criterion 2. program educational objectives
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ABET Self-Study Report Industrial Engineering Program
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
Provide the institutional mission statement
This section provides information about Program Educational Objectives (PEOs) and the
processes pertaining to how they are developed, revised and evaluated, aiming at continuous
improvement of the IE Program. It also describes the 'mission statements' set by the University,
the Faculty, the Department and the Program. Whether or not these missions are consistent is
analyzed. PEOs are stated and, finally, evidences are presented to show how effective are the
processes related to these PEOs.
As defined by ABET, PEOs are broad statements that describe the career and professional
accomplishments that the program is preparing graduates to achieve. ABET's definitions of the
terms 'assessment', and ‘evaluation’ have also been accepted by the IE Program.
1. Consistency with the Faculty and Institutional Mission Statements
a. Institutional Mission Statement
The mission of the King Abdulaziz University (KAU) is ‘the advancement of society
through pioneering research, and encouraging academic and scientific excellence’. It is
published at Department of Industrial Engineering website as well as in King Abdul-Aziz
University Catalogue (2006-2007) on page 17.
b. Faculty of Engineering Mission Statement
The mission of the Faculty of Engineering is ‘to prepare distinguished engineers and to
pioneer in conducting research and studies and in transferring knowledge and technology,
all for ultimately serving and developing the society.’ It is published at Department of
Industrial Engineering website as well as in KAU Faculty of Engineering Bulletin 2008
on page 3.
c. Department of Industrial Engineering Mission Statement
The mission of the Department of Industrial Engineering is ‘to prepare Industrial
Engineering graduates equipped with the world-class professional competencies capable
of conducting scientific research and rendering community services allowing for a
sustainable development.’ It is published at Department of Industrial Engineering
website.
d. Industrial Engineering Undergraduate Program Mission Statement
The mission of the undergraduate Industrial Engineering Program is ‘to prepare
graduating industrial engineers equipped with the world-class professional competencies
ABET Self-Study Report Industrial Engineering Program
capable of rendering community services allowing for a sustainable development.’ It is
published at Department of Industrial Engineering website.
B. Industrial Engineering Program Educational Objectives
List the program educational objectives and state where these can be found by the
general public.
Department of Industrial Engineering prepares graduates having ability to design, develop,
implement and improve integrated systems comprising of people, equipment, materials, energy
and information for serving the community at the local and global levels. These graduates should
1. Be effective in applying contemporary tools of industrial engineering to cater to the needs
of upcoming challenges of the changing industrial world.
2. Exhibit professionalism and effective oral and written communication skills.
3. Function effectively in diverse teams to handle problems pertaining to different industrial
and managerial settings.
4. Demonstrate professional and ethical responsibilities towards their profession, society,
and the environment.
5. Apply effectively e-media, computers and software in solving engineering problems.
These are published at Department of Industrial Engineering website.
Faculty of Engineering is preparing its graduates to achieve the following career and professional
accomplishments which are implicitly included in the educational objectives of different
Engineering Programs in order to support the mission of the faculty as well as the mission of the
university:
1. To perform professionally: exhibit integrity, behave ethically, accept responsibility,
take initiative, and provide leadership.
2. To demonstrate technical competence: think creatively, search broadly and use state of
the art engineering tools to identify and formulate safe innovative approaches.
3. To work efficiently: act as an effective team member and use formal and informal
communication skills as well as project management techniques to ensure timely and
within-budget completion of work projects.
4. To keep commitment: remain business focused, quality oriented, and committed to
personal professional development as well as the sustainable development of the society.
C. Consistency of the Program Educational Objectives with the Mission
of the Institution
Describe how the program educational objectives are consistent with the mission of the
institution.
ABET Self-Study Report Industrial Engineering Program
The Department of Industrial Engineering has set its program-mission that is quite consistent with
the Faculty mission and its targets of accomplishments stated as above. The Faculty mission, in
turn, is consistent with that of the University.
