Outcomes-Based Accreditation: An Agent for Change and Quality Improvement in Higher Education Programs A. Erbil PAYZIN Founding Member and Past Chairman of MÜDEK IQA Workshop: Quality in Higher Education May 2015, Nicosia, North Cyprus

IQA Forum, May 2015, Nicosia, North Cyprus 2 Presentation Outline Some definitions Input-based and outcomes-based program accreditation Examples of program outcomes How outcomes-based accreditation helps continuous improvement Conclusions

IQA Forum, May 2015, Nicosia, North Cyprus 3 Some Definitions Accreditation: The certification of compliance to a known standard. Program Accreditation: The process of certifying the compliance of a higher education institution’s study program to a known set of accreditation criteria. Program Outcomes: Statements defining the knowledge, skills, and attitudes that students of a study program must have acquired by the time they graduate.

IQA Forum, May 2015, Nicosia, North Cyprus 4 Input-Based Program Accreditation Classical, input-based accreditation criteria dictate major elements of the program such as: o Curriculum content (defined set of courses) o Number of staff members o The facilities used etc. Input-based accreditation focuses on what is being taught and is frequently seen as an obstacle to continuous improvement.

IQA Forum, May 2015, Nicosia, North Cyprus 5 Outcomes-Based Accreditation Program outcomes: Statements defining the knowledge, skills, and attitudes that students of the program must have acquired by the time they graduate. Outcomes-based accreditation: o places the emphasis on what the students learn, i.e., the program outcomes and their achievements by the students. o requires the programs to show evidence that their graduates have acquired the minimum program outcomes specified by the accreditation agency. o encourages innovative approaches to curriculum design and delivery. o usually includes some input-based criteria too, but such criteria are included from a perspective of facilitating student learning.

IQA Forum, May 2015, Nicosia, North Cyprus 6 Assessment Assessment is a key component of the outcomes- based accreditation system. Assessment is the systematic collection, review, and use of information for the purpose of improving student learning and development. HEI’s must assess and measure if and how well student outcomes are being achieved and how well the program is meeting its objectives. Important note: assessment is much more than grading exam papers or making student surveys.

IQA Forum, May 2015, Nicosia, North Cyprus 7 Program Outcomes Examples for Engineering Programs Examples of internationally recognized common framework standards for program outcomes for engineering programs: The EUR-ACE Framework Standards: o Defined by the European Network for Accreditation of Engineering Education (ENAEE) o Met by 13 accreditation agencies in Europe including MÜDEK Washington Accord Graduate Attributes: o Defined by the International Engineering Alliance (IEA) o Met by 17 accreditation agencies in the World including MÜDEK

IQA Forum, May 2015, Nicosia, North Cyprus 8 MÜDEK Criteria for Evaluating First Cycle (BS) Engineering Programs 1.Students 2.Program Educational Objectives 3.Program Outcomes 4.Continuous Improvement 5.Curriculum 6.Faculty Members 7.Facilities 8.Institutional Support and Financial Resources 9.Organization and Decision-Making Processes 10.Discipline-Specific Criteria

IQA Forum, May 2015, Nicosia, North Cyprus 9 MÜDEK First Cycle (BS) Program Outcomes (ver. 2.1) 1.Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied information in these areas to model and solve complex engineering problems. 2.Ability to identify, formulate, and solve complex engineering problems; ability to select and apply proper analysis and modelling methods for this purpose. 3.Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way so as to meet the desired result; ability to apply modern design methods for this purpose. 4.Ability to devise, select, and use modern techniques and tools needed for analysing and solving complex engineering problems; ability to employ information technologies effectively. 5.Ability to design and conduct experiments, gather data, analyse and interpret results for investigating complex engineering problems or discipline specific research questions.

IQA Forum, May 2015, Nicosia, North Cyprus 10 MÜDEK First Cycle (BS) Program Outcomes (Cont’d) 6.Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually. 7.Ability to communicate effectively in Turkish, both orally and in writing; knowledge of a minimum of one foreign language; ability to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 8.Recognition of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself. 9.Apply ethical principles; awareness of professional and ethical responsibility; knowledge on norms of engineering practice. 10.Knowledge about business life practices such as project management, risk management, and change management; awareness of entrepreneurship and innovation; knowledge about sustainable development. 11.Knowledge about contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; awareness of the legal consequences of engineering solution.

IQA Forum, May 2015, Nicosia, North Cyprus 11 How does outcomes-based accreditation help continuous improvement? The focus is on the achievement of the program outcomes by the students. The HEI has to; o define a set of (stated) program outcomes that include the (minimum) program outcomes specified by the accreditation agency. o design and implement a curriculum and a method for its delivery that will guarantee the achievement of these program outcomes by the students. o periodically assess the actual level of achievement for each and every one of the stated program outcomes. o based on the assessment results, modify the curriculum and/or the way of its delivery to improve the level of achievement for each program outcome.

IQA Forum, May 2015, Nicosia, North Cyprus 12 Outcome example 1: Design Skills The curriculum has to include components where the students can acquire skills outlined in the above statement. It is up to the HEI running the program to design the appropriate curriculum and its mode of delivery. Evidence on the following have to be provided: o that design problems tackled by students are complex enough, o that realistic constraints are being considered during design, o that modern design methods are used when performing design. 3: Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way so as to meet the desired result; ability to apply modern design methods for this purpose.

IQA Forum, May 2015, Nicosia, North Cyprus 13 Outcome example 2: Team Work The curriculum has to use modes of delivery where the students can acquire the skills outlined in the above statement. It is up to the HEI running the program to design the appropriate curriculum and its mode of delivery. Evidence on the following has to be provided: o that the students have acquired skills for working in teams consisting of members from their own discipline. o that they acquired experience in working in multi-disciplinary teams where members come from different disciplines, o that they have acquired experience in working individually. 6: Ability to work efficiently in intra-disciplinary and multi- disciplinary teams; ability to work individually.

IQA Forum, May 2015, Nicosia, North Cyprus 14 Continuous Quality Improvement There are infinitely many ways to enable the students to acquire the skills required in the previous two program outcome examples. It is up to the HEI to design the most appropriate curriculum and its mode of delivery to achieve these program outcomes. The HEI has to assess the level of achievement of each program outcome and make changes in the curriculum and its mode of delivery, etc., until the level of achievement is acceptable for each outcome. This «assess/change/re-assess» cycle leads to continuous quality improvement.

IQA Forum, May 2015, Nicosia, North Cyprus 15 In conclusion Outcomes-based accreditation o gives a freedom in curriculum design and mode of delivery. o focuses on program outcomes and their achievement, i.e., on student learning. o requires periodic assesment/improvement/and re-assessment which leads to continuous quality improvement. o in summary, acts as an agent for change and quality improvement for higher education study programs. (At least this is what we have experienced in MÜDEK in the past 13 years.)

IQA Forum, May 2015, Nicosia, North Cyprus 16 MÜDEK Zincirlidere Street No. 86 Mericoglu Plaza 1st. Floor Door:4, Esentepe, Sisli, İstanbul, Turkey Tel: +90 (212) , (0212) Fax: +90 (212) infos at mudek.org.tr at mudek.org.tr Thank you for your attention