Examining the Relationship between the Accreditation of Engineering Programmes and Institutional Performance

Autor/in	Al Busaidi, Humaid
Titel	Examining the Relationship between the Accreditation of Engineering Programmes and Institutional Performance
Quelle	In: Quality Assurance in Education: An International Perspective, 28 (2020) 3, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-10-2019-0098
Schlagwörter	Engineering Education; Accreditation (Institutions); Employment Potential; College Graduates; College Students; School Holding Power; Student Attrition; Foreign Countries; College Programs; United Arab Emirates; Saudi Arabia; Oman; Bahrain; Kuwait; Qatar + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulabsolvent; Hochschulabsolventin; Collegestudent; Schülerbeurlaubung; Ausland; Studienprogramm; Vereinigte Arabische Emirate; Saudi-Arabien; Katar
Abstract	Purpose: The purpose of this study is to examine the relationship between engineering programme accreditation (EPA) and institutional performance (IP) using perceptual measures. Two IP dimensions have been explored to test this relationship, namely, graduate employability and student retention and attrition. Design/methodology/approach: This quantitative research is based on the perceptions of 211 academic staff holding a range of positions within 15 higher education institutions located in the Gulf Cooperation Council countries (GCC). Linear regression was used to test the relationships in the data. Findings: The empirical analyses proved that EPA has a statistically significant positive relationship with the IP dimensions, namely, graduate employability, student retention and attrition. Research limitations/implications: A few limitations were encountered while conducting this study. Most of the accredited engineering programmes are located in the United Arab Emirates and Kingdom of Saudi Arabia (KSA) (nearly 73%). The online survey was the only option available for the researcher to reach some universities rather than using a face-method to collect data. Another limitation is the availability of only five accredited programmes in some countries such as Oman, where the researcher is based, meaning that the researcher had to devote extra time and effort to contact the other five countries by emails, telephone calls and travel to attain a reasonable survey sample size. Practical implications: There are many implications of these findings for the universities, employers and economies of the GCC. All GCC countries are concerned about high unemployment rates; for example, the rate of youth unemployment reached 41% in KSA. Adopting EPA for all academic programmes will eliminate the mismatch between the skills graduate students develop while they are studying and those skills required of them when they are practising their job in industry. Although the jobs market is determined by the wider economy, accredited programmes may help graduates to obtain employment because employers are more able to recruit students who graduate from accredited programmes. Universities aim to retain students until graduation and improving student retention and lowering attrition rate brings many direct and indirect benefits to universities, including saving governments' financial resources. Originality/value: This study is the first to examine the relationship between EPA and IP within the six GCC region as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01