In fact, the IE Department is highly committed to achieve its goals by providing a high quality
program to its graduating engineers. In this context, the set Program Educational Objectives are
long-term objectives that the IE Program prepares its graduates to achieve. The first objective
assures that our graduates have strong fundamental knowledge required to succeed as practicing
engineers. Accomplishment of objectives 2 & 3 results in our graduates advancing their careers
by proving their ability to work in interdisciplinary and multidisciplinary teams in order to
identify, formulate, analyze, and solve engineering problems encountered in different kinds of
industrial and managerial settings. Achievement of objective 4 is demonstrated by way of our
graduates exhibiting professional and ethical responsibilities towards their professional societal
and environmental contexts. The last objective prepares our graduates to be successful engineers
by way of showing their talents and expertise in employing modern tools involving e-media and
computer-based applications. As stated earlier, these educational objectives are consistent with
the institutional vision, mission and goals. The Program Educational Objectives of the IE
Department are essentially the same as those of the Faculty of Engineering as stated below:
The IE PEOs were developed, revised and refined to meet the needs of various constituencies of
the IE Program. These PEOs are comprehensive (addressing both depth in the discipline of IE as
well as the breadth in terms of the skills and attributes of IE needed to be good practitioners),
defined and documented (The IE objectives are rewritten by ABET committee of the IE
Department and are to be discussed and approved by the IE Department Council. The IE
objectives are measurable, using data from employers and alumni as well as from the Industrial
Advisory Board, IABIE (documented earlier) and other relevant sources. The objectives are
flexible in the sense that they are befitting to the different career choices available to the IE
graduates), clearly tied to mission (as documented above, the IE Program objectives are tied to
the University (KAU) and Faculty/College missions/goals and are based on the IE Program
mission), readily adaptable to meet constituent needs (The IE program objectives are stated
broadly to encompass the basic skills/ attributes so as to cater to the needs of the constituents,
thereby leading to successful career of the graduating engineers), and systematically reviewed
and updated (the IE program objectives were revised in 2007 on the basis of the set procedures,
well documented and revisited in 2012.
D. Program Constituencies
List the program constituencies. Describe how the program educational objectives meet
the needs of these constituencies.
As a result of the deliberations of the IE Department’s ABET Committee, and the
subsequent discussions, recommendations, and approval of the IE Department’s Council, the
following four principal constituencies were determined.
1. Employers : organizations where our graduates are working.
2. Alumni : the graduates of the IE Department, KAU, Jeddah.
ABET Self-Study Report Industrial Engineering Program
3. Students: both the current students as well as those just going to the point
of exit from the IE program.
4. Faculty : the instructors involved in teaching in the IE Department.
Salient features of these constituents are as follows:
1. Employers
Ultimate end-users of the IE Program are the employers of the IE graduates and their feedback
would have an immense impact on the overall success of the Program. Primarily, inputs from the
potential employers of IE graduates are received through these employers, the Faculty of
Engineering Industrial Advisory Board (FE-IAB), the IE Department Industrial Advisory Board
(IABIE), and the Summer Training advisors.
2. Faculty of Engineering Industrial Advisory Board (FE-IAB)
The FE-IAB comprises of industry people occupying different senior positions in their
organizations. Thus the FE-IAB members primarily represent one of the most important
constituencies: the employers. The Board meets at least once in a year and discusses the
employers’ perception of the quality of our graduates, the current industry needs, the
technological trends, and provides valuable inputs to develop and improve the engineering
programs. The composition of the FE-IAB is portrayed in Table 1, given below:
ABET Self-Study Report Industrial Engineering Program
Table 1: List of the Members of the Industrial Advisory Board of FE-IAB
S
N
O
.
