Strategic implementation of outcome-based education system in Buein-Zahra Technical University of Iran

H. Zeynal, Z. Zakaria, M. Anisseh, S. Mansoorzadeh
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引用次数: 5

Abstract

Implementation of Continuous Quality Control (CQC) over engineering education is lucrative but arduous for academic decision-makers. Among various approaches to address CQC, the Outcome-Based Education (OBE) system has found universal acceptance. The accurate measurement mechanism, transparency of outcomes (programs/subjects) definition, revamping troublesome education process, are salient advantages of adopting OBE system. However, the OBE implementation strategy plays a crucial role to eventual satisfactory level. In this work, practical case of Buein-Zahra Technical University (BZTE) is studied. Simulation results reiterates the fact that strategic and efficient implementation of OBE-BZTE allowed increasing flexibility and manageability of education process. Results, further, exhibited that the improvement plans over top program Outcomes (PO) and lower Course Outcomes (CO) are advantageously possible depending on input and output quality controls.
伊朗Buein-Zahra技术大学成果导向型教育体系的战略实施
在工程教育中实施持续质量控制(CQC)是有利可图的,但对学术决策者来说却是艰巨的。在解决CQC问题的各种方法中,基于成果的教育(OBE)系统已得到普遍接受。准确的测量机制、成果(项目/科目)定义的透明度、改革繁琐的教育过程是采用OBE系统的显著优势。然而,OBE的实施策略对最终达到令人满意的水平起着至关重要的作用。在本工作中,研究了Buein-Zahra工业大学(BZTE)的实际案例。仿真结果重申了这样一个事实,即OBE-BZTE的战略和有效实施允许增加教育过程的灵活性和可管理性。结果进一步表明,根据输入和输出质量控制,高于最高项目结果(PO)和较低课程结果(CO)的改进计划是有利的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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