Enhancing the mechanical engineering program of thai nguyen university through redesigned learning outcomes

his dissertation entitled “Enhancing the Mechanical Engineering program of Thai Nguyen University through redesigned learning outcomes” submitted by PHAM VAN HUNG, in partial fulfillment of the requirements for the Degree of Doctor of Education Management been examined and is recommended for acceptance and approval. MELCHOR MELO O.PLACINO, Ph.D Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree of Doctor of Education Management by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam DR. TERESITA V. DE LA CRUZ member DR. APOLONIA ESPINOSA member DR. WALBERTO A. MACARAAN member PROF. NODERINA B. ILANO member Critic Reader............................................................................................... Chairman: CECILIA N. GASCON, Ed.D Accepted in partial fulfillment of the requirements for the degree of Doctor of Education Management by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam APOLONIA ESPINOSA, Ed. D Dean, Graduate School Date _________________ iii ACKNOWLEDGEMENT The author would like to express her gratitude to the following persons who had great contribution to the preparation and accomplishment of this research. Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this thesis a reality. The author is most grateful to: Hon. Dr. Cecilia N. Gascon, President of Southern Luzon State University, Republic of the Philippines, for her invaluable contribution in establishment of the Master of Arts in Educational Management program in Thai Nguyen University; Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic of Vietnam for his incomparable contribution and support to the Doctor of philosophy in Educational Management program under the auspices of the Southern Luzon State University, Republic of the Philippines; Dr. Walberto A.Macaraan, Vice-President for Extension and Research, for his support to the tie-up program between SLSU and TNU; The Panel of Examiners, for their invaluable comments, suggestions and recommendations to enhance the thesis manuscript of the author of this study; Prof. Dr. Melchor Melo O.Placino, his adviser, for his dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript; Prof. Dr. Apolonia Espinosia, professor of advanced statistics for her patience and support; To the Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references; To the authors and researchers of books and unpublished graduate theses that served as reliable source of data and information presented in the study; iv Special thanks to: Prof. Phan Quang The, Rector of Thai Nguyen University of Technology for the approval of the researcher’s request to conduct the study; The respondents of the study, for their active involvement, without their cooperation the result of this dissertation may not be possible; His loving classmates and colleagues, for endless support and friendship which inspires the researcher to put in her best in finishing the study; His wife – Dinh Thi Kim Phuong, the only person with a special space in his heart for being his inspiration; His parents and siblings, for their encouragement, financial, moral and spiritual supports and for continuously believing that he can finish the task to the best of his abilities PVH v DEDICATION With pride and honor, This piece of work is lovingly dedicated to his beloved parents, wife and children for their endless support And for being his constant source of inspiration... Pham Van Hung (Hero) vi TABLE OF CONTENT Title page i Approval sheet ... ii Acknowledgement ............. iii Dedication .. v Table of content vi List of table List of figure... List of appendices . ix xi xii Abstract . xiii CHAPTER I. INTRODUCTION Background of the Study .. 2 Objective of the study ................... 6 Significance of the Study . 6 Scope and Limitation 7 Definition of Terms ... 7 II. REVIEW OF LITERATURE AND STUDIES Learning outcomes 10 Type of learning outcomes . 12 Learning outcomes and outcomes-based approaches .. 18 The role of learning outcomes in program design and improvement . 19 Learning outcomes and learning objectives 22 How to write Learning outcomes 22 Quality and Quality in Education 23 Engineer standards and criteria ... 24 CDIO initiative ... 27 The formulation of learning outcomes 29 Research Diagram 31 vii III. METHODOLOGY Locale of the Study 33 Research Design 33 Population and Sampling .. 33 Research Instrumentation .............. 34 Data Gathering Procedure . 36 Statistical Treatment of Data 36 IV. RESULTS AND DISCUSSION 4.1. The importance of each learning outcome topic under the view of the four main stakeholders of the MEP 40 4.1.1. The importance of each learning outcome topic under the view of the students. 40 4.1.2. The importance of each learning outcome topic under the view of the alumni. 45 4.1.3. The importance of each learning outcome topic under the view of the teachers. 47 4.1.4. The importance of each learning outcome topic under the view of the employers 50 4.2. Evaluate the current status of learning outcomes and the expected LOs of MEP 55 4.2.1. Graduating students 55 4.2.2. Faculty 58 4.2.3. Alumni 66 4.2.4. Employers 74 4.3. The correlation among the important level of learning outcomes, current proficient level of the students, the expected proficient level that the students should achieve. 80 4.4 The Process for formulating the redesigned learning outcomes for the MEP. 81 V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS Summary and findings ... 84 Conclusion . 87 Recommendations . 88 REFERENCE A. Books ... 90 B. Internet sources 90 viii APPENDICES A. Questionnaires ... 92 B. Statistical Computations . 100 CURRICULUM VITAE 135 ix LIST OF TABLES TABLE 1 Number of respondents of the pilot survey... 2 Number of qualified questionnaires 3 The importance of the Disciplinary knowledge and reasoning topics under the view of the students... 4 The importance of the Personal and Professional Skills and Attributes topics under the view of the students 5 The importance of the interpersonal skills: Teamwork and communication topics under the view of the students 6 The importance of conceiving context topics under the view of the students.. 7 The importance of conceiving enterprise context and designing topics under the view of the students 8 The importance of implementing and operating the system topics under the view of the students. 9 The importance of the Disciplinary knowledge and reasoning topics under the view of the alumni 10 The importance of the Personal and Professional Skills and Attributes topics under the view of the alumni 11 The importance of the interpersonal skills: Teamwork and communication topics under the view of the alumni 12 The importance of the Disciplinary knowledge and reasoning topics under the view of the teachers 13 The importance of the interpersonal skills: Teamwork and communication topics under the view of the teachers 14 The importance of implementing and operating the system topics under the view of the teachers 15 The importance of the Disciplinary knowledge and reasoning topics under 36 38 41 42 42 43 44 44 45 46 47 48 49 50 x the view of the employers 16 The importance of the Personal and Professional Skills and Attributes topics under the view of the employers 17 The importance of the interpersonal skills: Teamwork and communication topics under the view of the employers 18 The importance of the Applying skills under the view of the employers. 