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Journal of Engineering, J. Engg. Sc. Mgmt. Ed. Vol-5 Issue-II (502–509) Science & Management Education Washington Accord- How do we perform on ABET criteria? C. K. Chugh1* R. K. Dixit2 1,2 National Institute of Technical Teacher’s Training and Research, Shamla Hills, Bhopal(MP), India *Email : [email protected]

Article History : Received 10th May 2012 Revised 15th June 2012 Accepted 25th June 2012 Abstract : ‘Our country is producing large number of graduates, many of them intend to work or study in other countries. Our graduate programmes should be recognised as equivalent to those countries or internationally recognised body. Washington Accord provides such an opportunity. Now, our country holds only temporary membership, which does not provide equivalence in programmes. We need to study our teaching learning processes and improve our accreditation norms to find gaps in demand and production. This study has taken care of most crucial criteria 3 with 11 student abilities. The results show that these abilities are being developed at moderate level, i.e. low level. This is high time to reengineer our teaching learning processes and accreditation system.

Keywords: Fresh graduates; ABET criteria, Student abilities, gaps.

I- INTRODUCTION II- AIMS OF PRESENT STUDY

The Washington Accord, signed in 1989, is an international Our country is a temporary member of Washington accord, agreement among bodies responsible for accrediting we have to develop our technical education and accreditation engineering degree programs. It recognizes the substantial criteria as per world standards. The leading country is USA, equivalency of programs accredited by those bodies and where world acclaimed accreditation criteria are being used. recommends that graduates of programs accredited by any of The most significant criteria about USA ABET are students’ the signatory countries be recognized by the other countries as criteria 3 with eleven student abilities. The accreditation system having met the academic requirements for entry to the practice in USA demands from each college for accreditation of of engineering. There are 15 signatories to this accord, they engineering programmes that they should produce evidence of are-Australia, Canada, Chinese Taipei, Hong Kong China, existence, teaching, and assessment of these eleven students’ Ireland, Japan, Korea, Malaysia, New Zealand, Russia, abilities in their curricular treatment. In our country, we have Singapore, South Africa, Turkey, United Kingdom, and United now a separate body from AICTE as National Board of States. Organisations that are potentially suitable for the Accreditation (NBA) to take care of accreditation. Since we purposes of the Accord; have been identified and are further have to become a permanent member of Washington accord, developing their procedures with the goal of achieving signatory we should match our accreditation as per world norms. How status. These are- Bangladesh, Germany, India, Pakistan, and our engineering graduate education able to perform on ABET Sri Lanka. The present status of our county is that; our criteria? This study has been focussed to find the usefulness qualifications accredited, are not recognised by the signatories and extent of development of ABET mechanical engineering of Washington accord. This accord provides that member related student abilities in fresh mechanical graduates. These countries should undertake gap analysis in terms of requirement abilities are- (1) of knowledge, skills and attitudes of graduates. In our country, a) Ability to apply knowledge of mathematics, science, and there is spiral growth of engineering colleges. As per AICTE, engineering; the number of colleges in this year has touched the figure of b) To design and conduct experiments, as well as to analyze 4772 with graduates almost touching the figure of nine lakhs and interpret data; annually.(2) The quantity of technical education has risen, now we are able to meet industry requirements by the numbers, but c) To design a system, component, or process to meet desired industry is not satisfied with the quality of fresh graduates, needs; and this time demands that we should concentrate on quality d) To function on multi-disciplinary teams; as well. e) To identify, formulate, and solve engineering problems;

