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Achievements, Issues, and Recommendations of Quality Assurance in Engineering Education Within Colleges and Universities in Mainland China Under the Background of Program Accreditation

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

International Accreditation and Credentials: International Division Technical Session 1

Tagged Division

International

Page Count

21

DOI

10.18260/1-2--34086

Permanent URL

https://peer.asee.org/34086

Download Count

193

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Paper Authors

biography

Ming Li Beijing Foreign Studies University

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Ming Li is an assistant professor at the Graduate School of Education, Beijing Foreign Studies University, Beijing, China. He received B.A. in Qingdao Agricultural University, M.Ed. in Shandong Normal University, and Ph.D. in Beihang University. From March 2013 to June 2013, he studied in School of Engineering Education at Purdue University as a visiting scholar. After obtaining the PhD title, he worked as a postdoctor at the Institute of Education, Tsinghua University. He is interested in higher education administration as well as engineering education. Now his research interest focuses on the quality assurance in higher education, particularly quality assurance in engineering education.

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Abstract

Mainland China’s officially joining the Washington Accord as an associate member marks a significant progress of engineering education internationalization. How to effectively take advantage of program accreditation organization to promote the continuous quality improvement of engineering education becomes an important issue confronted by engineering education in Mainland China. This research makes in-depth surveys and analyses against the main achievements and basic issues of quality assurance in engineering education under the background of program accreditation, based on in-depth interviews with different stakeholders, program self-assessment reports and expert accreditation reports submitted by colleges and universities between 2008 and 2018. The surveys indicate that Mainland China has gradually formed unique quality assurance system of engineering education, which is resulted by traditional educational administration system and excellent international models. Additionally, the surveys indicate, on the one hand, at the level of philosophy, there exist misunderstandings between the quality assurance at the university level and the program level, there exist differences amongst groups towards the quality assurance in engineering education; on the other hand, it lacks harmonious organizing and administrative mechanisms of quality assurance, lacks integrated and effective assessment mechanisms of quality assurance, lacks rational power participation mechanisms of quality assurance, and lacks factual and practical continuous quality improvement mechanisms. Hence, it finally puts forward recommendations that quality assurance mechanisms of engineering education should be built from three dimensions including philosophy, culture and system. In total, this research is dedicated to provide Mainland China’s quality assurance model of engineering education, and to share its experiences and lessons over the past decade, which is expected to promote in-depth discussions between new Washington Accord memberships as well as global researchers in this field.

Li, M. (2020, June), Achievements, Issues, and Recommendations of Quality Assurance in Engineering Education Within Colleges and Universities in Mainland China Under the Background of Program Accreditation Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34086

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