[Global HR Forum 2011] Engineering Education in the Global Era through Its Accredition

Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era Engineering Education in the Global Era

through Its Accreditationthrough Its Accreditationthrough Its Accreditationthrough Its Accreditationthrough Its Accreditationthrough Its Accreditationthrough Its Accreditationthrough Its Accreditation

Global HR ForumGlobal HR ForumGlobal HR ForumGlobal HR ForumGlobal HR ForumGlobal HR ForumGlobal HR ForumGlobal HR Forum 20112011201120112011201120112011

2011. 11. 3.2011. 11. 3.2011. 11. 3.2011. 11. 3.

Accreditation Board for Engineering Education Accreditation Board for Engineering Education Accreditation Board for Engineering Education Accreditation Board for Engineering Education of Koreaof Koreaof Koreaof Korea

Senior Vice PresidentSenior Vice PresidentSenior Vice PresidentSenior Vice President

Prof. Sung Jo KimProf. Sung Jo KimProf. Sung Jo KimProf. Sung Jo Kim

List of ContentsList of ContentsList of ContentsList of ContentsList of ContentsList of ContentsList of ContentsList of Contents

IIIIIIII Introduction to Accreditation of Engineering Educat ionIntroduction to Accreditation of Engineering Educat ion

IIIIIIIIIIIIIIIIIIIIIIII Issues in Engineering EducationIssues in Engineering Education

IIIIIIIIIIIIIIII Employment Statistics SurveyEmployment Statistics Survey

2

IIIIIIIIIIIIIIIIIIIIIIII Issues in Engineering EducationIssues in Engineering Education

IVIVIVIVIVIVIVIV How to Tackle the IssuesHow to Tackle the Issues

VVVVVVVV Major Roles of ConstituenciesMajor Roles of Constituencies

VIVIVIVIVIVIVIVI ConclusionsConclusions

Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of

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Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Introduction to Accreditation of Engineering EducationEngineering EducationEngineering EducationEngineering EducationEngineering EducationEngineering EducationEngineering EducationEngineering Education

� The system of quality assurance in engineering educationThe system of quality assurance in engineering educationThe system of quality assurance in engineering educationThe system of quality assurance in engineering education(equivalent to 6 sigma or ISO9000 in engineering education)(equivalent to 6 sigma or ISO9000 in engineering education)(equivalent to 6 sigma or ISO9000 in engineering education)(equivalent to 6 sigma or ISO9000 in engineering education)

� The system to assure that graduates of accredited programs The system to assure that graduates of accredited programs The system to assure that graduates of accredited programs The system to assure that graduates of accredited programs reach the entry level to become the engineers who satisfy the reach the entry level to become the engineers who satisfy the reach the entry level to become the engineers who satisfy the reach the entry level to become the engineers who satisfy the global standardsglobal standardsglobal standardsglobal standards

� The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain

What is Accreditation of Engineering Education?What is Accreditation of Engineering Education?

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� The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain The graduates of an accredited program are expected to attain graduate attributes required by the global standardsgraduate attributes required by the global standardsgraduate attributes required by the global standardsgraduate attributes required by the global standards

� It can be adopted by a variety of universities from researchIt can be adopted by a variety of universities from researchIt can be adopted by a variety of universities from researchIt can be adopted by a variety of universities from research----oriented institutions to teachingoriented institutions to teachingoriented institutions to teachingoriented institutions to teaching----oriented institutions, dependingoriented institutions, dependingoriented institutions, dependingoriented institutions, dependingon how to set program educational objectives(PEOs)on how to set program educational objectives(PEOs)on how to set program educational objectives(PEOs)on how to set program educational objectives(PEOs)

★ A research-oriented institution(EECS at MIT)

★ A teaching-oriented institution(CS and SE at Rose-Hulman)

What have you been taught?What have you been taught?What have you been taught?What have you been taught?What have you been taught?What have you been taught?What have you been taught?What have you been taught? What have you learned?What have you learned?What have you learned?What have you learned?What have you learned?What have you learned?What have you learned?What have you learned?