19 The Current and Expected proficient level of Designing under view of students.. 20 The Current and Expected proficient level of Operating under view of students. 21 Results of survey on Knowledge of underlying mathematics and sciences 22 Results on analytical reasoning and problem solving 23 Results on experimentation, investigation and knowledge discovery 24 Results on system thinking.... 25 Results on attitudes, thoughts and learning 26 Results on ethics, equity and other responsibilities 27 Results on external, societal and environmental context 28 Results on conceiving, systems engineering and management . 29 Results on operating. 30 Results of survey on Knowledge of underlying mathematics and sciences.. 31 Results on analytical reasoning and problem solving 32 Results on attitudes, thoughts and learning. 33 Results on interpersonal skills: teamwork and communication 34 Results on external, societal and environmental context 35 Results on enterprise and business context 36 Results on conceiving, systems engineering and management 37 Results on implementing 38 Correspondence between the Bloom’s taxonomy and proficiency scale 51 52 52 53 56 56 58 60 61 61 61 62 63 64 65 66 68 69 70 71 71 72 73 81 xi LIST OF FIGURES FIGURE 1 The relationship between occupational standards and training standards ..... 2 Learning outcomes in the development of program. 3 Framework for understanding educational quality . 4 Building blocks of knowledge, skills, and attitudes necessary to Conceive, Design, Implement, and Operate Systems in the Enterprise and Societal Context (CDIO). ... 5 The schematic presentation of the study to develop the learning outcomes which meet the requirements of the society and international integration 19 20 24 28 31 xii LIST OF APPENDICES Appendix A Questionnaires 92 B Statistical Computations .. 100 xiii ABSTRACT TITLE OF RESEARCH: Enhancing the Mechanical Engineering program of Thai Nguyen University through redesigned learning outcomes RESEARCHER: Pham Van Hung DEGREE CONFERRED: Doctor of philosophy in Educational Management INSTITUTION: Southern Luzon State University – TNU ADVISER: MELCHOR MELO O.PLACINO, Ph.D YEAR WRITTEN: 2013 _________________________________________________________________ Formulation of the learning outcomes which meet the requirements of the society plays an important role in order to improve the quality of the program. This study aims at redesigning the learning outcomes of the Mechanical Engineering Program at Thai Nguyen University of Engineering using the survey results from the main stakeholders (employer, alumni, teacher and student) of the program. Questionnaires were distributed to target respondents. The data was processed using SPSS. Results were subjected to t-test. The results were discussed by educational experts, institutional managers and teaching staff. The results of the study showed that all the draft learning outcome topics were important for the engineer, however, the current learning outcomes and competences of the students did not meet the requirements of the employers, alumni, teaching staff and students with regard to the knowledge and skills the graduate and student of the program possess. The learning outcomes of the Mechanical Engineering Program were rewritten with reference to the comments and contribution of its main stakeholders. On the basis of the new learning outcomes, the program should be adjusted to provide its students with proper knowledge and skills based on the redesigned learning outcomes. 1 Chapter I INTRODUCTION In recent years, the scale of development of training has increased significantly in Vietnam. By the end of the first semester of school year (2010-2011), there were 149 higher education institutions (HEIs) with 1,358,861 college students and 45,961 teachers. Providing accountability data and consumer information on the quality of teaching and learning has been increasing pressures on the HEIs. The Vietnamese Government and the Ministry of Education and Training have stated the concern about the learning outcomes of HEIs to ensure the quality of training and accountability towards the Government and the society. In 2008, at a national conference on the quality of higher education which was held in Ho Chi Minh City on January, 8th 2008, the Deputy Prime Minister, Minister of Education and Training Nguyen Thien Nhan appealed to the universities & colleges to improve the quality of instruction: that by December, 2008 all universities, colleges must develop their training standards, conduct training to achieve the learning outcomes (LOs) set, students should be properly informed about their level of competence, how to achieve the learning outcomes, and what skills they will have after completing the courses, etc.” Minister Nguyen Thien Nhan confirmed that the transition from training based on HEIs’ availability to training which met the requirements of the society was the most important, fundamental and urgent change in current period. The Minister gave 09 criteria to ensure quality standards in training to meet social needs, including: (1) Skills, competences of graduates; (2) The input; (3) Training programs (4) Faculty, staff management; (5) Teaching and assessing learning outcomes of students; (6) Condition of facilities, technique (7) Finance; (8) Decentralized management mechanism; and (9) Accreditation, training quality evaluation. Article 9, Vietnamese Education Law, 2005 on Education development states that “Education development is a first national priority with a view to improving people’s knowledge, training manpower, and fostering talents. Education development must be linked to the requirements of socio-economic development, to the scientific-technological advances, and to the consolidation of national defense and security; must implement standardization, modernization, and socialization; must ensure the balance in terms of 2 qualifications, professional and regional structure; must expand scale on the basis of quality and efficiency assurance; and must link education with employment” Criteria 3.1, 3.2, 3.3, 4.7 of the Vietnamese set of accreditation standards for higher education institutions (issued together with Decision No. 65/2007/QD-BGDDT November 1, 2007) also explicitly highlight the educational program must be developed and adjusted based on the consultancy of the employers , alumni and other stakeholders of the program and "the universities are to have plans to evaluate the quality of training after graduation and plans to adjust training to meet the requirements of society". The Vietnam Government also issued official document on the “Reform of education management period 2010 – 2012” which