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Use of Quality Tools and Outcome Assessment Model for Continuous Improvement in Industrial Engineering Education

Abstract

This paper provides an overview of how best the quality principles, quality tools, and ISO-9000 standards could effectively be used in improving the quality of engineering education. The use of quality tools in engineering education as well as a comparison of EC-2000 with ISO-9000 standards are presented and discussed for achieving continuous improvement in the quality of engineering education. The “outcomes assessment” model concepts of EC-2000 were applied in two manufacturing courses at the Mercer University School of Engineering (MUSE) for continuous improvement in students’ learning. The documented information over a period of seven years, the results obtained through statistical analysis, and a comparison on outcomes in students’ learning between these two courses are presented and discussed.

Introduction

The total quality management principles along with the quality tools such as flow charts, cause- and-effect diagram, Pareto diagram, control charts, and quality function deployment could effectively be used to monitor the quality of engineering education. EC-2000 emphasizes that each program must have an assessment process with documented results. In particular, it demands that academic programs be engaged in continuous improvement cycles based on assessment data. The emphasis on the use of assessment data to guide improvements in the educational processes is consistent with the current trends and calls for quality and accountability of educational systems. There has been significant interest in the broad applications of quality management in higher education. However, EC-2000 is a focused attempt to bring quality assurance to the field of engineering education in a very formal and direct manner. EC-2000 promotes the innovation and continuous improvement of engineering education. The assessment process must demonstrate that the outcomes important to the mission of the institution and the objectives of the program are being measured. ISO-9000 quality standards provide guidelines for structuring quality assurance system and are used for any business. EC-2000 is specific to engineering education. There are similarities and differences between EC-2000 and ISO-9000 standards. Some of the lessons learned in the ISO-9000 field could easily be extended to engineering education and EC-2000. In this paper, the “outcomes assessment” model concepts of EC-2000 have been applied in two manufacturing courses (ISE 370: Manufacturing Processes, and ISE 424: Computer Assisted Manufacturing Systems) at Mercer School of Engineering for continuous improvement in students’ learning. The documented information over a period of seven academic years (1998-2005), the steps taken for continuous improvement in students’ learning, the results obtained through statistical analysis, and a comparison on outcomes in students’ learning between these two courses are presented and discussed.

Quality Tools and ISO-9000 Standards

Quality is a competitive advantage in the marketplace. This means that a company must have the same or better quality than its competitors. The quality of competitors, however, is

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Radharamanan, R. (2006, June), Use Of Quality Tools And Outcome Assessment Model For Continuous Improvement In Industrial Engineering Education Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1325