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Revision Of The Mechanical Engineering Curriculum At Chulalongkorn University Under New Regulations And Quality Assurance

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Case Studies, Engineering Education and Outcome Assessment Around the Globe

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Page Count


Page Numbers

15.1041.1 - 15.1041.12



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Paper Authors


Alongkorn Pimpin Chulalongkorn University

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Alongkorn Pimpin is a Lecturer in Mechanical Engineering at Chulalongkorn University, Thailand. He earned a Ph.D. from the University of Tokyo, Japan, as well as an M.Eng. and a B.Eng. from Chulalongkorn University, all in Mechanical Engineering. His areas of expertise are fluid mechanics and MEMS.

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Kuntinee Maneeratana Chulalongkorn University

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Kuntinee Maneeratana is an Associate Professor in Mechanical Engineering at Chulalongkorn University, Thailand. She earned a Ph.D. and a B.Eng. in Mechanical Engineering, both from Imperial College of Science, Technology and Medicine, UK as well as a B.Ed. in Educational Measurement and Evaluation from Sukhothai Thammathirat Open University, Thailand. Her area of expertise is computational mechanics.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Revision of the Mechanical Engineering Curriculum at Chulalongkorn University under New Regulations And Quality Assurance


The new engineering education regulations in Thailand have profound impacts on the flexibility of revision of the mechanical engineering curriculum since they emphasize on course contents and demand a larger credit portion for general education. Hence, the total credits of core courses are forced to decrease, and only slight changes in the curriculum can be made. With new outcome-based demands, the mechanical engineering program committee tailors the revised curriculum by integrating design and experiment skills across course series. The implementation is divided into short and long terms. The short-term procedure involves restructuring and integrating courses for specific competencies while the intensive quality assurance is considered in long term.

I Introduction

Chulalongkorn University was established as the first university in Thailand in 1917 with the Faculty of Engineering as one of the four founding faculties. The Department of Mechanical Engineering, Chulalongkorn University, started offering the undergraduate mechanical engineering program in 1933, the first in Thailand. The program has long been very popular and one of the most selective.

In the last decade, however, there are several changes in the education landscape with a major education reform in Thailand, including the higher education [1]. These changes has been accelerating and posing challenges and opportunities to all concerned and continuously changes in a short timeframe [2]. This situation enormously affects the outlook, administration, finance and many other aspects on the running of a curriculum (Table 1).

Particularly, many revised and new regulations came into effect. To be specific, the structural and operation requirements of an engineering curriculum are mainly regulated by (1) the Commission on Higher Education (CHE), an agency in the Ministry of Education (MoE) and (2) the Council of Engineers (CoE). The main organization that overlooks the educational quality is the Office for National Education Standards and Quality Assessment (ONESQA).

Pimpin, A., & Maneeratana, K. (2010, June), Revision Of The Mechanical Engineering Curriculum At Chulalongkorn University Under New Regulations And Quality Assurance Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16398

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