NAMES OF THE
MEMBERS POSITION
ORGANIZATION/
COMPANY
1 Eng. R. Salama Deputy President & Systems Manager Siemens, Saudi Arabia
2 Eng. A. Turkestani Quality Consultant Nobalaa Training Center
3 Eng. S. Shawli Secretary General of the Ministry of Petroleum &
Mineral Resources
Ministry of Petroleum & Mineral Resources
4 Dr. A. Al-Shawri Head of Saudi Nat. Quality Council Saudi Arabian Airlines
5 Eng. A. Zamel Member of Board of Directors Zamel Industries Company
6 Eng. A. Al-
Saadoon
President of Acetyl Company Saudi International Petrochemicals Company
7 Eng. A. Al-Saadi Vice Executive President Consultancy Office of Zohair Al-Faiz & Co.
8 Dr. S. Bamagbour Director of Medical Physics & Bio Engineering Armed forces Hospital, Riyadh
9 Eng. A. Badood Director of Aircraft Engineering Saudi Arabian Airlines
1
0
Eng. G. Raeki General Manager of Internet Systems Saudi Telecom
1
1
Eng. B. Merfaq Chief Engineer of Communication Syst. Saudi Arabian Airlines
1
2
Dr. T. Adham CEO Talal Adham & Co
1
3
Dr. G. Sabbagh General Manager Makkah, Medina, and Mashaaer Development National
Organisation
1
4
Dr. M. Dabbagh Vice President for Precious Minerals Saudi Arabian Mining Company
ABET Self-Study Report Industrial Engineering Program
3. Industrial Advisory Board of the IE Department (IABIE)
The Department has a formal Industrial Advisory Board of the IE Department (IABIE),
composed primarily of leaders from industry. Details of the esteemed members of the
Board are documented in the IABIE binder maintained by the Department. The IABIE
communicates to us about the expectations that industry has from our students, and their
opinions of how well our program is preparing students who meet these expectations.
Table 2 List of the Members of the Industrial Advisory Board of the IE
S. NO. NAMES OF THE MEMBERS COMPANY/ORGANIZATION
1. Dr Mohammad Reda Kabli
(Head, IABIE)
Department of Industrial Engineering, KAU, Jeddah.
2. Dr Ayan Hashi
Coordinator, IABIE)
Department of Industrial Engineering, KAU, Jeddah,
3. Engineer Azhar Kenji Savola Company
4. Engineer Firas AL Turki National Commeral Bank.
5. Engineer Sand AL Suliman IKEA
6. Engineer Mazin Badawood Savola (Sugar Company)
7.
4. Alumni
We use Alumni-Survey to study our alumni’s feelings after they have spent time in the
professional world, especially after a period of 2-5 years of their graduation. Their feedback
serves a lot in taking steps to improve the program in a multifaceted direction.
5. Current & Graduating Students
Our primary responsibility as part of the University is education and our most important
constituents are our students, the current ones as well as alumni. The IE department has been
conducting a non-web survey of current and graduating seniors since spring 2006, although exit
feedback was solicited more sporadically before this. This instrument seeks to assess how
students view the department's program in retrospect.
6. Faculty
The faculty (instructors of the IE Department), on the other hand, makes the backbone of the
entire system of education and training and their performance as well as their opinions influence
the program a great deal. Being the core designers of the program, their continual participation,
monitoring, feedback and corrective actions, taken constitute the whole cycle of the program
control.
ABET Self-Study Report Industrial Engineering Program
All of these constituencies are surveyed on a regular and continual basis for getting their opinions
and feedback in order to have a continuous improvement in the IE Program .In this context; the
inputs provided by the Industrial Advisory Board of the IE Department (IABIE) also play a key
role. Based on their precious opinions, the Program Educational Objectives are to be reviewed, as
is demonstrated through following Table 3 below:
Table 3: Summary of Constituent inputs to PEOs
INPUT SOURCES SCHEDULE CONSTITUENCIES
Employers' opinions Annually Employers
Alumni- survey Annually Alumni
ABET Committee
Program Committee
Departmental Council
Frequently
(as and when needed)
Faculty members of
the IE Department
Industrial Advisory
Board of the IE Department (IABIE)
&
Industrial Advisory
Board of the Faculty of Engineering
Each Semester
Annual
Employers
& Alumni
E. Process for Revision of the Program Educational Objectives
Describe the process that periodically reviews and revises, as necessary, the program
educational objectives including how the program’s various constituencies are involved
in this process. Include the results of this process and provide a description of any
changes that were made to the program educational objectives and the timeline
associated with those changes since the last general review.