DemandDemandDemandDemand----driven education to meet students’ and industries’ needsdriven education to meet students’ and industries’ needsdriven education to meet students’ and industries’ needsdriven education to meet students’ and industries’ needs

OutcomesOutcomesOutcomesOutcomes----based Educationbased Educationbased Educationbased Education

★ Quality assurance of education

Type of Education Required by the Accreditation Sys temType of Education Required by the Accreditation Sys tem

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★ Quality assurance of education

★ Continuous quality improvement(CQI)

Innovation of educational contents and teaching skillsInnovation of educational contents and teaching skillsInnovation of educational contents and teaching skillsInnovation of educational contents and teaching skills

★ Increased emphasis on design and experiment/practice courses

★ Education connected to industry

★ Adoption of internship

★ Increased emphasis on courses for soft skills(such as team work, communication, ethical responsibility, leadership, etc.)

� Reluctant about majoring in sciences and engineeringReluctant about majoring in sciences and engineeringReluctant about majoring in sciences and engineeringReluctant about majoring in sciences and engineering

� Weakening of professionalism by avoiding taking classesWeakening of professionalism by avoiding taking classesWeakening of professionalism by avoiding taking classesWeakening of professionalism by avoiding taking classesrelated to his/her majorsrelated to his/her majorsrelated to his/her majorsrelated to his/her majors

� Change in capabilities and career path of engineering Change in capabilities and career path of engineering Change in capabilities and career path of engineering Change in capabilities and career path of engineering school’s graduatesschool’s graduatesschool’s graduatesschool’s graduates

Why the Accreditation System of Engineering Educati on? Why the Accreditation System of Engineering Educati on?

Changes Changes Changes Changes Changes Changes Changes Changes

of of of of of of of of

Internal Internal Internal Internal Internal Internal Internal Internal

and and and and and and and and

6

school’s graduatesschool’s graduatesschool’s graduatesschool’s graduates

� Increase in industries’ dissatisfaction with graduates of Increase in industries’ dissatisfaction with graduates of Increase in industries’ dissatisfaction with graduates of Increase in industries’ dissatisfaction with graduates of engineering schools and in skills mismatchengineering schools and in skills mismatchengineering schools and in skills mismatchengineering schools and in skills mismatch

� The high demand of globalization of domestic universitiesThe high demand of globalization of domestic universitiesThe high demand of globalization of domestic universitiesThe high demand of globalization of domestic universities

Innovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering EducationInnovation of Engineering Education

and and and and and and and and

External External External External External External External External

SituationsSituationsSituationsSituationsSituationsSituationsSituationsSituations

� Emphasize courses related to engineering fundamentals, design and hands-on

training� Emphasize soft skills such as team work, leadership and professional ethics

Fundamental PrinciplesFundamental Principles

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� Reflect customers’ needs when setting the PEOs and the program

outcomes (POs)� Assure customers that PEOs and the program outcomes(POs) should be

achieved

� Use the results of customer assessment to improve the quality of education continuously

� Based on cyclic self-improving education system

� Construction of ‘Close the loop (Objectives Setting → Operation →

Evaluation → Assessment and Improvement → Result Posting)’

Fundamental PrinciplesFundamental Principles

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� Evaluation methodology of students: “What has been measurably learned?” rather than “What has been taught?”

ResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsible

1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge 1)Demonstrate Knowledge of Professional Code of of Professional Code of of Professional Code of of Professional Code of of Professional Code of of Professional Code of of Professional Code of of Professional Code of EthicsEthicsEthicsEthicsEthicsEthicsEthicsEthics

Relationship among PEO, PO and PCRelationship among PEO, PO and PC

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ResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleResponsibleCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenshipCitizenship

EthicsEthicsEthicsEthicsEthicsEthicsEthicsEthics2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical 2)Evaluate the Ethical

Dimensions of a Dimensions of a Dimensions of a Dimensions of a Dimensions of a Dimensions of a Dimensions of a Dimensions of a Problem in the Problem in the Problem in the Problem in the Problem in the Problem in the Problem in the Problem in the Specific DisciplineSpecific DisciplineSpecific DisciplineSpecific DisciplineSpecific DisciplineSpecific DisciplineSpecific DisciplineSpecific Discipline

1. Are 1. Are 1. Are 1. Are the system the system the system the system andandandand the rules the rules the rules the rules &&&& procedures procedures procedures procedures well well well well

established?established?established?established?