© NITTTR, Bhopal, India, All rights reserved (502) Washington Accord- How do we perform on ABET criteria? : Chugh et al f) An understanding of professional and ethical interfaces between traditional disciplines, to work in a responsibility; team and to possess an international outlook. (6) g) An ability to communicate effectively; 2. LeeDowney G. et al. (2006) have devised the competencies h) The broad education necessary to understand the impact of engineers to work globally. A minimum-learning of engineering solutions in a global/societal context; criterion for global competency and three learning outcomes for engineering students have been prescribed. i) A recognition of the need for and an ability to engage in The criteria are “through course instruction and life-long learning; interactions, students will acquire the knowledge, ability, j) A knowledge of contemporary issues; and and predisposition to work effectively with people who k) An ability to use the techniques, skills, and modern define problems differently than they do.” The abilities engineering tools necessary for engineering practice. (3) are- v The students will demonstrate substantial knowledge III- METHODOLOGY of similarities and differences among engineers and non-engineers among the world. In this study, literature survey was done to examine the extent and quality of work done to assess the abilities of graduates in v The students will demonstrate an ability to analyse India and abroad. Based on the results, a study was planned how people’s lives and experiences in other countries for education system of Madhya Pradesh. Above mentioned may shape and effect what they consider to be at stake eleven ability statements were formed. Questionnaires were in engineering work. formed for fresh gradates, teachers and industry personnel to v The student will display a predisposition to treat co- respond. Each ability statement was to be assessed on a rating workers from other countries, as people who have scale 0 to 4 as follows- both knowledge and value, may like to hold different Rating Scales- The requirement of industries/ employers are perspectives to bear in process of problem definition (7) that graduates should be apple to apply the knowledge gained and problem solution. in college at their work places and solve real life problems. 3. Heitmann, G. (2000) has examined the engineering Thus, each ability was asked to be rated by graduates, teacher education in Germany. Accreditation of courses of study and industry respondents at five levels. These are- 0 to 4 will be a new feature in the context of quality assurance ( scale values as 0- Not At All, 1- To a Limited Extent, 2- To a in Germany and which will involve- the extension of the Moderate Extent, 3- To a Great Extent, 4- To a Very Great objectives of accreditation procedures to the Extent). (4) encouragement of quality improvement, the shift from in- put to outcome assessment, the widening of external IV- USEFULNESS OF CURRICULUM BASED ABILITY assessment procedures granting greater flexibility for the peers to recognize special profiles instead of executing a Usefulness of ability from the employers/industry has been rigid application of detailed standards, finally, the responded in scale of 1 to 5, where each value is as 1= Never checking and proof of the existence of an internal quality used, 2 = Rarely useful, 3 = Useful, 4 = Often useful, 5 = Always assurance system as one of the evaluation criteria. (8) necessary. This survey instrument was responded from fresh 4. Goering R. (2007) in article “Engineering education graduates, teachers and industry personnel for ability prepares for 2020” has mentioned the expectations of the (5) development from industry for usefulness. industry. There will be need to teach attributes like creativity, flexibility, leadership, business acumen, V- LITERATURE SURVEY analytical skills, creativity, ethical standards, ingenuity, leadership, dynamism, agility, and resilience. These will 1. Kassim A.A. et al (2002) mentioned that the engineering (9) curriculum of National University of Singapore has been demand an “experiential” approach to education. constantly evolving for ability development of graduates. 5. Timoney, Dr. D., (2007), UCD Undergraduate Open Days The desired objective of these changes is that along with 2007, describes the abilities & attributes of Graduate traditional attributes of good problem-solving, analytical, Engineers. These are technical Knowledge & ability to interpersonal, communication, management and decision- apply theory in practice- A sound knowledge of making skills, the graduate engineers should also possess disciplinary fundamentals, A strong grasp of mathematics, the modern attributes that enable them to practice their Creativity and innovation, Work effectively in a business profession with confidence in the ever changing world. environment, Communication skills, Team working skills, These modern attributes include learn-ability (ability to Business awareness of the implications of engineering (10) learn on one’s own), a yearning for life-long learning, decisions and investments. innovativeness and creativity, ability to muster knowledge 6. Redish, E. F. and Smith, K. A., (2008) in article “Looking from various disciplines, to employ IT, to work at the Beyond Content: Skill Development for Engineers” (503) J. Engg. Sc. Mgmt. Ed. Vol-5 Issue-II (502–509) mention that numerous studies and reports, (such as- competency gaps (importance vs. performance) in Boeing and Rensselaer Polytechnic Institute-1997, community college and university SMET graduates? A National Academy of Engineering, National Engineering total of 54 items being identified as high priority Education Research Colloquies –Special Report, 2006 and competencies essential for inclusion in advanced National