Grate, a and grate e the vision, mission, program educational objectives imrad journal vol 1 oct 201

IMRaD Journal Vol. 1 Oct. 2017

THE VISION, MISSION, PROGRAM EDUCATIONAL OBJECTIVES, AND PROGRAM OUTCOMES OF THE COLLEGE OF ENGINEERING: AN ASSESSMENT Engr. Arlene C. Grate Engr. Edwin V. Grate

----------------------------------------------------------------------------------Abstract –The study aims to analyze the degree of attainment of the Vision, Mission, Program Educational Objectives (PEO), Program Outcomes (PO), and attributes of the students of the Civil Engineering program of Columban College, Inc. The researchers utilized the descriptive cross-sectional comparative design of research. The perceived attainment of the vision and mission statement, program educational objectives, program outcomes, are described as very much attained by the stakeholders. The stakeholders are unanimous in saying that these attributes are very much attained and exhibited by the graduates and students. Thus, it appears that there is no significant variations on the assessment of the stakeholders as to the degree of attainment of the vision, mission, program educational objectives (PEO) and program outcomes (PO), and attributes of students and graduates of the College of Engineering. The College of Engineering is effectively implementing the outcomes based education as mandated by the Commission on Higher Education (CHED). It is therefore imperative to continuously hone the knowledge, skills and attributes of the students for global competitiveness.

Keywords – Engineering education, civil engineering, vision, mission, attributes, program educational objectives, program outcomes, descriptive cross-sectional comparative design

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Introduction The implementation of outcome-based education (OBE) curriculum in the syllabus nowadays plays an important role in producing quality graduates students. Assurance to the effectiveness of OBE, a steady and continuous assessment must be carried out through each course as well as the industrial training 1

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program (Osman et al., 2009). Moreover, excellent qualifications, dedicated, responsible and well trained are among the key factor to become successful engineers. Furthermore, most of the companies nowadays are expected to hire graduates with skills, quality and market ready. Thus automatically their operating cost can be greatly reduced. As to fulfill those criteria specified by the companies, the industrial training program is being made a compulsory course for every student in the faculty. By having this industrial training, students are exposed to the responsibility of an engineer and the engineering profession, communication skills that include daily interaction within the real working environment and as well as technical writing (Osman et al., 2009).

Apart of that, all the engineering programs in the Philippines have been instructed to adopt OBE based curriculum by the EAC as a part of the requirement to be a full member of the Washington Accord (WA). This is to ensure that the engineering degree produced by the colleges and universities would be recognized by the fellow WA member, such as United States, United Kingdom, Australia, South Africa, and etc (Shahrir et al.

2008).

OBE is a teaching method that emphasizes what students can actually do after they completed their training or their courses (Faizah, 2008). OBE implementation is to ensure the academic programs, the delivery systems and methods of evaluation will produce capable and high quality graduates. There are three main objectives needed to be achieved in the implementation of the OBE. The objectives are the results of the Course Outcomes (CO), the Program Outcomes (PO) and the Program Educational Objectives (PEO). The objectives should be measured to determine the level of knowledge, skills and abilities of all students after completing their courses (Arshad, Fatin, Razali, & Samba, 2012).

There is a little research on civil engineering about type of problems by designing quality standards, working methodologies 2

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and technologies to increase the productivity of the civil engineering process. In spite of the multiple advances of these researches, they are not enough to prevent a high percentage of failing projects (Kudngaongarm & Sujivorakul, 2012). One possible cause of failing projects is that the quality of the products and services do not only depend on the standards, methodologies, and technologies that are in use in the civil engineering development process, but also there is a great influence of the knowledge, the capability, and the talent of civil engineers to apply the concepts of civil engineering and to interact with diverse technologies and heterogeneous working groups. The literature identifies the principal factors that cause low performance (Karn and Cowling, 2001; Felder et al., 2002) and the professional obsolescence (Loo et al., 2001). It also mentions that sometimes the complexity of the civil engineering development process exceeds the capabilities of civil engineers.

However, there is little research that focuses on the skills update and professional development of civil engineers. In addition, not everybody considers that developing in civil engineering implies a complex process that presents technical psychosocial interactions; consequently, software engineers must have the capability to work in team and under pressure, to satisfy the customer requirements, to solve conflicts, and other qualities that they rarely try to develop, but that are fundamental for a good performance Competency and employability are the important parts of education system. The main goal of education is learners can reach their own needs and the society needs in the same time.

There are many recognized competency models (Scottish Qualifications Authority, 2003). For example, German dual system provides skills which enable learners to cope with increasing complexity in work tasks (Kudngaongarm & Sujivorakul, 2012).

International studies have identified competency deficiencies in engineering graduates as perceived by various stakeholders.