2. Are 2. Are 2. Are 2. Are program outcomes measurableprogram outcomes measurableprogram outcomes measurableprogram outcomes measurable? Has ? Has ? Has ? Has capabilities capabilities capabilities capabilities

of graduates of graduates of graduates of graduates beenbeenbeenbeen assessedassessedassessedassessed????

Critical Factors for AssessmentCritical Factors for Assessment

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of graduates of graduates of graduates of graduates beenbeenbeenbeen assessedassessedassessedassessed????

3. Are there any 3. Are there any 3. Are there any 3. Are there any documents which show conduct of documents which show conduct of documents which show conduct of documents which show conduct of operationsoperationsoperationsoperations????

4. Have 4. Have 4. Have 4. Have conduct of operations conduct of operations conduct of operations conduct of operations and its result been and its result been and its result been and its result been

analyzedanalyzedanalyzedanalyzed and has the quality of program been and has the quality of program been and has the quality of program been and has the quality of program been

continuously continuously continuously continuously improved (CQI) improved (CQI) improved (CQI) improved (CQI) by reflecting the analysis? by reflecting the analysis? by reflecting the analysis? by reflecting the analysis?

� Assurance of above a certain level of quality of graduatesAssurance of above a certain level of quality of graduatesAssurance of above a certain level of quality of graduatesAssurance of above a certain level of quality of graduates

� Continuous improvement of the quality of education and Continuous improvement of the quality of education and Continuous improvement of the quality of education and Continuous improvement of the quality of education and

QCQCQCQCQCQCQCQC

Responsibilities of Educational Institutions for Th eir AccreditationResponsibilities of Educational Institutions for Th eir Accreditation

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Ultimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessmentUltimate goal of ABEEK’s accreditation assessment

the level of students’ capability through the education the level of students’ capability through the education the level of students’ capability through the education the level of students’ capability through the education

systemsystemsystemsystem CQICQICQICQICQICQICQICQI

ObjectivesObjectivesObjectivesObjectivesObjectivesObjectivesObjectivesObjectives

� International agreement for mutual recognition of educational International agreement for mutual recognition of educational International agreement for mutual recognition of educational International agreement for mutual recognition of educational programs in engineering and computing & ITprograms in engineering and computing & ITprograms in engineering and computing & ITprograms in engineering and computing & IT----related disciplinesrelated disciplinesrelated disciplinesrelated disciplines

� Promote the development of engineering and computing & ITPromote the development of engineering and computing & ITPromote the development of engineering and computing & ITPromote the development of engineering and computing & IT----

Washington Accord/Seoul AccordWashington Accord/Seoul Accord

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� Promote the development of engineering and computing & ITPromote the development of engineering and computing & ITPromote the development of engineering and computing & ITPromote the development of engineering and computing & IT----related education and nurture professional engineers related education and nurture professional engineers related education and nurture professional engineers related education and nurture professional engineers

- Establishment of the accreditation criteria and the guidelines for engineering and computing & IT-related education

- Accreditation and consulting for engineering and computing & IT-related education

� Resolve skills mismatch by educating engineers with variousResolve skills mismatch by educating engineers with variousResolve skills mismatch by educating engineers with variousResolve skills mismatch by educating engineers with various

competencies demanded by from small and midcompetencies demanded by from small and midcompetencies demanded by from small and midcompetencies demanded by from small and mid----sized companiessized companiessized companiessized companies

to large companiesto large companiesto large companiesto large companies

AccomplishmentAccomplishmentAccomplishmentAccomplishmentAccomplishmentAccomplishmentAccomplishmentAccomplishment


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to large companiesto large companiesto large companiesto large companies

� Educate engineers with basic competencies by emphasizing Educate engineers with basic competencies by emphasizing Educate engineers with basic competencies by emphasizing Educate engineers with basic competencies by emphasizing

science, math and engineering fundamentsscience, math and engineering fundamentsscience, math and engineering fundamentsscience, math and engineering fundaments

� Nurture engineers with handsNurture engineers with handsNurture engineers with handsNurture engineers with hands----on skills based on the basic on skills based on the basic on skills based on the basic on skills based on the basic

competenciescompetenciescompetenciescompetencies

� Assurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standards

(1) An ability to apply knowledge of mathematics, basic science, engineering, and (1) An ability to apply knowledge of mathematics, basic science, engineering, and (1) An ability to apply knowledge of mathematics, basic science, engineering, and (1) An ability to apply knowledge of mathematics, basic science, engineering, and information technologyinformation technologyinformation technologyinformation technology



