Unified Method for Evaluating the Outcomes of Academic BSc Engineering Programs for Different Accreditation Systems

Abstract

This study critically evaluates a methodology proposed to standardize academic program evaluation of its learning outcomes, illustrating its implications for compliance with accreditation bodies like the Accreditation Board for Engineering and Technology, Inc. (ABET) and the Saudi National Center for Academic Accreditation and Evaluation (NCAAA). The varying requirements, terminologies, and phrasing of learning outcomes across accrediting bodies often increase workload and complexity for faculty and staff. To mitigate these challenges, the study proposes a cohesive methodology that standardizes the assessment process by deconstructing broad learning outcomes into specific, focused, and measurable performance indicators (sub-learning outcomes) that can then be easily linked to the proposed set of learning outcomes, which are in turn aligned with the applicable accreditation system. This approach was implemented at Qassim Engineering College, which simultaneously adheres to ABET and NCAAA requirements. The results demonstrate the framework’s efficacy, showing a significant reduction in effort and time required for assessment, along with improved precision in identifying shortcomings in learning outcomes. Ultimately, this integrated system acts as a strategic tool for institutions striving to enhance their educational quality, while satisfying the rigorous needs of various accreditation agencies. The study supports the wider adoption of standardized evaluation methodology to systematically improve the educational quality and guarantee compliance within the increasingly complex panorama of the accreditation of higher education.