highlighted that training to meet social needs is an important task and we must foster training quality to meet the requirements of the society at national level as well as at local level and at each training institution. Thai Nguyen University has been full of awareness of the importance of training to meet social needs and international integration. Since 2008, the University has directed its members in making plans to provide quality training. The University has organized 02 training courses on formulating learning outcomes for more than 200 leaders of its member colleges and units. However, in the implementation process, the consultation of the employers and alumni as well as other stakeholders has not been focused and the learning outcomes of some programs were at the following two types (1) too high to achieve and (2) too low that does not meet with the requirements of the present socio-economic development and some are too general which do not provide basis for the development of the program. It is the reason why this study is very imperative in Thai Nguyen University. BACKGROUND OF THE STUDY Faculty of Mechanical Engineering The Faculty of Mechanical Engineering (TFME) is one of the largest and oldest departments of the Thai Nguyen University of Technology. It is responsible for the training of highly qualified technicians to meet the needs of industrialization and modernization of the country and the need to integrate with the world. In addition, the faculty organizes and implements scientific research, applying the results in production for engineering as well as other fields. 3 The faculty is divided into five departments, including Departments of Manufacturing Plant, the Department of Mechanical Engineering, Materials Technology department, the departments of Mechatronics and Automotive Technology. Each department of the Faculty is responsible for a specialized field of training. TFME has an enthusiastic teaching team. Currently, the department has nearly 100 staff and teachers involved in teaching and working. Over 60% members of the faculty have Masters and Doctorate degree, in which 30% are core teachers and 40% are Associate Professor and Ph.D. holders. TMFE is currently teaching 86 classes with over 5700 full-time and part-time students. Among these, there are more than 4400 full-time students with 54 classes. Over 38 years of construction and development, the Faculty has trained more than 15,000 masters, engineers, college degree, and hundreds of technicians. In terms of jobs and work places, from North to South, from the main cities to the mountainous areas, remote islands, from lecture halls of universities to companies, state enterprises or private, TMFE former students can be found. Not only the quantity but the quality of the Faculty’s training was approved and highly appreciated. Moreover, these technical staffs are trained to maximize the knowledge learned in order to contribute effectively to national construction and defense. Many alumni of the faculty have now become the leaders and held important positions in society. Mechanical Engineering Program (MEP) The MEP was designed and formulated based on regulation of the Vietnamese Ministry of Education and Training. The contents of the program were originally designed by the experienced senior lecturers of the University. The contents of the program have been adjusted recently due to the Vietnamese policy to import the programs of developed countries and the MEP has imported some of the content of the Mechanical engineering program of University of Buffalo, USA. It is the reason why the program has many updated knowledge of engineering with a view to provide the students with the wide and fundamental engineering knowledge, the updated knowledge of design including methods, design procedure and design tools. 4 However, after 2 completed 5-year-course training, the program has shown some problems that need fixing. First, many graduates have to attend further training of 4-6 months before finding a job according to the results of the survey by the university. The graduates are said to lack the necessary skills such as team work and communication, besides they lack the proper practices in order to work in a new environment, it takes a lot of time for them to be familiar with the new conditions. Second, with regard to the content of the program, the logistic among subjects is not proper, some can be cut down or cut off without affecting other subjects while these subjects do not directly provide expected outcomes knowledge and skills. Third, timing and program specifications of some modules are not suitable; especially those require the students’ skills. These problems could be defined as the wrong way of forming a program for the MEP, that they based on the experience of a group of people and they chose what to teach based on their emotions. The learning outcomes of the MEP were the same as that of the Mechanical Material and other program which stated as follows: The MEP would provide the students with: 1. Qualities a. Political qualities: Understanding and responsibilities: observance of policy guidelines, policies and laws of the Party, State and in implementing rights and obligations of citizens and workers. b. Humanistic qualities: Honest, energetic, confident, responsible and conscious community service, harmony and market demand; Dare to think, dare to confront new and known risks. 2. Knowledge - Provide with strong suitable foundation of basic sciences like mathematics, chemistry, physics, philosophy, etc.; core knowledge base of mechanical engineering and other related fields. 5 - Provide students with specialized knowledge in the design, fabrication machine; presented and applied to solve engineering problems creatively through the use of methods and techniques: synthesis, distribution analysis, calculation, design and manufacture. - Provide students with knowledge and understanding of contemporary issues. 3. Skills a. Study skills, self-study. b. Skills to use information technology: Proficient in using computational software, design, simulation and programming capabilities production control system; Good command of office software applications, internet and email. c. Communication skills: Have the ability to form logical arguments and persuasive; shown capable technical solutions or presentations with graphics, models and multimedia materials; communication skills in writing, email; Skills to present problem logically, briefly and easy to understand. d. Teamwork: Ability to organize work groups effectively can play a role as leader or member participates in the same group or multi-disciplinary field of international working environment. e. Foreign Languages: Ability to read, translate technical documents in English, have basic communication skills in English in social and professional. It can be seen from the current learning outcomes that most of the professional outcomes related to knowledge, however, what the society needs from an engineer is not their knowledge but also their competency and practicing skills. Using the modern theory in developing a program, the Faculty should start from the learning outcomes that are designed based on the demand of the society, employers, alumni and other stakeholders of the program. It’s the reason why the learning outcomes of the MEP should be redesigned to prepare for the whole improvement of the MEP. 6 OBJECTIVES OF THE STUDY 1. Determine the importance of draft learning outcomes items of the Mechanical Engineering Program in terms of: 1.1. Disciplinary Knowledge and Reasoning 1.2. Personal and Professional Skills and Attributes 1.3. Interpersonal Skills: Teamwork and Communication 1.4. Applying Knowledge to Benefit Society. 