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(2) (2) (2) (2) An ability to design and conduct experiments, as well as to analyze and interpret dataAn ability to design and conduct experiments, as well as to analyze and interpret dataAn ability to design and conduct experiments, as well as to analyze and interpret dataAn ability to design and conduct experiments, as well as to analyze and interpret data

(3)(3)(3)(3) An ability to devise a system, component, or process to meet desired needs within An ability to devise a system, component, or process to meet desired needs within An ability to devise a system, component, or process to meet desired needs within An ability to devise a system, component, or process to meet desired needs within realistic constraintsrealistic constraintsrealistic constraintsrealistic constraints

(4)(4)(4)(4) An ability to identify, formulate, and solve engineering problemsAn ability to identify, formulate, and solve engineering problemsAn ability to identify, formulate, and solve engineering problemsAn ability to identify, formulate, and solve engineering problems

(5)(5)(5)(5) An ability to use techniques, skills, and engineering tools necessary for engineering An ability to use techniques, skills, and engineering tools necessary for engineering An ability to use techniques, skills, and engineering tools necessary for engineering An ability to use techniques, skills, and engineering tools necessary for engineering practicepracticepracticepractice

(6)(6)(6)(6) An ability to function in multiAn ability to function in multiAn ability to function in multiAn ability to function in multi----disciplinary teamsdisciplinary teamsdisciplinary teamsdisciplinary teams

� Assurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standardsAssurance of the quality of graduates required by the global standards

(7)(7)(7)(7) An ability to communicate effectivelyAn ability to communicate effectivelyAn ability to communicate effectivelyAn ability to communicate effectively

(8)(8)(8)(8) Recognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in life----long learninglong learninglong learninglong learning



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(8)(8)(8)(8) Recognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in lifeRecognition of the need for, and an ability to engage in life----long learninglong learninglong learninglong learning

(9)(9)(9)(9) A broad understanding of the impact of engineering solutions in A broad understanding of the impact of engineering solutions in A broad understanding of the impact of engineering solutions in A broad understanding of the impact of engineering solutions in economic, environmental, and societal contexteconomic, environmental, and societal contexteconomic, environmental, and societal contexteconomic, environmental, and societal context

(10) (10) (10) (10) Knowledge of contemporary issuesKnowledge of contemporary issuesKnowledge of contemporary issuesKnowledge of contemporary issues

(11)(11)(11)(11) An understanding of professional and ethical responsibilitiesAn understanding of professional and ethical responsibilitiesAn understanding of professional and ethical responsibilitiesAn understanding of professional and ethical responsibilities

(12)(12)(12)(12) An understanding of other cultures and an ability to engage in international An understanding of other cultures and an ability to engage in international An understanding of other cultures and an ability to engage in international An understanding of other cultures and an ability to engage in international cooperationcooperationcooperationcooperation

Employment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics Survey

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Employment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics SurveyEmployment Statistics Survey

Engineering Statistics Handbook 2011, Ministry of Knowledge EconomyEngineering Statistics Handbook 2011, Ministry of Knowledge EconomyEngineering Statistics Handbook 2011, Ministry of Knowledge EconomyEngineering Statistics Handbook 2011, Ministry of Knowledge Economy

The Number of Current Active Engineers by AgeThe Number of Current Active Engineers by AgeThe Number of Current Active Engineers by AgeThe Number of Current Active Engineers by Age ††††

††††

II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.Employment Statistics SurveyEmployment Statistics Survey

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Education Statistics Services 2011, Korean Educational Development Institute Education Statistics Services 2011, Korean Educational Development Institute Education Statistics Services 2011, Korean Educational Development Institute Education Statistics Services 2011, Korean Educational Development Institute

The Number of Employees from 4The Number of Employees from 4The Number of Employees from 4The Number of Employees from 4----year Universities year Universities year Universities year Universities and Engineering Disciplines and Their Employment Rates by yearand Engineering Disciplines and Their Employment Rates by yearand Engineering Disciplines and Their Employment Rates by yearand Engineering Disciplines and Their Employment Rates by year††††

††††

Year

Employee(person) Employment Rate(%)