This section describes the processes used to establish and review the Program Educational
Objectives and the extent to which the various constituencies of the program are involved in these
processes. Guided by the institution / faculty mission statements, the departmental goals and
objectives, and by opinions from different constituencies (Employers, Alumni, Industrial
Advisory Board, and Faculty) the IE PEOs are established. The whole task is undertaken and
managed by the ABET Committee of the IE Department, to be subsequently considered by the
Department’s Council for its final approval.
ABET Self-Study Report Industrial Engineering Program
In order to review these objectives, specific questionnaires are distributed to the adopted
constituencies, and feedback is received and evaluated .In addition, the inputs are also obtained
from the Industrial Advisory Board of the IE Department (IABIE) and the AAU. In light of these
inputs and analysis of the surveyed data, recommendations for modifications in the Program
Educational Objectives, if any, are made by the ABET committee of the IE Department and these
are subsequently discussed in the Council meeting of the Department for final revision and
approval. These objectives are to be reviewed and updated on regular basis at an interval of every
2 years, thereby providing two evaluations per accreditation cycle. Details of the said scheme are
portrayed in Figure 2.1, whereas an overview of inputs to establish and review the educational
objectives is presented in Figure 2.2. According to this scheme, Program Educational Objectives
were developed and adopted in 2005. These objectives were as follows:
1. To be well versed in contemporary tools of industrial engineering and its applications.
2. To be able to identify, formulate, analyze and solve engineering problems encountered in
managerial and general industrial and non-industrial settings.
3. To be able to function effectively in interdisciplinary and multidisciplinary teams.
4. To be able to communicate effectively in written and oral media.
5. To be able to use effectively e media, computers and software packages in solving
engineering problems.
6. To be able to understand professional and ethical responsibilities towards the
environmental contexts.
7. To be able to be engaged in life long process of learning, and be aware of the global
contemporary issues.
Different constituencies were surveyed, and the data collected were analyzed and final results
were obtained. In light of the inputs obtained from various constituents and other sources, these
objectives were modified in the year 2007 and have been reduced from 7 (stated as above) to 5 in
number as presented earlier. These have been revisited in 2012 and modified revision is already
presented on page 4 of this document.
1. Documented Process for Evaluating the Achievement of Objectives (PEOs)
The assessment and evaluation process that periodically documents and demonstrates the degree
to which the program educational objectives are attained is undertaken on the basis of a two-year
cycle, as per recommendations of the Faculty of Engineering AAU (vide vol 1, Issue 4, Sept
2006). This assessment is done according to the scheme presented in Figure 2.1. In light of the
fact that PEOs are achievable over a longer period of time, the cycle under reference was chosen
by the IE Department to be spanning over a period of around 2 years as per proposal of AAU. It
may be noted that the same process that led to the establishment of the Program Educational
Objectives discussed earlier also provided the framework for the development and restructuring
of the undergraduate curricula. Through the surveying of one of the most important constituency
i.e. the employers, it was found that industry was in need of the following skills/attributes and
knowledge-contents:
ABET Self-Study Report Industrial Engineering Program
Self-learning/problem solving methods/job commitments/management needs/team integration/
communication/flexibility/English language/design-skill/networks/University-industry dialogue/
dedication/hard work/logic analysis/software knowledge industrial exposure/ leadership/
computer-skill/ specialized application software/project management/negotiation-skill/technical
standards/safety and security/engineering graphics/general administration/report writing/ safety
maintenance/shouldering responsibility etc.