2. Evaluate the current status of learning outcome topics and the expected LO topics of MEP by: 2.1. Alumni 2.2. Faculty 2.3. Graduating students 2.4. Employers. 3. Redesign the learning outcomes for the MEP. SIGNIFICANCE OF THE STUDY This study attempts to develop the learning outcomes for Mechanical and Engineering Program which meet the requirements of the society and the international integration. The study would be beneficial to the followings: Administrators: It is hoped that the study will make clear about the state of the arts of learning outcomes and what the stakeholders of the program are expected from the graduate of the program. The finding of the research will help to reform the training program towards the outcome-based education in regional higher education institutions. Teachers/ Professors: The outcome of this study will be very beneficial to teachers and professors since they provide them with a clearer picture of what others stakeholders are expected them to provide, and also give them guidelines to organize their teaching to meet with the demands of the society and the current trend of international integration. Students: The students are the main stakeholder of the training process, so with the results of this study, students will have a better choice on the learning strategy to get the 7 best outcomes of knowledge, skills and attitude. They will benefit the changes in the program for the better achievement of the learning outcomes set. Future researchers: This study could provide references for future proponents who wish to venture a study similar to the nature of this ongoing research. SCOPE AND LIMITATION OF THE STUDY The study was implemented in the Faculty of Mechanical Engineering - College of Engineering - Thai Nguyen University with the involvement of 250 students who are in the senior year and graduating in June, 2013; 50 faculty who are teaching in the program; 100 enterprises representatives; 100 alumni of the MEP. Learning outcomes are classified into knowledge outcomes, skills outcomes and attitude outcomes and divided into four groups: (1) Disciplinary Knowledge and Reasoning (2) Personal and Professional Skills and Attributes (3) Interpersonal Skills: Teamwork and Communication (4) Applying Knowledge to Benefit Society. To define the outcomes for the program, survey on the different stakeholders of the MEP will be carried out. Representatives of the enterprises where alumni of the MEP work, alumni, faculty and students/ graduate will be the participants of the survey. Development of the learning outcomes was limited to the use of questionnaires, expert discussion and consultancy. Checklists were developed for the purpose of the study. The timeframe for the study is from February 2013 to July 2013. DEFINITION OF TERMS For clarity and better understanding of the study, the following terminologies are defined both conceptually and operationally. Cognitive outcomes include domain-specific knowledge, reasoning and problem- solving skills. Communications is composed of the skills necessary to devise a communications strategy and structure, and those necessary to use the four common media: written, oral, graphical, and electronic. ( modules/interpersonal-skills-teamwork-communication) Disciplinary knowledge and reasoning includes knowledge of basic sciences and core engineering fundamental knowledge and professional engineering knowledge. 8 Experimental Inquiry is a special kind of problem solving that is governed by rules of process and evidence, a process of generating and testing hypotheses for the purpose of understanding some physical or psychological phenomenon. ( xperimental_inquiry.htm) Interpersonal skills are skills used by a person to properly interact with others. In the business domain, the term generally refers to an employee's ability to get along with others while getting the job done. Interpersonal skills include everything from communication and listening skills to attitude and deportment. ( Learning outcomes describe what a learner is expected to know, to understand and be able to demonstrate after successful completion of a process of learning. They are statements of concrete and verifiable signs that witness/ certify how the planned competences, including the required levels of knowledge are being developed or acquired. (https://www.ucviden.dk/portal/files/9576063/Tuning_G_Formulating_ Degree_PR4.pdf) Non-cognitive outcomes consist of suggestions and supports for the completion of study beliefs, values and attitude. Personal Skills and Attitudes include the general character traits of initiative and perseverance, the more generic modes of thought of creative and critical thinking, and the skills of personal inventory (knowing one’s strengths and weaknesses), curiosity and lifelong learning, and time management. (EF Crawley - 2001, The CDIO Syllabus) Professional Attributes are characteristics of an engineer including professional integrity and professional behavior to plan for one’s career and to stay current in our dynamic world of engineering. materials/personal-and-professional-skills-attributes Redesigned learning outcomes are learning outcomes that are designed based on the previous one with the consultancy of ideas from employers, alumni, teachers and students and administrators. Requirements of the society include the requirement of people (faculty, students), employers, alumni and government. 