Total Engineering Education Total Engineering Education

Major Match

Major Mismatch

Major Match

Major Mismatch

Major MatchMajor

MismatchMajor Match

Major Mismatch

II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.II. Employment Statistics SurveyEmployment Statistics Survey

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Match Mismatch Match MismatchMajor Match

MismatchMajor Match

Mismatch

2006162,174 40,979 67.3 69.3

111,692 50,482 31,734 9,245 68.9 31.1 77.4 22.6

2007168,254 42,511 68.0 70.5

115,424 52,830 33,241 9,270 68.6 31.4 78.2 21.8

2008170,878 41,405 68.9 71.6

118,226 52,652 32,453 8,952 69.2 30.8 78.4 21.6

2009169,277 39,941 68.2 71.1

111,560 57,717 29,964 9,977 65.9 34.1 75.0 25.0

2010280,341 36,293 51.9 63.8

- - - - - - - -

General Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of EngineerGeneral Criteria for Employment of Engineer

II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.

SW Insight(2009)SW Insight(2009)SW Insight(2009)SW Insight(2009)††††

††††

Employment Statistics SurveyEmployment Statistics Survey

19

HandsHandsHandsHandsHandsHandsHandsHands--------ononononononononExperienceExperienceExperienceExperienceExperienceExperienceExperienceExperience

Retained Retained Retained Retained Retained Retained Retained Retained SkillsSkillsSkillsSkillsSkillsSkillsSkillsSkills

Attitude Attitude Attitude Attitude Attitude Attitude Attitude Attitude and and and and and and and and

PersonalityPersonalityPersonalityPersonalityPersonalityPersonalityPersonalityPersonality

Ability toAbility toAbility toAbility toAbility toAbility toAbility toAbility toConductConductConductConductConductConductConductConductProjectsProjectsProjectsProjectsProjectsProjectsProjectsProjects

Educational Educational Educational Educational Educational Educational Educational Educational BackgroundsBackgroundsBackgroundsBackgroundsBackgroundsBackgroundsBackgroundsBackgrounds

Obtained Obtained Obtained Obtained Obtained Obtained Obtained Obtained CertificateCertificateCertificateCertificateCertificateCertificateCertificateCertificate/License/License/License/License/License/License/License/License

3

4

53.94

4.254.254.254.25 4.254.254.254.25 4.18 4.07 4.264.264.264.26 4.23.99 3.94 3.64

3.52 3.5 3.913.913.913.91 3.833.67

3.373.563.563.563.56 3.38

3.47 3.35 3.43 3.42 3.29 3.4 3.543.543.543.543.26 3.32 3.23 3.293.293.293.29 3.17

The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries vsvsvsvsthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Business----related Capabilitiesrelated Capabilitiesrelated Capabilitiesrelated Capabilities


2010 Industry Survey for Business2010 Industry Survey for Business2010 Industry Survey for Business2010 Industry Survey for Business----related Capabilities of 4related Capabilities of 4related Capabilities of 4related Capabilities of 4----year University Graduates, year University Graduates, year University Graduates, year University Graduates, The Korea Chamber of Commerce and Industry The Korea Chamber of Commerce and Industry The Korea Chamber of Commerce and Industry The Korea Chamber of Commerce and Industry

††††

††††

personality = 3.44 general work capability = 3.86 professional work capability = 3.80


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The level of importance suggested by industries for business-related Capabilities

The level of satisfaction in new employees for business-related capabilities20

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5 3.94 4.194.194.194.193.86 3.8

3.37 3.44 3.383.383.383.38 3.23

II.II.II.II.II.II.II.II.II.II.II.II.II.II.II.II. Employment Statistics SurveyEmployment Statistics Survey

The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries The Level of Importance Suggested by Industries vsvsvsvsthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Businessthe Level of Satisfaction in New Employees for Business----related Capabilitiesrelated Capabilitiesrelated Capabilitiesrelated Capabilities


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The level of importance suggested by industries for business-related Capabilities

The level of satisfaction in new employees for busi ness-related capabilities

21

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53.846.0

HigherHigherHigherHigher Education Area Needing More EmphasisEducation Area Needing More EmphasisEducation Area Needing More EmphasisEducation Area Needing More Emphasis


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25.2 24.8 19.2 18.0 15.8

22

Issues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering Education

23

Issues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering EducationIssues in Engineering Education

� Inferior education system to foster engineers with various competencies demanded by industry through specialized curricula at universities

� Low rate of taking engineering topics, basic sciences and

Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.