Centre on Education and the Economy) call for technological education curricula, which relate to areas an engineering graduate to have many abilities. Besides, Contemporary business concepts- 13 items, Customer traditional engineering fundamentals, such as mechanics, focused quality- 7 items, Cultural values-11 items, dynamics, mathematics and technology, the students Technology-3 items, Communications-5 items, Teaming- should also develop the skills to apply this knowledge in 10 items and Problem solving-5 items respectively. This real-world situations. Some more abilities needs to be study found that SMET programs must extend the developed, such as creativity, teamwork, and design, boundaries of their traditional curricula to include communication, management, economics and ethics. competencies such as: customer expectations and Rapid pace of change of technology require the engineers satisfaction, commitment to doing one’s best, listening to be lifelong learners and learn to develop themselves. skills, sharing information and cooperating with co- (11) workers, team working skills, adapting to changing work 7. Lang, J. D. et al. (1999) have conducted a formal survey environments, customer orientation and focus, and ethical (13) with efforts of the Industry-University-Government decision making and behaviour. Roundtable for Enhancing Engineering Education 9. Seat, E. et al. (2001) have made a profile of engineering (IUGREEE) of fifteen aerospace and defence companies graduate. According to which, a graduate engineer is a concerning to ABET Program Outcomes, Criterion 3 that person who excels at learning structures that explain engineering programs should demonstrate their graduates systems and disembodying complex systems into pieces possess. The survey instrument listed 172 skills, knowledge for reassembly into a different structure (problem solving); descriptors and experiences that were mapped into the dislikes unpredictable situations because of a lack of ABET 2000 Criterion 3 eleven outcome categories. The structure and rules to guide response; and has been respondents were asked to rank each in importance for an rewarded for being competitive at an individual level in entry-level engineer on a scale of 1 (very low) to 5 (very task performance. The Society of Manufacturing Engineers high). The survey produced 420 voluntary responses from conducted an industry survey to guide their future engineers and engineering managers representing fifteen educational emphasis. This effort focused on identifying of the twenty-four aerospace and defence-related competency gaps in engineering skills. Of the 14 identified companies. The survey results are formatted to show for competency gaps, seven were associated with performance each survey item: Response count, Average importance skills in areas of teamwork, communication, personal ranking, Standard Deviation, Maximum, minimum, and attributes of interacting with diverse populations, project maximum-minus-minimum importance levels & Median management, ergonomics, and business skills. This and mode importance level. The 172 items, when ranked, industry survey highlights the need for engineering give an indication of desirable curriculum objectives. graduates to have more than just technical competency. University curriculum designers can sort the data to (14) analyse by engineering experience or job category. The 10. Swearengen J.C. et al. (2002) have described abilities in survey provides an example of what can be obtained from five areas for developing global engineers out of degree industry in order to better understand their outcomes programme for manufacturing engineering. These abilities (12) expectations for entry-level engineers. were derived by an industry panel to update expectations 8. Meier, R. L. et al. (2000) have carried out a study to explore for manufacturing engineering education under American the extent of competency gaps in science, mathematics, Society of Mechanical Engineers Congress The speakers engineering, and technology (SMET) education graduates represented the Aerospace, Electronics, Automotive and as perceived by business and industry leader. The study Transportation, and Materials sectors. Based on the examined the need for preparing a multi-skilled workforce challenges for the global working of engineers and with the necessary non-technical knowledge, skills, and following mentioned abilities have been prescribed. attitudes needed to enhance organisational a) Liberal arts- Near native proficiency in foreign competitiveness. The study was guided by the following language including technical vocabulary, More research questions: What non-technical competencies are refined levels of communication & interpersonal st important for 21 century community college and skills including nonverbal, In-depth cross-cultural university SMET graduates? How well are today’s competence, Ability to function as members at large community colleges and university SMET graduates of a foreign society, Ability to function on cross- st performing on important 21 century non-technical