9 Teamwork is comprised of forming, operating, growing, and leading a team, along with some skills specific to technical teamwork. Thinking holistically involves perceiving a system through sensing its large-scale patterns and reacting to them. Holistic thinking is mostly applied in social situations which need sensitivity, intuition and tact. 10 Chapter II REVIEW OF LITERATURE AND STUDIES This chapter presents the literature and studies of the learning outcomes, the roles of the learning outcomes in developing the curriculum and the program, the quality in education, the engineer criteria of some organizations and how to formulate the learning outcomes of a program. The first part presents the educational program and some definitions of learning outcomes. According to “An educational program is a program written by the institution or ministry of education which determines the learning progress of each subject in all the stages of formal education”. Learning ou...anipulation of materials and objects, or some act which requires a neuromuscular coordination. It captures the complexity of grace, strength and speed that is often involved in physical activity or skill acquisition. The psychomotor domain includes the following levels: perception, set, guided response, mechanism, complex overt responses, adaptation, and origination. There are few topics in the syllabus that related to the psychomotor domain, these topics all have an important cognitive component as well. Therefore the cognitive verbs are consistently used for these topics, and the psychomotor categories are not used. QUALITY AND QUALITY IN EDUCATION The concept of quality and quality evaluation standards have been the educational central concept since 1980. In general, it is difficult to give “quality” an objective definition. When we talk about the quality of a product or the quality of a service, the definition often used is the satisfaction of the client. While quality, in general, is already a difficult concept in itself, quality in higher education is much more confusing, because it is not always clear what the "product" and who the "client" is. If we consider that the ‘products’ are the graduates and the clients are parents, students, employers, and the government then when we decide about the quality, we should know about the satisfaction of the clients 2. In an article published in Assessment and Evaluation in Education, Green and Harvey (1993) concluded: “First, quality means different things to different people. Secondly, quality is relative to processes or outcomes”. So quality in education may relate to the processes of teaching and learning, the activities of departments and institutions and the correspondence between the program goals and the competence of its graduates (Frazer 1992, 1994). According to UNESCO, the educational quality in its components consists of quality of the input (resources), quality of the process (the implementation of the educational activities) and the quality of the outputs. Under such approach, educational quality consists of every factor, relation, condition which are related to the educational 24 products such as the graduates those who are trained by the educational activities which contributed to the holistic development of those people to meet the educational set goals, the researches, articles ... Therefore, the most important factor of educational quality is the consistence of the educational products and the educational goals. And from different views for education the best definition for quality is “fitness for purposes”. UNESCO has also issued a Framework for understanding educational quality that describes the relationships among components of what make quality in education 26. Figure 3. Framework for understanding educational quality (UNESCO source) Figure 3 indicates that teachers, textbooks, learning materials are essential to make an efficient education. Teaching and learning are keys for the development and change in human. However, in order to make good quality of education “the outcomes of education should be assessed in the context of its agreed objectives. They are most easily expressed in terms of academic achievement (sometimes as test grades, but more usually and popularly in terms of examination performance), though ways of assessing creative and emotional development as well as changes in value, attitudes and behavior have also been devised”. The framework that is used by the UNESCO does not conflict but goes hand in hand with the EFQM model or the Deming P-D-C-A cycle that are used in quality management. ENGINEER STANDARDS/ CRITERIA In Vietnamese Education Law 2005, Article 39 about Objectives of higher education states (1.) The objectives of higher education are to educate learners in acquiring 25 political and moral qualities, endeavor to serve the people, professional knowledge and practical skills relevant to the education levels, and physical health, meeting the needs of building and defending of the Fatherland. (2.) University education shall help students acquire in-depth professional knowledge and fluently practical skills in one profession with the ability to work independently and creatively as well as to solve problems in the field of study. Over the world, there have been criteria on the LOs of students of engineering. Those criteria describe what an engineer can do after his graduation. Criteria for Accrediting Engineering Programs by Accreditation Board for Engineering and Technology (ABET), United State, 2012 – 2013 describe the outcomes of the students as follows: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data; (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; (d) an ability to function on multidisciplinary teams; (e) an ability to identify, formulate, and solve engineering problems; (f) an understanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; (i) a recognition of the need for, and an ability to engage in life-long learning; (j) a knowledge of contemporary issues; (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 22 EUR-ACE Framework Standards for the Accreditation of Engineering Programs – Final Version 17/11/2005 highlighted the followings 17: Knowledge and Understanding includes knowledge and understanding of the scientific and mathematical principles underlying their branch of engineering; a systematic understanding of the key aspects and concepts of their branch of engineering; coherent knowledge of their branch of engineering including some at the forefront of the branch; awareness of the wider multidisciplinary context of engineering. Engineering Analysis includes the ability to apply their knowledge and understanding to identify, formulate and solve engineering problems using established methods; the ability 26 to apply their knowledge and understanding to analyze engineering products, processes and methods; the ability to select and apply relevant analytic and modeling methods. Engineering Design includes the ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements; an understanding of design methodologies, and an ability to use them. Investigations comprises of the ability to conduct searches of literature, and to use data bases and other sources of information; the ability to design and conduct appropriate experiments, interpret the data and draw conclusions; workshop and laboratory skills. Engineering Practice requires the ability to select and use appropriate equipment, tools and methods; the ability to combine theory and practice to solve engineering problems; an understanding of applicable techniques and methods, and of their limitations; an awareness of the non-technical implications of engineering practice. Transferable Skills requires function effectively as an individual and as a member of a team; use diverse methods to communicate effectively with the engineering community and with society at large; demonstrate awareness of the health, safety and legal issues and responsibilities of engineering practice, the impact of engineering solutions in a societal and environmental context, and commit