� Deterioration in both quality and quantity of sciences and engineering majors

Issues in Engineering EducationIssues in Engineering Education

� Low rate of taking engineering topics, basic sciences and mathematics courses resulting from tendency to take courseshelpful to get a good GPA

� Evaluation of professors’ achievement highly affected by thenumber of SCI papers

� Lack of quality control for graduates

� Industries’free ride

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� Undifferentiated curriculum due to similar PEOsUndifferentiated curriculum due to similar PEOsUndifferentiated curriculum due to similar PEOsUndifferentiated curriculum due to similar PEOs(ex: MIT, Rose-Hulman(SE), Rose-Hulman(CS))

- Globally competitive hands-on engineers with creativeness, spirit of challenge and

professionalism (S Electronics Co.)

Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ.Ⅲ. Issues in Engineering EducationIssues in Engineering Education

25

- Multi-disciplinary engineers who can function as a member of a team

- Engineering education mainly emphasizing the principles

- Supply-side-oriented education not reflecting hands-on practices required by industries

- Inadequate facilities and equipment for experiments and practices

� Curriculum not reflecting the changing demands of industriesCurriculum not reflecting the changing demands of industriesCurriculum not reflecting the changing demands of industriesCurriculum not reflecting the changing demands of industries


� Mismatch in quality and quantityMismatch in quality and quantityMismatch in quality and quantityMismatch in quality and quantity

- Lack of the assessment for students’ competency and the analysis for students’

career path

- Lack of CQI after collecting and analyzing the data of employers’evaluation

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- Lack of CQI after collecting and analyzing the data of employers’evaluation

for their graduates

- The average cost of reeducating new employees graduated from universities:

￦60.80M/person (Source: Korea Employers Federation, 2008)

- The average duration of retraining until putting into practice:19.5 months (Source:

Korea Employers Federation, 2008)

- The cost of retraining in engineering field: ￦ 221B (※ The number of new

employees graduated from engineering disciplines = 36,293)

� Deepening unwillingness to major sciences and engineering disciplines

� Insufficient establishment of STEAM education system in elementary and junior/high

schools

††††††††


27

� Enrollment rate of engineering topics courses- Korea: < 50% - Finland(University of Oulu): 64% - Sweden(Royal Institute of Technology): 83%

� Enrollment rate of basic science and mathematics- United States: 25%- Korea: 6.2%(IT-related disciplines)

““““Project of University Education in Korea for Training its IT human resources ,”Project of University Education in Korea for Training its IT human resources ,”Project of University Education in Korea for Training its IT human resources ,”Project of University Education in Korea for Training its IT human resources ,””Knowledge Hub for Creative Solutions, 2011.8””Knowledge Hub for Creative Solutions, 2011.8””Knowledge Hub for Creative Solutions, 2011.8””Knowledge Hub for Creative Solutions, 2011.8”

††††

††††††††

� The 4-year university graduation rate in 4 years : 36%(Higher Education Research

Institute at UCLA 2010)

� The average GPA of 4-year university graduates in Korea(Source : A survey on185 4-year universities in 2010, Korea Council for University Education 2011)


28

185 4-year universities in 2010, Korea Council for University Education 2011) - A: 35.4% - B: 54.9%

� Leaving the responsibility of education to educational institutions and being reluctant

to invest in education of engineers� Insufficient efforts to actively participate in the relevant conferences and deliver

industries’requests (regarding expected capabilities of new employees and curriculum)� Suggestion of interesting topics for capstone projects and facilitation of financial aids

Direction of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of Improvement

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Direction of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of ImprovementDirection of Improvement

ⅣⅣⅣⅣⅣⅣⅣⅣ........ⅣⅣⅣⅣⅣⅣⅣⅣ........