cultural, cross-time zone teams. competency issues? Where are the greatest non-technical (504) Washington Accord- How do we perform on ABET criteria? : Chugh et al b) Business- Understanding of global markets, d) To function on multi-disciplinary teams; international trade& financial process management, e) To identify, formulate, and solve engineering Working knowledge of business management problems; practices, Ethical standards, especially within cultural f) An understanding of professional and ethical context. responsibility; c) Standards- Understanding of Unified & International g) An ability to communicate effectively; standards, Familiarity with local codes & regulations, Professional registration & licensing. h) The broad education necessary to understand the impact of engineering solutions in a global/societal d) Personal Management- Embrace change, Flexibility context; & adoptability, Ability to work any time/place/ location, Accept life long learning as a way of life, i) A recognition of the need for and an ability to engage Develop & execute a career plan. in life-long learning; e) Holistic engineering practice- Systems thinking , j) A knowledge of contemporary issues; and Critical thinking, Learn to do good with engineering, k) An ability to use the techniques, skills, and modern Couple technical innovation to the world market engineering tools necessary for engineering place. (15) practice.(17) 11. Engineering Professors Council (2000), London has 13. Japan Board of accreditation for Engineering Education formulated an Engineering graduates out put standard, in (2002) have clearly laid down the criteria for accreditation which seven generic abilities have been identified for all of engineering courses on the basis of certain knowledge the disciplines of the engineering based on the information and abilities. For mechanical engineering graduates, they about their industries. These abilities are- have identified eight abilities under criteria 1.These are- a) To exercise key skills for engineering are a) The ability and intellectual foundation for considering communication, information technology, application issues from a global and multilateral viewpoint, of number, working with others, problem solving, understanding of the effects and impact of technology improving own learning and performance. on society and nature, and of engineers. Social b) Ability to transform existing systems into conceptual responsibilities (engineering ethics), models, b) Knowledge of mathematics, natural sciences and c) Transform conceptual models into determinable information technology, models, c) And the ability to apply such knowledge, Specialized d) To use determinable models to obtain system engineering knowledge in each applicable field, specifications in terms of parametric values, d) And the ability to apply such knowledge to provide e) To select optimum Specifications to create physical solutions to actual problems, models, e) Design abilities to organize comprehensive solutions f) Apply the results from physical models to create real to societal needs by exploiting various disciplines of target systems, science, as well as various types of technology and information, g) To critically review real target systems and personal performance. (16) f) Japanese-language communications skills including methodical writing, verbal presentation and debate 12. Accreditation Board for Engineering and Technology – abilities, as well as basic skills for international ABET (2000) is recognized in the United States as the communications, sole agency responsible for accreditation of educational programs leading to degrees in engineering. Criteria 3 g) The ability to carry on learning on an independent have clearly stated that any engineering programme should and sustainable basis, have the eleven graduate abilities as outcome and the same h) The ability to implement and organize works should be tested during the course of engineering systematically under given constraint. education. These are- i) Three abilities under mechanical degree programme a) Ability to apply knowledge of mathematics, science, have been identified, which are- For mathematics, and engineering; capability in applying linear algebra and calculus, b) To design and conduct experiments, as well as to fundamental knowledge of probability theory and analyze and interpret data; statistics, For natural science, fundamental knowledge of physics, Familiarity with one or more c) To design a system, component, or process to meet of the main fields in mechanical engineering desired needs; (505) J. Engg. Sc. Mgmt. Ed. Vol-5 Issue-II (502–509) (materials and structures, dynamics and vibration, 16. Ravindra M P(2007) has conveyed the expectation of an energy and fluid flows, information and IT company- Infosys from the fresh engineers that the measurement / control, design and manufacturing / fresh engineers should possess the six abilities or skills- management, and mechanical and industrial Algorithmic thinking and problem solving, demonstrate systems), and capability in applying them to solve flexibility, Mathematical Modelling for optimal problems, architecture and design, Performance modelling and j) Capability in planning and conducting experiments optimisation, Developing an innovative mind set, and analysing and examining the results from the Capability to propose and sell through a solution, engineering standpoint. (18) Demonstrate continuous learning and excellent ‘learnability.’ (21) 14. Jarosz, J. P. et al. (2006) have carried out the study of curricula of eight engineering colleges for Mechanical 17. FICCI & NMIMS (2007) have reported that India produces Engineering course. The study revealed that although about 350,000 engineers annually to our workforce, yet at ABET engineering outcomes are closely linked to the any given time large number of graduates are unemployed. mechanical engineering curricula across the nation, the A survey done by McKinsey Global Institute shows match is not perfect. ABET engineering criteria for multinationals find only 25 percent of Indian engineers development of abilities are viewed seriously in technical employable and a NASSCOM report foresees shortage of area, but not to that degree in professional area, such as- 500,000 knowledge workers by 2010. The U R Rao teamwork, ethics, communication, the impact of Committee has projected that India needs more 10,000 engineering on society, and knowledge of contemporary PhDs and twice as many M Tech degree holders for issues. (19) meeting its huge research and development needs, but India produce barely 400 engineering PhDs a year. The 15. Prados, J. W. et al. (2005) have tried to find the impact of investment of the Government in education is inadequate ABET Engineering Criteria 2000 through a study to to address the needs of the employment. There is also a answer the question “Are engineers who graduated from need to understand industry/ employer changing needs, programs since implementation of the EC2000 standards variable sector specific skills and training requirements better prepared for careers in engineering than their to improve performance. Education providers should counterparts who graduated before introduction of the continuously identify common skills or abilities and as criteria?” The study targets programs in seven engineering well as sector specific knowledge and skill needs. The disciplines, five of which (chemical, civil, electrical, present generation of engineers is also challenged to find industrial, and mechanical engineering) produce the vast solutions to population, energy, environment, food, water, majority of engineering graduates in any one year; the terrorism, housing, health and transportation problems. remaining two (aerospace and computer engineering) were Based on this information curricula should be revised chosen to explore whether fields with strong ties to specific regularly to address the changing and future employment sectors differ in their responsiveness to the requirements.(22) EC2000 criteria. The study found the survey reported that attention to each of the seventeen curricular topics 18. Banerjee, Rangan & Muley Vinayak P.(2007) have associated with the eleven student learning outcomes had analysed the situation of engineering education in India. increased in the past ten years. Half or more reported According to report, engineering colleges should produce “some” or “significant” increases in fourteen of the engineering graduates, post graduates and doctorates with seventeen areas. Three-quarters or more reported either such a capability that they evolve new technologies for “some” or “significant” increase in emphasis over the past the society for sustainable development. The engineering decade in nine areas: interpersonal communication (92 colleges should collaborate with industries in man power percent), teamwork (87 percent), use of modern planning, training and producing able graduates and post engineering tools (85 percent), engineering in global and graduates for their research, development and design social contexts (84 percent), technical writing (83 percent), works. Industry should also define key research areas and (23) professional ethics (80 percent), verbal communication potential research problems to sponsor such activities. (78 percent), lifelong learning (76 percent), and 19. World Bank & FICCI (2009)- FICCI and World Bank engineering design (74 percent). The study revealed that conducted an on-line employer satisfaction survey from to enhance the future impact and effectiveness of September to November, 2009. 157 employers across accreditation, several research questions need to be sectors and regions in India fully completed the addressed, such as: What does the engineering profession questionnaire. Employers were asked to evaluate both the believe are the significant intellectual skills, knowledge, importance and satisfaction levels of each of the 26 skills and capabilities of engineering graduates required to on a five point scale. These skills were grouped into three satisfy the future needs of the profession? (20) areas- Core employability, professional and