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Competency deficiencies in graduates have also been referred to as “skills gaps�, referring to the difference between the level of competence required for employment or alternatively the importance of competencies for employment and the level of competence of graduates. Large-sample surveys have measured competency deficiencies in engineering graduates based on perceptions of engineers or employers (Male & Bush, 2004).

In a European and US survey, engineers with bachelor, master or diploma degrees rated engineering competencies and general professional competencies on importance and graduate performance (Bodmer et al, 2002). The largest indicated gaps were in communication, leadership and social skills. Moreover, in a UK survey, employers of engineering graduates rated their satisfaction with skills that had been identified as important in an earlier phase of the study (Spinks et al, 2006). There was small, yet statistically significant, dissatisfaction with practical application and business skills, and to a lesser extent, technical breadth. Interviews supported the concern about practical application.

This study is part of a larger one on the assessment of the generic competencies required by engineers graduating in the Philippines. It analyses the perceived degree of attainment of the Vision, Mission, program educational objectives and program outcomes of the Civil Engineering program of Columban College, Inc. Furthermore, this study uses a different design from previous studies to compare the educational objectives and program outcomes by including the specific vision-mission statement of the program as well as the attributes of the graduates based on the perceptions of the alumni, senior students, faculty members and industry partners.

The study aims to analyze the degree of attainment of the Vision, Mission, Program Educational Objectives (PEO), Program Outcomes (PO), and attributes of the students of the Civil Engineering program of Columban College, Inc. based on the 4

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perceptions of the alumni, senior students, faculty members and industry partners. Specifically, it infers on the comparison of the perceptions of the stakeholders towards revisiting and enhancement of the current PEO and PO of the program.

Methodology The researchers utilized the descriptive cross-sectional comparative design of research. This design allows the researchers to draw inferences concerning differences in the perceptions of the stakeholders under investigation. It is based from the formulation and testing of hypothesis. The stakeholders were drawn from the group of alumni, industry partners, senior students, and faculty members. Thus, it is believed that the sample will provide the researchers with more reliable results. A total of 146 participants involved in this study. There were 55 alumni, 19 industry partners, 47 graduating students, 15 parents of graduating students and 10 faculty members. A questionnaire consisting of series of questions and other prompts for the purpose of gathering information from the participants was used.

Most often, it is designed for statistical analysis of the responses.

According to Sekeran, (2003), ‘a questionnaire is a preformulated written set of questions to which respondents’ records their answers, usually within rather closely defined alternatives’. A questionnaire was structured for this research and was administered to the front line staff of the studied department/ groups. These questionnaires were handed directly to the participants by the researchers which gave the researchers the privilege to introduce the topic and encouragement in answering the questionnaire. The closed ended questions helped the researchers to analyze the information without difficulties using a 5 point Likert scale. It is composed of several items to rate the degree of attainment of the Vision, Mission, Program Educational Objectives (PEO) and Program Outcomes (PO) of the 5

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College of Engineering based on the stakeholders’ perception or actual experience with the College using the following: 5 = Very Much Attained; 4 = Much Attained; 3 = Moderately Attained; 2 = Slightly Attained; and 1 = Not Attained.

Results and Discussion The perceived attainment of the vision and mission statement is described as very much attained by the stakeholders. The alumni, industry partners, students, parents, and faculty described the vision statement of the College of Engineering, “A leading Christ-centered formator of students and professionals who are to become responsive to the demands of local and global developments� as very much attained with a mean rating of 4.39.

Moreover, the mission of the College of Engineering is assessed as very much attained: (1) Develops practical technology research without compromising ecological balance and global harmony (4.20); (2) Keeps abreast with the latest trends in technology (4.85); (3) Ensures a harmonious relationship among stakeholders with shared values (4.29); (4) Promotes human dignity and Christian values in the midst of human achievements (4.47); and (5) Provides lifelong learning through continuous student development programs (4.36).

The perceived attainment of the program educational objectives (PEO) such as (1) exhibits analytical and critical thinking, creativity and innovativeness in the field of Civil Engineering is described as very much attained with a mean rating of 4.54; (2) uses mathematical and scientific knowledge and skills in dealing with complex engineering problems and real life situations (4.48); (3) utilizes technological tools, techniques, methods and processes related to Civil Engineering. (4.23); (4) demonstrates the ability to work independently and collaboratively in a multidisciplinary and multi-cultural environment (4.34); (5) meets the expectations of the industry, 6

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have effective oral and written communication skills and commit themselves to life-long learning (4.30); and (6) demonstrates compassion, humanity, deep sense of nationalism, commitment to social transformation; and ability to act as steward of God’s creation and His people to exude St. Columban Spirit (4.43).