These observations of the employers are documented in the program’s constituency binder. In
light of these inputs and other expert opinions of the Industrial Advisory Board (IABIE), IE
alumni and esteemed faculty members of the IE Department the Program Committee of the
Department in its tens of meetings revised the curricula both in terms of the contents as well as
the presentation of all the syllabi of the courses offered by the IE program. This exercise was
undertaken so that the set PEOs become achievable for our graduates in due course of time. This
curricula revision led to the completion of one complete cycle of ABET’s activities. As regards to
restructuring the course plan, steps are being taken at the faculty level and in light of its finalized
scheme, the details would be worked out for the Department also. Realizing the fact that the
curricula of a program provide the primary means by which the program educational objectives
can be achieved, intense efforts were made to review the contents of all the courses. This has led
to significant improvement in the IE courses. The revised curricula have already been discussed
in the IE Department Council meetings and subsequently have also been approved. With these
undergraduate Curricula, the IE Program, with its already identified ‘a to k plus l & m’ program
outcomes that the IE graduates must achieve to be considered successful. It is hoped that the IE
Program Educational objectives would be achievable. The competency of the graduates, as
demonstrated by outcome assessment, contributes to achieving the program objectives. Details
pertaining to the process of identifying outcomes and their assessment etc. are presented
elsewhere in this document.
In the context of assessment and evaluation of the Program Educational Objectives, plans were
chalked out pertaining to each objective, in terms of statement of the objectives, how is it to be
measured?, when is it to be measured?, improvements identified, and, improvements
implemented as presented in the Table 3. Procedure for periodically assessing the extent to which
each of the above objectives are being met by the program is very well designed and followed by
the IE Department. The details provided include specification of the frequency and timing of
assessments, types of data collected, methodology of data collection, sources of data, the
surveying instruments, data summarizing, analysis of data and how the results of assessments are
to be used and by whom.
ABET Self-Study Report Industrial Engineering Program
Figure 2.1 Processes of Periodic Modification and Evaluation of the PEOs For IE Department.
(The corresponding in ‘time-frame is presented in Table 3.)
Department
Goals and
Objectives
Metrics
Program and
Course Design
Employers
Alumni
Students
Faculty
College
Mission
Implementatio
n of Plans
Program
Employers
Alumni
Students
Faculty
Evaluation
Record
Preparation of assessment
Plans
Constituencies Representative
Committee For periodic
Evaluation
Establish “n” no. of
Groups for “n” no. of
objectives
Collect data through feedback
forms from constituencies
College AAU
Reports
ABET Self-Study Report Industrial Engineering Program
Figure 2.2 An Overview of the Processes of Periodic Modification of the PEOs.
(The corresponding in ‘time-frame is presented in Table 3.)
IE Faculty
Institution/College
/IE Department
First DRAFT of
the Objectives
/ Revised
Versions
IE Department
Council
IE PROGRAM
EDUCATIONA
L OBJECTIVES
College
AAU
IE CONSTITUENCIES
(Employers,
Alumni, Faculty, Students)
IE DEPARTMENT
PROGRAM
COMMITTEE
ABET
Committee
ABET Self-Study Report Industrial Engineering Program
Table 4: Details about the assessment and evaluation of the PEOs
Program
Educational
Objectives
(PEO)
How Measured?
When Measured?
PEO-1
(Stated as
above: p.21)
(1) Student performance in associated courses
(measured through the outcome-CLO and
PEO – PO mappings).
