also covered, followed by the challenges ahead. View full abstract»

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  • Future outcome based approach for accreditation

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    In this paper we discuss the outcome based approach for accreditation. The approach provides diversity in goals and objectives of a program and many other features which make the approach more attractive compared to the earlier approaches. Over the last decade the outcome based approach has gained higher acceptance worldwide. View full abstract»

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  • Implications of current legislative proposals for accreditation in higher education in India

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    We provide information on several legislative initiatives in India that aim to establish a nationwide system for accreditation of educational institutions and programs. View full abstract»

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  • Institutional accreditation United Kingdom model — Scottish variation

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    This paper presents an overview of the accreditation philosophy and procedures adopted for higher education in the United Kingdom. Following an assessment of the needs and wants for accreditation, the paper discusses the role of the Quality Assurance Agency and then provides a detailed background to the innovative approach being taken in Scotland under the umbrella of Enhancement-led Institutional Review (ELIR), and discusses the policies, procedures and processes employed to implement ELIR. View full abstract»

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  • Plenary session 8: Institutional and program accreditation in India

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    Over thirty years ago, members from academia as well as industry in India recognized the potential of accreditation as a means for not only quality assurance, but also quality improvement. The beginnings for setting up a formal accreditation for engineering degree programs in India can be traced to several discussions that took place during mid-1990s. The then President of the Institute of Electrical and Electronics Engineers (IEEE), Dr. J. Thomas Cain took part in two crucial meetings held in Chennai and Kurukshetra in this context. There was rapid progress thereafter, and engineering degree program accreditation by the National Board of Accreditation (NBA) was initiated in 1996. Institutional accreditation by the National Assessment and Accreditation Council (NAAC) started a little later. View full abstract»

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  • 2011 International Workshop on institutional and programme accreditation: Connections and opportunities programme evaluator training

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    This paper presents the reasons for programme evaluator training, discusses the role of the programme evaluator and specifies the knowledge and skill set required by the programme evaluator. The different types of training methodologies together with their advantages and disadvantages are discussed and a typical training programme is presented. View full abstract»

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  • Regulation and Quality assurance of higher education institutions in Australia

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    The higher education system in Australia is almost wholly publicly funded, comprising some 200 institutions, of which 39 are universities, usually referred to as self-accrediting institutions (SAIs). These have the facility to introduce new programs without seeking external approval; while the rest are non-self-accrediting institutions. The non SAIs are subject to external control including registration and program accreditation by the government accreditation authority (GAA) in the state or territory where they operate. The SAIs are audited by the Australian Universities Quality Agency (AUQA), which includes checking the institutions' systems for approving new programs. This paper will describe the Australian Higher Education Quality System and discuss the role of the Australian Quality Framework that includes the AUQA. The Audit processes conducted by the AQUA will be examined, followed by a presentation on the GAA. Other regulatory requirements and other influences, such as that of professional registration and accreditation bodies will be analysed. The final part of the paper will highlight recent developments including the setting up of a new Tertiary Education Quality and Standards Agency (TEQSA) established by 2011, which will incorporate AUQA and its work, and take over the work of the state and territory GAAs; and the pros and cons of the new Agency will be discussed. View full abstract»

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  • The development of student learning outcomes — Based accreditation model in institutional and programme accreditation in Taiwan higher education

    Page(s): 1 - 18
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    Student learning had been the central concern of higher education and accreditation for more than a decade. Many institutions, programs, and accrediting organizations are hearing similar requests about student learning outcomes from a number of sources. The most common request is to provide concrete evidence of student academic achievement and to report on this evidence in a manner that is readily understandable to the public at large. The public, higher education community, policy makers, and students increasingly seek such information when making judgments about the quality of accredited institutions and programs. The main purpose of the paper is to examine recent educational policy trends in Taiwan that emphasize learning outcomes and quality assurance in the new cycle program in 2012 and institutional accreditations in 2011. View full abstract»

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  • The origins and history of accreditation of technical education programs in India

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    This paper describes the origins and history of accreditation of technical education programs in India. Beginning with the ISTE efforts circa 1985, the NBA was conceived as a constituent Board of the AICTE in September 1994. This followed the commitments in the National Policy on Education (1986) and the subsequent Program of Action. This Paper also describes the parallel Manyatha Initiative and a proposal for an Asian Accreditation Accord. The initial institutional and faculty response to Accreditation is briefly described. The positive consequences of Accreditation in India, and some recent initiatives of NBA to align with the Washington Accord, as well as a Bill pending in the Parliament to integrate Accreditation of Technical Education programs with other Higher Education programs are highlighted. View full abstract»

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