to professional ethics, responsibilities and norms of engineering practice; demonstrate an awareness of project management and business practices, such as risk and change management, and understand their limitations; recognise the need for, and have the ability to engage in independent, life-long learning. Boeing's desired attributes of an engineer (Boeing, 1996) stated their requirements of an engineer – an engineer should possess: a good understanding of engineering science fundamentals: Mathematics (including statistics), Physical and life sciences, Information Technology (far more than “computer literacy”); a good understanding of design and manufacturing processes. (i.e., understands engineering); a multi-disciplinary, systems perspective; a basic understanding of the context in which engineering is practiced: Economics (including business practices), History, the environment, customer and societal needs; good communication skills: written, verbal, graphic and listening; High ethical standards; an ability to think both critically and creatively - independently and cooperatively; flexibility - the ability and self-confidence to adapt to rapid or major change; curiosity and a desire to learn for life; a profound understanding of the importance of teamwork 8. 27 From the requirements and criteria of an engineer mentioned above, we can see that although they could use different words to explain the ideas, they still share the same points that an engineer should have knowledge and reasoning of the technology, he should possess professional and personal skills as well as interpersonal skills and finally the ability to contribute to the society. CDIO INITIATIVE The CDIO™ INITIATIVE 25 is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. The most important part of CDIO is its Syllabus, a statement of undergraduate engineering education goals, and a set of 12 Standards designed to help achieve the goals. The Standards address program philosophy, curriculum development, design-build experiences and workspaces, new methods of teaching and learning, faculty development, and assessment and evaluation. As designed, the Syllabus provides the answer to the question of what skills, knowledge, and attitudes (SKA) should engineering graduates should possess, while the 12 Standards provide the answer to the question of how we can do better to ensure that our graduates achieve these SKA. Providing answers to the “what” and “how” questions in a systematic and unprescriptive way makes it viable for department programs in Vietnam to adopt and adapt CDIO according to their needs and the unique conditions in Vietnam. The specific objectives of the CDIO Syllabus are to create a clear, complete, and consistent set of goals for undergraduate engineering education, in sufficient detail that they could be understood and implemented by engineering faculty 7,8. These goals form the basis for rational design of curricula (i.e. they are requirements document), as well as the basis for a comprehensive system of assessment. Our goal was to create a list which is rationalized against the norms of contemporary engineering practice, comprehensive of all known other sources, and peer-reviewed by experts in the field. Further, we sought to develop a listing that was prioritized, appropriate to university education, and expressed as learning objectives. 28 Structure of the CDIO Syllabus The point of departure for the derivation of the content of the CDIO Syllabus is the simple statement that engineers engineer, that is, they build systems and products for the betterment of humanity. In order to enter the contemporary profession of engineering, students must be able to perform the essential functions of an engineer: Graduating engineers should be able to: conceive-design-implement-operate complex value-added engineering systems in a modern team-based environment. Stated another way, graduating engineers should appreciate engineering process, be able to contribute to the development of engineering products, and do so while working in engineering organizations. Implicit is the additional expectation that, as university graduates and young adults, engineering graduates should be developing as whole, mature, and thoughtful individuals. These four high level expectations map directly to the highest, first or “X” level organization of the CDIO Syllabus, we can see that a mature individual interested in technical endeavors possesses a set of Personal and Professional Skills, which are central to the practice. In order to develop complex value-added engineering systems, students must have mastered the fundamentals of the appropriate Technical Knowledge and Reasoning. In order to work in a modern team-based environment, students must have developed the Interpersonal Skills of teamwork and communications. Finally, in order to actually be able to create and operate products and systems, a student must understand something of Conceiving, Designing, Implementing, and Operating Systems in the Enterprise and Societal Context 6,8,9. Figure 4. Building blocks of knowledge, skills, and attitudes necessary to Conceive, Design, Implement, and Operate Systems in the Enterprise and Societal Context (CDIO). (Edward F. Crawley, 2001) It is important to note that the CDIO Syllabus exists at four (and in some cases five) detail levels. This composition is necessary in order to move from the high level goals (e.g. 1. Technical Knowledge and Reasoning 3. Interpersonal skills 2. Personal and Professional Skills 4. CDIO 29 all engineers should be able to communicate) to the level of teachable, and quantifiable skills (e.g. a topic in attribute 3.2.1, “analyze the audience”). Although perhaps overwhelming at first, this level of detail has many benefits for engineering faculty members, who in many cases are not experts in some of these topics. The detail allows instructors to gain insight into content and objectives, contemplate the deployment of these skills into a curriculum, and prepare lesson and assessment plans. THE FORMULATION OF LEARNING OUTCOMES A lot of articles and textbook have been written about the formulation of good learning outcomes. They mention the process of developing the LOs and how to write the LOs in an appropriate ways. Edward Crawley, Johan Malmqvist, Soren Ostlund, Doris Brodeur, 2007 Rethinking Engineering Education: The CDIO Approach describe an approach to engineering education that integrates a comprehensive set of personal and interpersonal skills, and process, product, and system building skills with disciplinary knowledge. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and processes. The book is both a description of the development and implementation of the CDIO model, and a guide to engineering programrs worldwide who seek to improve their programs. Chapter 3 is about the Learning outcomes for the engineering program, how to formulate and write the effective LOs that meet the requirements of the society and international integration. In “Learning outcomes assessment handbook. A guide to learning outcomes assessment at Marymount University”, 2008 p.4-7, the writers have guided on the strategies to develop effective learning outcomes with the involvement of the faculty in deciding which are the most important outcomes of the course that they want to evaluate. In the paper “Intended learning outcomes: a process of formulating intended learning outcomes at program level”, Trinh Minh Thi Doan and others proposes the procedures to develop a program framework of LOs for various university department programs to formulate their specific intended LOs that meet the needs and demand of the society and globalization. Proceedings of the 8th International CDIO Conference, Queensland University of Technology, Brisbane, July 1 - 4, 2012. 30 Dung Anh Vu and Nha Xuan Phung, 2010 in the article “Adapting the CDIO approach in developing learning outcomes for economics and business disciplines in Vietnam: A case-study of university of Economics and Business at Vietnam National University, Ha Noi” show how they adapt the CDIO approach (at the first step) in developing learning outcomes or syllabus at the 3rd (XXX) level of detail, at the conceptual stage, for economics for- foreign-affairs discipline at University of Economics and Business – Vietnam National University, Hanoi. Their practice demonstrates that the approach can be reasonably adapted for other disciplines like economics and business although our conceptual framework of the learning outcomes should be validated in the next steps. The paper also compares the CDIO-based and the existing learning outcomes of our training programs to assess the pre-eminence of the CDIO approach. In the end the paper also discusses the importance of the CDIO approach as one of the models in solving higher education quality issue in Vietnam. Having all these premises in mind, the researcher attempts to find out the outcomes of the graduate of MEP in Thai Nguyen University and what the world of work is expecting from the graduate of MEP from which to develop learning outcomes that meet the requirements of the society and the international integration. 31 RESEARCH DIAGRAM Figure 5. The schematic presentation of the study to develop the learning outcomes which meet the requirements of the society and international integration This research diagram shows the relationship of learning outcomes and current learning outcomes, the CDIO syllabus, University/ College mission, College vision, Program objectives, National and International accreditation standards, engineer standards. The university mission and program objectives make the learning outcomes different from other learning outcomes of the program in other university, just help to make it distinguish from others. Shaping the learning outcomes with university mission and program objectives help to make the learning outcomes feasible, not too high to achieve and not too low so that it does not meet the demand of the socio-economic development. The diagram also indicates the roles of enterprises, alumni, faculty and students in the formulation of the LOs of the program. The dependent variable of the study is the learning outcomes of the MEP and the independent variables are the employers, alumni, school administrators, graduating students. Current education program Current learning outcomes CDIO syllabus References: - University/ College mission; - College vision; - MEP’s objectives - National and International accreditation standards; - Engineer standards Draft LOs level 2 Survey on draft LOs level 3 Draft LOs level 3 Complete the LOs - Processing data - Fulfilling the LOs Main stakeholders: - School administrators - Employers - Alumni - Faculty - Graduating students 32 It is also stated in the accreditation criteria of the higher educational institutions that the program construction have to have contribution from different stakeholders since they are the main clients of the education process so that the graduate could meet the requirements of the employers and its working conditions. The comments of the employers and enterprises representatives will be the main references of the learning outcomes. They will help the program designers to form what the industry and the enterprises need from the graduate of the program with regard to the knowledge, skills and attitude and at what level are the knowledge, skills and attitude needed. The comments of the alumni are also a source of reference for the development of the learning outcomes since they have a lot of experience related to the course from the knowledge learnt, the skills and attitude acquired. They can help to suggest what are important, what should be reduced and what should be increased. The faculty and students are the two important clients. Their contribution to the formulation of the program with comparison to the view of employers and alumni are important to have a clearer picture of the knowledge, skills and attitude that a graduate should possess. With the consultancy of the enterprises and alumni, the learning outcomes will surely meet the demands of the industry. With the faculty and students’ comments, the learning outcomes will have a significant contribution of all important stakeholders and that will meet with the requirements of the society. In the formulation of the learning outcomes, the reference of Vietnam national accreditation criteria, ABET criteria and European criteria on engineer and engineering program and with the consultation of the CDIO syllabus, the learning outcomes will have in it the requirements for the international integration that makes the graduate of the program ready for international job and works in other countries beside Vietnam. 33 Chapter III METHODOLOGY This chapter deals with the locale of the study, research design, population and sampling, data gathering procedures, and statistical treatment used in the study. LOCALE OF THE STUDY This study was conducted at the Faculty of Mechanical Engineering – College of Engineering - Thai Nguyen University – Thai Nguyen Province – Vietnam to collect the ideas of teachers and students about the present level of competences of the students, the importance of each outcome and the desired learning outcomes. In order to collect information and suggestions as well as other ideas of the alumni and the employers about the learning outcomes, the study was carried out at the organizations, factories and institutions where the alumni are currently working. RESEARCH DESIGN The study employed the descriptive research design. The researcher determined the draft LOs item of MEP then did research to evaluate the current status of the outcomes that the graduate have and what the different stakeholders expect from the graduates of the program. On the basis of the result, the faculty and education researcher met and discussed on the level of proficiency that each LOs topic deserved and finalized the intended learning outcomes. POPULATION AND SAMPLING Population • Industry representatives: enterprise representatives (or enterprises) who hire engineers from the Mechanical Engineering Program (MEP), as head of the technical