(2)Faculty survey
(3) Industrial advisory board/alumni feedback
(1) Per semester
(2) Regular discussions
(3)Annually
PEO-2
(Stated as
above: p.21)
(1) Student performance in associated courses
(2) faculty analysis of student interactions
(3)IABIE /Alumni feedback
(1) Per semester
(2) Annually
PEO-3
(Stated as
above: p.21)
(1) Student performance in associated courses
(2) Industrial advisory board/alumni feedback
(1) Per semester
(2), Annually
PEO-4
(Stated as
above: p.21)
(1) Student performance in associated courses
(2) Industrial advisory board/alumni feedback
(1) Per semester
(2) Annually
PEO-5
(Stated as
above: p.21)
(1) Student performance in courses.
(2) Industrial advisory board/alumni feedback
(1) Per semester
(2) Annually
We employ the following formal assessment procedures:
1. • Employers & Alumni surveys
2. • Industrial advisory board/alumni feedback
3. • Industrial visits/interviews
Some of the above-cited sources of data have already been described whereas others are
explained as follows:
1. Industrial Visits/Interviews
Beyond the IABIE, our Department maintains an extensive set of less formal contacts with area
and national industry. The Faculty of Engineering provides an effective mechanism for joint
research projects between faculty and local industry that helps keep us connected with the needs
and expectations of local industry. Another key ingredient comes from the industrial training
ABET Self-Study Report Industrial Engineering Program
component of the program and the feedback obtained through this media is fully utilized for the
assessment of the program.
The results of the program’s assessments are used to identify program improvements and
modifications to objectives as per following details:
• The educational objectives are subjected to the continuous cycles of periodic evaluation
and modification. The inputs for modifications come from all the constituencies of the program,
as stated earlier. The curriculum is the primary means by which the program educational
objectives can be achieved. The ABET committee of the Industrial Engineering Department, with
its Council’s approval has identified thirteen program outcomes (‘a’ to ‘k’ of ABET plus ‘l’ and
‘m’ of the IE Department) that the IE graduates must achieve to be considered successful. The
competency of the graduates, as demonstrated by outcome assessment, contributes to achieving
the program objectives. The process of identifying outcomes and their assessment is detailed
elsewhere in the present document.
• Although the program objectives are reviewed every two years by the IE Department’s
ABET Committee, the degree to which our graduates have achieved the objectives is assessed
each year by an alumni survey and an employer survey. The latest survey occurred in the year
2006 when questionnaires were sent to alumni and employers. They were asked to rate, on a pre-
specified scale, how well the IE graduates achieved the program objectives. The following results
are based on 30 alumni-returns and 25 employer-returns.
Table 5: Results of Evaluation of Achievement Program Educational Objectives
Constituency
PEO-1:
Contemp
tools
PEO-2
:Solving
Eng.
prob
PEO-3
: team
work
PEO-4 :
Communic-
ation
PEO-5 :
Use of e-
media,comp
PEO-6 :
Professional
ethical, env.
PEO-7:
Life
long
learning
Employers 6.3 4.9 7.4 5.0 7.7 5.9 6.3
Alumni 7.0 7.3 7.3 8.5 8.9 7.8 8.1
In light of the Alumni data, with the rating consistently above 6.0, they suggest that our alumni
believe that our program is meeting its objectives. However, the same is not true in light of the
employer-data, where it holds only for the PEO numbers 1, 3, 5, and 7. For the remaining PEOs
(2, 4, & 6), the level of achievement has been of the order of around 50% for PEOs 2 & 4 , and
around 60% for the PEO 6. Accordingly, some corrective actions were demanded by the program.
As regards the program Outcomes, although all outcomes support the Program Educational
Objectives, some objectives are strongly related to some of the outcomes. Each outcome is
consistently assessed by using several assessment tools and with active participation of all the
faculty members of the IE Department, as illustrated elsewhere in the present document.
ABET Self-Study Report Industrial Engineering Program
It is to be noted that the above-presented analysis involved the pre-revised Educational Objectives
and this led to the completion of the first cycle as stated earlier. Different constituencies’ surveys,
for the next cycle of assessment, have already been initiated and data so collected would be
utilized in the next phase of the program improvement.
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