The BSCE program outcomes as also reflected in CMO 29 S. 2007 are also perceived as very much attained by the stakeholders: (1) applies knowledge of mathematics, physical sciences, and engineering sciences to the practice of civil engineering (4.53); (2) designs and conducts experiments, as well as to analyzes and interprets data (4.32); (3) designs, builds, improves, and installs systems or processes which meet desired needs within realistic constraints (4.33); (4) works effectively in multi-disciplinary and multi-cultural teams (4.41); (5) recognizes, formulates, and solves civil engineering problems (4.58); (6) shows understanding of the effects and impacts of civil engineering projects on nature and society, and of the civil engineers’ social and ethical responsibilities (4.41); (7) specializes engineering knowledge in each applicable field, and the ability to apply such knowledge to provide solutions to actual problems (4.47); (8) effectively communicates orally and in writing using the English language (4.29); (9) engages in life-long learning and an acceptance of the need to keep current of the development in the specific field of specialization (4.46); (10) uses the appropriate techniques, skills and modern engineering tools necessary for the practice of civil engineering (4.38); (11) exhibits knowledge of contemporary issues (4.27); and (12) demonstrates the St. Columban spirit of being a community and service-oriented individual and by living the philosophy: “We are Christ’s and not our own.” Practices his/her faith and share it with others; imbued with moral and spiritual foundation (4.46).

The stakeholders are also asked to rate the degree of attainment of the student/graduate of CCI attributes. The stakeholders are unanimous in saying that these attributes are 7

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very much attained and exhibited by the graduates and students.

The attributes relative to service are St. Columban Spirit (4.42); Servant Leadership (4.27); Commitment to Social Transformation (4.36); and Charity (4.44). Moreover, the attribute in terms of character are Compassion (4.48); Care for the Environment (4.43); Nationalism (4.33); and Respect for Diversity (4.41).

Furthermore, the attributes in terms of competence are Creativity and Innovativeness (4.46); Analytical and Critical Thinking (4.56); Lifelong Learning (4.56); and Global Competitiveness (4.49).

Thus, it appears that there is no significant variations on the assessment of the stakeholders as to the degree of attainment of the vision, mission, program educational objectives (PEO) and program outcomes (PO), and attributes of students and graduates of the College of Engineering.

Thus, the College of Engineering is effectively implementing the outcomes based education as mandated by the Commission on Higher Education (CHED). It is therefore imperative to continuously hone the knowledge, skills and attributes of the students for global competitiveness.

REFERENCES Arshad, I., Fatin, S., Razali, M., & Samba, Z. (2012). Programme Outcomes Assessment for Civil & Structural Engineering Courses at Universiti Kebangsaan Malaysia, 60, 98–102.

Retrived from https://doi.org/10.1016/j.sbspro.2012.09.353 Bodmer, C., Leu, A., Mira, L. & Rutter, H. 2002, SPINE: Successful Practices in International Engineering Education: Engineers Shape our Future IngCH. Faizah A.M. (2008). The use of Reflective Journals in Outcome Based Education during the Teaching Practicum, Malaysian Journal of ELT Research.

Felder, R., G. Felder and E. Dietz, 2002. The effects of personality type on

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engineering student performance and attitudes. J. Eng. Educ., 91(1): 3-17.

Karn, J. and A. Cowling, 2001. An initial study of the effect of personality on group cohesion in software engineering projects, Department of Computer Science, Research Report, CS-04-01. University of Sheffield, England.

Kudngaongarm, P., & Sujivorakul, C. (2012). Competencies Framework for Civil Engineer in Thailand, Research Journal of Applied Sciences, Engineering and Technology 4(4): 377-382, 2012 Loo, J., A. Grip and M. Steur, 2001. Skills obsolescence: Causes and cures.

Proc. Inter. J. Manpower, MCB UP Ltd, 22(1-2): 121-138.

Osman, S. A., Omar, M. Z., Mat, K., Kofli, N. T. A. N., Nizam, M., Rahman, A. B., & Darus, Z. M. (2009). Outcome Based Education ( OBE ) Curriculum Assessment for Industrial Training Program : Based on Students ’ Perception, 6(12), 454–463.

Scottish Qualifications Authority 2003. Key Competencies-some International Comparisons. Policy and Research, Bulletin No. 2.

Shahrir Abdullah, Riza Atiq Abdullah. Implementing Continual Review of Programme Educational Objectives and Outcomes for OBE Curriculum Based on Stakeholders’ Input, Proceedings of the 7th WSEAS International Conference on Education & Educational Technology (EDU’08), Venice, Italy, 21-23 November 2008, pp.

218-223.

Spinks, N., Silburn, N. & Birchall, D. 2006, Educating Engineers for the 21st Century: The Industry View, The Royal Academy of Engineering, London

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