(506) Washington Accord- How do we perform on ABET criteria? : Chugh et al Communication abilities. Importance and satisfaction level materials management, installation & commissioning, etc. means have been used as gaps for these three groups-Core After the data collection, Chi-square-test and “t Test” were employability, professional and Communication abilities done to assess equal probability of all level of responses from as 0.98, 0.97 and 0.77. (24) fresh gradates, teachers and industry for such justification. χ2 VI- LITERATURE SURVEY RESULTS 1- Chi-Square-Test- : In case of 5 rows: df=5-1=4 From Table F, at 5% level of significance at df = 4 the critical value The researcher could find that since 1997 studies have been of χ2 is 9.488 respectively. If the χ2 for observed responses are conducted in certain parts of world to assess the abilities less than this value, the results are due to guessing/by chance/ required from fresh graduates as per the need of their industries random. If the value is more than this value, then the observed and society. One of the important criteria of awarding responses are significantly different. It is expected that all accreditation to the courses of the colleges in countries like- responses are not by chance or random. Observed values are USA, England, Japan, etc.; are evidences of graduate required more than the critical values of Chi-Square as 9.488, hence abilities being developed and assessed, while in India, this these responses are not the result of chance, but the results criteria needs to be given more value. have significantly different from chance or random and show Only two studies were found to assess the gaps between a real trend of opinions. importance and performance of abilities required by business 2- t-Test- (Test of significance between means): For testing and industry leaders. However, this study also aims to reveal the significance of the difference between means of perceptions gaps for ABET related abilities. of students, teachers and industry as well as usefulness of industry, the critical t values have been found at 5% level of VII-RESEARCH STUDY significance. The fresh graduates and teachers were approached to respond The critical value of t has been taken based on degree of freedom to development of above mentioned eleven abilities as per as= N1 + N2 –2 at 5% of level of significance from Table C. ABET in the scale 0 to 4, while industry personnel were asked This critical value is for 315 students and 118 industry is t = to respond to not only development of these eleven abilities, 1.97. Mostly the t- test value for graduates’ with industry but also to respond to usefulness of these abilities. perceptions of developed ability, have been found to be more than critical value, which indicates that there is no congruence The responses of 315 students from the population of 2585 between these two sets of opinions. Mostly t- test value for students have been obtained from 12 engineering colleges, teachers’ with industry perceptions of developed ability, have which is 12.18% of population in 2007. 128 teacher responses been found to be less than critical value, which indicates that were received from 45 colleges. For data collection from there is congruence between these two sets of opinion. The t- industries, a total of 120 industries of various kinds in western test values for students’ perception of developed ability with region have been identified as employers of mechanical industry usefulness have been found to be more than critical graduates. This information has been obtained from value, no congruence between opinions between students’ Confederation of Indian Industries (CII), various web sites at perception of developed ability with industry usefulness. (25) internet, college placement cells, etc. Out of which 40 industries have responded, ie 33.34% of identified industries for Means of responses for ability developed were received from mechanical graduates’ employment. In these industries 118 Graduates, teachers and industry personnel. Standard deviations responses have been received from engineers working in various were also found to assess the spread of mean data. The areas /departments, like-design, product development, usefulness of these abilities were also responded by industries production, consultancy, quality control, maintenance, and results were compared to arrive at conclusion.

Table 1- Ability Developed & Usefulness of Abilities S. Ability statement as per ABET Graduates Teachers Industry No. Ability Ability Usefulness Ability Mean SD Mean SD Mean SD Mean SD 1 to apply knowledge of mathematics, science, 1.76 0.71 1.93 0.57 3.97 0.88 1.54 0.68 and engineering 2 to design and conduct experiments, 2.85 1.02 1.86 0.75 4.32 0.85 1.48 0.68 as well as to analyze and interpret data

