• Journal of Engineering Education Research
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• v.21 no.3
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• pp.3-11
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• 2018

The Conceiving-Designing-Implementing-Operating (CDIO) initiative is a worldwide organization with members from over 120 institutions for higher education, and it provides an innovative educational framework for producing the next generation of engineers. This paper compares the CDIO standards and syllabus to the accreditation criteria of Accreditation Board for Engineering Education of Korea, ABEEK to identify similarities and differences and to find points of improvement for ABEEK criteria. It is found that the basic concepts of ABEEK criteria correlates well with those of CDIO standards, while the CDIO standards and syllabus provide more detailed and well-defined guidelines for engineering programs. Finally, some discussions are presented on the differences between the two educational models, a voluntary-based CDIO model and an accreditation-based ABEEK model.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.33-39
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• 2020

This paper analyzes the current state of operation and the effect of introduction of the single accreditation system, which was fully introduced in 2016 by the Accreditation Board of Engineering Education Korea(ABEEK). Because Engineering Education Accreditation are program-based certification, and department operates accreditation programs and non-accreditation programs, if a student under the accreditation program fails to graduate from the accreditation program, he or she must complete the transfer to a non-accreditation program at least one year before graduation. Since 2016, when the single accreditation system was introduced, freshmen of department have allowed non-accreditation graduation only for reasons prescribed separately by the program's regulations or guidelines. In order to identify and reflect the operational status and effectiveness of the single accreditation system in the 2020 accreditation review, ABEEK conducted a complete survey on the current status of graduates in February 2020 among 157 programs at 26 universities receiving the 2020 accreditation review. The results of this study are expected to be used as basic data for the improvement of the single accreditation system in the future by examining the effects of the single accreditation system implemented after 2016 and considering the problems at the site due to the introduction of the single accreditation system of programs that ABEEK had not previously expected.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.32-41
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• 2015

This paper deals with analyzing accreditation findings and the causes for the deficiencies in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2014. For this purpose Final Statements of the 266 engineering education programs reviewed by the EAC of ABEEK in 2014 were analyzed on the basis of the each criterion. However, Accreditation Criterion 8(Program Criterion) was excluded in the analysis of the causes for the deficiencies since the program-specific requirements within areas of specialization might vary with the program criteria. As results of accreditation review by the EAC of ABEEK, Deficiency findings were 81 cases which made up 3.81% of total findings, Weakness findings were 1,679 which made up 78.91% of total findings, Concern findings were 124 cases which made up 5.83% of total findings, and Satisfaction findings were 244 cases which made up 11.47% of total findings. Deficiency and Weakness findings against which the relevant program must take actions for the improvement were 82.71% in all. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly, in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Deficiency findings in the accreditation review can be justified. So it is useful for a program or an institution which prepares for the accreditation review to check over the causes for the Deficiency against the Accreditation Actions Guide. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose. To gain this end it is important to place higher value on the 'bigger picture' than on the minor details. In other words, "holistic" evaluation of evidence should form the basis of accreditation review.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.58-70
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• 2012

The accreditation review against engineering technological education just started in 2010. This study was conducted to get the significant implications for the accreditation of engineering technological education in Korea from the case of USA and Australia which have reviewed the engineering programs for long time. We can identify some differences between three countries. We suggested the three implications for ABEEK. First, ABEEEK needs to provide the definite graduates attributes to achieve. In that point, Stage 1 competency standard of Australia can be a good example which provide competency elements and indicators of attainment as well. Second, ABEEK needs to consult the course-embbeded evaluation for programs to check whether graduates achieve the graduates attributes. Third, ABEEK needs to benchmark the cases of USA and Australia to alleviate the paperwork load.

• Journal of Engineering Education Research
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• v.7 no.1
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• pp.15-29
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• 2004

University of Ulsan has prepared the Accreditation Program since 1999 and most of the engineering educational programs in College of Engineering have been accredited by ABEEK. This paper provides summarized description of the accreditation system development for engineering education in UOU and also discusses, what is to be considered in order to achieve the continuous improvement of education systems under the Accreditation Program.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.20-31
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• 2011

This study was conducted to get the significant implications for the accreditation of engineering education in Korea from the case of Japan. We researched the terminology of 'accreditation', the outline, the current progress, and argument over the accreditation of engineering education in Japan. We suggested the seven implications for ABEEK. First, ABEEK has to use the engineering societies more in assessing the programs. Second, ABEEK should be flexible to meet the original goals. Third, ABEEK can use the observer system to train the examiners. Fourth, ABEEK needs to provide the real benefits to the students and accredited programs to encourage them to finish the accredited course. Fifth, the programs need to organize the committes in the direction that every faculty member can share the assessment results and execute the real course improvement. Sixth, ABEEK should permit the programs to use the curricular courses to check the achievement of program outcomes. And seventh, ABEEK needs to have meta-evaluation to exercise the reasonable authority.

• Journal of Engineering Education Research
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• v.5 no.1
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• pp.59-67
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• 2002

The needs for change in the traditional on engineering education system in Korea have been evoked since 1998 when the Accreditation Board for Engineering Education of Korea (ABEEK) was about to be established. The engineering college at Yeungnam University has been one of the most active members in the Korean higher education institutions which participated in the ABEEK movement at the earliest stage. This paper reports the efforts made by Yeungnam University in preparing for the trial accreditation of engineering programs for the first time in Korea. The reformation and restructuring were made in many areas in order to establish the self-improving circulative engineering education system. The accreditation criteria were thoroughly investigated, and reforms were made in individual programs based on the critical assessment of existing system. The contents of educational reform and the experience during the trial accreditation process are summarized and discussed.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.47-58
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• 2020

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.

• Journal of Engineering Education Research
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• v.4 no.1
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• pp.26-47
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• 2001

The third criterion of ABEEK criteria, program curriculum, currently causes confusions and questions among those who are preparing the accreditation, because the requirements in division system for student majors, that many universities adopt in Korea, contradicts those in the ABEEK criteria in various aspects, and the accreditation is new to this country. This paper describes the development procedure of the program curriculum according to the provisions of the ABEEK criteria, and discusses the easiness of the procedure and the difficulties we encountered during the curriculum development. It is found that the third criterion for program curriculum is well documented and provides an acceptable guideline for the preparation of ABEEK accreditation, although there are several aspects to be improved or clarified.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.28-44
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• 2017

This paper deals with analyzing accreditation findings and the causes for the Weakness in the review by the EAC(Engineering Accreditation Committee) of ABEEK in 2015. As results of accreditation review by the EAC and CAC of ABEEK, Weakness findings were 697 cases which made up 56.94% of total findings. Deficiency and Weakness are considered to have been resolved only when the correction or revision has been implemented. The criterion which has the most Weakness findings in the 2015 accreditation review was the criterion 3 Curriculum. By the way the variety and quantity of the Weakness findings are so huge that the analysis of the causes for Weakness findings is focused on the Criterion 3 Curriculum. The findings on program accreditation are made on the basis of the Accreditation Actions Guide. Accordingly in view of formal logic in the accreditation review, the accreditation findings should comply with the Accreditation Actions Guide consistently. In this respect, the Weakness findings in the accreditation review can not be justified. On the other hand changeover in the accreditation policy of the ABEEK may be necessary. If the quality of the engineering education is improved continuously through the accreditation review, accreditation fulfills its purpose.