� Foster creative multi-disciplinary engineers with science and engineering fundamentals in his/her field of study

� Foster global engineers who can compete in the global market(with English speaking skill and understanding multi-cultures)

Direction of ImprovementDirection of Improvement

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� Provide specialized curriculum reflecting the demand of industry(including internship and capstone projects)

� Foster engineers fitted in practice by forming a partnership between industry and academia

� Encourage educational institutions to get accreditation

Role of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of Constituencies

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Role of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of ConstituenciesRole of Constituencies

IndustryIndustryIndustryIndustryIndustryIndustryIndustryIndustry

V.V.V.V.V.V.V.V. Role of ConstituenciesRole of Constituencies

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UniversitiesUniversitiesUniversitiesUniversitiesUniversitiesUniversitiesUniversitiesUniversities

Government Government Government Government Government Government Government Government AgenciesAgenciesAgenciesAgenciesAgenciesAgenciesAgenciesAgencies

V.V.V.V.V.V.V.V.V.V.V.V.V.V.V.V.

• Actively deliver their requirements to universities as the major consumers and beneficiary

• Provide direct and indirect financial support to un iversities- Facilitation of laboratories in Universities

- Promotion of industry-academia joint projects for students

Role of ConstituenciesRole of Constituencies

- Promotion of industry-academia joint projects for students

• Assign interns to hands-on missions and pay an appr opriate stipend for their works

• Active provision of career development programs(CDP )- Establishment of the criteria of job performance through job analysis- Provision of in-house re-training program for cultivating humanresources

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V.V.V.V.V.V.V.V.V.V.V.V.V.V.V.V. Role of ConstituenciesRole of Constituencies

• Put more emphasis on teaching performance to normali ze engineering education

• Reform of engineering-related certification system- Objective verification of competency of engineers (professional

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- Objective verification of competency of engineers (professional knowledge and practice capability)

- Provision of long-term vision for systematic career development of engineers

- Establishment of a partnership between the accreditation system of engineering education and the certificate system for professional engineers

- Protection of the rights and interests of engineers

Government Government Government Government AgenciesAgenciesAgenciesAgencies


• Support quality enhancement of engineering educatio n and nationwide spread of accreditation of engineeri ng educations- A partial support for equipments to operate capstone projects, SW,

tools and expenses

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tools and expenses

- Financial support for small and medium sized companies which

opens internship programs

- Provision of retraining program for university professors

• Build entrepreneurship ecosystems

Government Government Government Government AgenciesAgenciesAgenciesAgencies

• Construct lab facilities for effective design proje cts and experiments/practices

• Establish a TA system and revise the evaluation sys tem of professors’ achievement to improve the quality of education

• Establish innovative and creative curriculum (e.g., Franklin


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• Establish innovative and creative curriculum (e.g., Franklin W. Olin College of Engineering)

- Provide a context for the technical education necessary to be a good engineer to learn how to design products that really meets customer’s needs

- Olin Triangle: A combination of rigorous science & engineering fundamentals, entrepreneurship and the liberal arts

- Active learning and interdisciplinary courses built around hands-on projects

- Learning and doing together from the start- A year-long engineering project for an actual client

• Enhancement of engineering design courses- Cultivate the ability to solve the problem proposed by industry- Cultivate the ability to jointly conduct design projects- Mandatory evaluation of project results by the representatives from industry, their public presentation and demonstration

• Enhance practice capability by recruiting


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• Enhance practice capability by recruitinglecturers with work experiences in industry

- Cultivate the ability to apply techniques, skills, and engineering tools to product design and development

- Cultivate the ability to develop products through man-to-man education programs

• Offer various interdisciplinary courses

ConclusionsConclusionsConclusionsConclusionsConclusionsConclusionsConclusionsConclusions

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ConclusionsConclusionsConclusionsConclusionsConclusionsConclusionsConclusionsConclusions

VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.VI.

- Cultivate the ability to solve hands-on problems and the creativity through increasedemphasis on design courses

- Cultivate engineer’s managerial competencies through increased emphasis on soft skill education

- Cultivate fundamental competencies of engineers through increased emphasis on basicsciences and mathematics course

ConclusionConclusion

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- Foster engineers with professionalism and adaptability in practice through differentiated educational objectives

- Increased support for capstone projects and internship programs- Provision of consulting services for curricula by related industry associations- Active adoption of industry-academia cooperative internship programs(CIP)-Nurturing of engineers with adaptability in practice by establishing a partnership between industry and academia

감사합니다감사합니다감사합니다감사합니다

[Global HR Forum 2011] Engineering Education in the Global Era through Its Accredition

Education

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