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3 to design a system, component, or process to meet 1.41 0.86 1.41 1.03 3.96 0.94 1.34 0.87 desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability 4 to function on multidisciplinary teams 2.07 1 1.53 0.91 4.32 0.84 1.56 1 5 to identify, formulate, and solve 1.56 0.86 1.65 1.02 4.25 0.85 1.45 0.86 engineering problems 6 understanding of professional and 1.61 0.94 1.29 0.91 4.16 0.93 1.2 0.92 ethical responsibility 7 to communicate effectively 2.48 0.89 1.83 0.75 4.66 0.64 1.32 8 broad education necessary to understand the 1.53 0.9 1.36 0.95 4.01 0.98 1.14 0.83 impact of engineering solutions in a global, economic, environmental, and societal context 9 recognition of the need for, and an ability to 2.19 1.04 1.72 0.98 4.3 0.82 1.81 0.96 engage in life-long learning 10 knowledge of contemporary issues 1.75 0.97 1.45 0.9 4.1 0.98 1.46 0.87 11 to use the techniques, skills, and modern 1.52 0.83 1.61 0.95 4.27 0.84 1.62 0.91 engineering tools necessary for engineering practice. Mean 1.88 0.91 1.60 0.88 4.21 0.87 1.45 0.89 VIII- RESULTS [3]. Accreditation Board for Engineering and Technology –ABET (2000) “Criteria for Accreditation of Engineering Programs”, The following conclusions could be drawn from the data and Retrieved from http://www.abet.org/images/Criteria/ 17-04.pdf, above mentioned Table 1 for mean and SD of responses: 15June 2012 1. Graduates’ responses for ability development are [4]. Chugh,C.K., (2009), PhD Thesis, “Comparison of Abilities concentrated around moderate extent with over all mean Desired of Fresh Mechanical Engineering Graduates as as 1.88 and SD as 0.91. perceived by Employers with Abilities as derived from the Curricula”, pp 45 to 55. 2. Teachers’ responses for ability development are spread [5]. Chugh,C.K., (2009), PhD Thesis, “Comparison of Abilities between limited extent to Moderate extent with over all Desired of Fresh Mechanical Engineering Graduates as mean as 1.6 and SD as 0.88. perceived by Employers with Abilities as derived from the 3. Industry responses for ability development are again spread Curricula”, pp 55 to 65. between limited extent to Moderate extent with overall [6]. Kassim, A.A. and Wang,C.M.,(2002) Engineering Curriculum mean as 1.45 and SD as 0.89. Reforms to Meet Modern Challenges, International Conference 4. The usefulness shows that industry has responded at often on Engineering Education, Manchester, U.K, pp1-6, August 18– 21, 2002 useful level to always necessary with mean as 4.21 and SD, which is indicative of high level of usefulness. [7]. LeeDowney G., Lucena J.C., Moskal B.M., Parkhurst R., Lehr J.L., Nichols-Belo A., (2006), The Globally Competent 5. The gaps between usefulness and graduates’, teachers’ Engineer: Working Effectively with People Who Define Problems and industry’s responses are 2.33, 2.61 and 2.76, which Differently, Journal of Engineering Education, pp 107-122, April are substantial and alarming. 2006. 6. This study points towards the need to improve our teaching [8]. Heitmann,G., (2000), “Quality Assurance in German learning processes as well as accreditation norms to match Engineering Education against the Background of European with world standards. Developments”, International Journal of Engineering Education, Vol.16, No.2, pp. 117±126, 2000,Great Britain. References [9]. Web page,Goering R.(2007), Engineering education prepares for 2020, http://www.eetimes.com/rss/ [1]. Web page, International Engineering Alliance, http:// showArticle.jhtml?articleID=197002380&cid=RSSfeed_eetimes_newsRSS, www.washingtonaccord.org/Washington-Accord/signatories.cfm (accessed August,14,2008) down loaded on 15 June 2012 [10]. Dr. Timoney, D., (2007), UCD Undergraduate Open Days 2007. [2]. Web pages, AICTE, http://www.aicte-india.org/ https://myucd.ucd.ie/htmlemailupload/File/ sallinstitiutesstatewisehtm.html, 15 June 2012. UCD%2520Open%2520Days%2520ENGINEERING.pdf+%2 2attributes+of+graduate+engineers%22&hl=en&ct=clnk&cd (508) Washington Accord- How do we perform on ABET criteria? : Chugh et al =2&gl=in, (accessed August02, 2008) [18]. Japan Board of accreditation for Engineering Education (2002), [11]. Redish, E. F. and Smith, K. A. (2008), “Looking Beyond Content: “ Criteria for Accredit ting Engineering Education Programs- Skill Development for Engineers”, Journal of Engineering 2002-03”, Retrieved from http://www.jabee.org/English. Education, pp 295-30, July 2008. [19]. Jarosz, J. P.& Busch-Vishniac, I.J.(2006) “A Topical Analysis [12]. Lang, J. D., Cruse S., Mcvey F. 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Web page, World Bank, http://www-wds.worldbank.org/servlet/ Council Secretariat: c/o Institution of Mechanical Engineers, 1 WDSContentServer/WDSP/IB/2011/04/25/ Birdcage Walk, London SW1H 9JJ, England. Retrieved from 000158349_20110425112950/Rendered/PDF/WPS5640.pdf www.engprofc.ac.uk.2 down loaded 15June 2012’ [17]. Accreditation Board for Engineering and Technology –ABET [25]. Chugh,C.K., (2009), PhD Thesis, “Comparison of Abilities (2000) “Criteria for Accreditation of Engineering Programs”, Desired of Fresh Mechanical Engineering Graduates as Retrieved from http://www.abet.org/images/Criteria/ 17-04.pdf perceived by Employers with Abilities as derived from the Curricula”, pp 104 to 109, 118 to 121, 132to 133, 149 to 152.

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