division, head of the marketing division and director and vice director of enterprise. We focused on the enterprises in Thai Nguyen Province. • Alumni: alumni who graduated from the MEP and had more than two years of working experience. • Undergraduate students: the senior year students of or alumni who just graduated from the MEP. 34 • Academic staff: senior lecturers who had teaching experiences of at least 10 years and been responsible for teaching the advanced engineering programs. Sampling For the pilot survey, the number of alumni who are working in Thai Nguyen Province (20), enterprises (20), teachers (20) and students (30) in their final year. For the real survey, since the number of graduates from the MEP who kept contact with the College was limited, so we conducted the survey on the alumni who were working in Thai Nguyen Province (100), enterprises (100), teachers (50) and students (250) in their final year. INSTRUMENTATION The research employed a survey type questionnaire to determine the attitudes of school administrators, employers, alumni and graduating students. The questionnaire was composed of four parts (Appendix 1): - LOs topics - Level of importance, 4 level scales (a-b); from “not important to very important” - Current proficiency level, 6 level scales (0-5); - Intended proficiency level, 6 level scale ( - ); The scales for the proficiency level were as follows: 0/. Do not know or possess 1/. To have experienced or been exposed to 2/. To be able to participate in and contribute to 3/. To be able to understand and explain 4/. To be skilled in practice or implementation of 5/. To be able to lead or innovate in The explanation for the researcher using these six scales is as follows: In order to define specific learning objectives at a level commensurate with the proficiency rating, a correspondence must be developed between Bloom’s taxonomy and the activity based proficiency scale. By considering the levels of cognitive, affective, and psychomotor skills that underlie a certain activity based proficiency, a correspondence can be drawn. In fact, there is no cognitive skill associated with the first proficiency level, “to have experienced or been exposed to.” The second level, “participation,” implies at least “knowledge," the 35 first Bloom level in the cognitive domain. “Comprehension," as defined by Bloom, specifically includes “explaining.” Likewise, “skill in the practice” arguably implies the ability to “apply knowledge” and “analyze." Finally, the ability to “lead and innovate” requires an ability to “synthesize and evaluate.” Similar approximate correspondences can be drawn to the affective and psychomotor domains. The main source of information to design the questionnaires is the draft learning outcomes of the program which is designed on the basis of the mission of the university, the objectives of the program, the accreditation standards and references to several LOs of related programs in manufacturing engineering and the CDIO syllabus. The questionnaires include 99 items which are divided into 17 groups: Knowledge of underlying mathematics and sciences, Core engineering fundamental knowledge, Advanced engineering fundamental knowledge, methods and tools, Other supplement subjects, Analytical reasoning and problem solving, Experimentation, investigation and knowledge discovery, System thinking, Attitudes, thoughts and learning, Ethics, equity and other responsibilities, Teamwork, Communication, Communication in English, External, societal and environmental context, Enterprise and business context, Conceiving, systems engineering and management, Designing, Implementation. a) Results of the reliability analysis based on a theoretical model correlation using the SPSS software In the questionnaire for employer: the Cronbach’s alpha index among groups of items is rather high, ranging from 0,578 to 0,956. The correlation coefficients of the items in each group were positive so the items are correlated (Appendix 2). Thus, with high reliability through the statistics, we can confirm the scale we use is reliable and can use this data to conduct research with high significance. Table 2 of Statistics of Cronbach's Alpha of the four questionnaires confirms that these are good measurement tools and suitable for the surveyors since the reliability of the questionnaires is high, the items are well correlated. 36 DATA GATHERING PROCEDURES A Trial survey was initially implemented for “current proficiency level” and “intended proficiency level” and “level of importance” for each topic. After the revision of questionnaires, a mass survey was conducted for program stakeholders as follows: • Industry representatives: Invited them for workshops; sent mail and met them in their places of work to deliver and collect questionnaires. • Alumni: Sent email, posted letters, invited them to the meeting or visited their places of work for survey. • Undergraduate students: Held a meeting, introduced the purpose of the survey then delivered the questionnaires. Questionnaires were collected in the meeting. • Academic staff: Held workshops to collect ideas of the staff and do the survey. The staff were provided with questionnaires and sent them back to the researcher. STATISTICAL TREATMENT Pilot survey The pilot survey was carried out from May 5th 2013 to May 20th 2013. The questionnaires were delivered to 90 respondents and thereafter, the questionnaires were collected. The rate of feedback from the pilot survey is described in Table 1 below. Respondents Number of questionnaires delivered Number of feedback Percentage Employer 20 18 90% Alumni 20 19 95% Student 30 30 100% Teacher 20 20 100% Table 1 . Number of respondents of the pilot survey Table 1 shows the results of the survey. The feedback percentage was 96.25% which qualified to conduct the analysis. 37 Analysis of survey data The reliability of the assessment tools of the different group of respondents were examined: Student, Alumni, Employer and Teacher by using: Cronbach 's Alpha Levene's test was used to examine the different among groups of respondents. Dependent T-test was employed to compare the means of current proficient level and the expected learning outcomes. Weighted arithmetic mean was also used to calculate the rating of different groups of respondents. The data of the questionnaires were entered into SPSS data under file’s name dulieuchaythu.sav. The analytical results showed that the reliability coefficient Cronbach 's Alpha of the group item as assessed by each subject ra...47 3.39 -0.92 -5.52 0 4.1.6 2.50 3.42 -0.92 -5.10 0 4.2.1 2.53 3.50 -0.97 -6.65 0 4.2.2 2.78 3.58 -0.81 -4.66 0 4.2.3 2.58 3.44 -0.86 -5.07 0 4.2.4 2.61 3.53 -0.92 -5.87 0 4.3.1 2.28 3.31 -1.03 -6.56 0 4.3.2 2.42 3.42 -1.00 -6.71 0 4.3.3 2.39 3.42 -1.03 -6.17 0 4.3.4 2.42 3.61 -1.19 -7.10 0 4.4.1 2.44 3.64 -1.19 -6.91 0 4.4.2 2.50 3.56 -1.06 -5.93 0 4.4.3 2.72 3.53 -0.81 -6.19 0 4.4.4 2.56 3.86 -1.31 -7.55 0 4.4.5 2.39 3.47 -1.08 -6.18 0 4.4.6 2.39 3.39 -1.00 -5.35 0 4.5.1 2.33 3.56 -1.22 -7.83 0 4.5.2 2.39 3.61 -1.22 -6.25 0 4.5.3 2.25 3.44 -1.19 -6.28 0 4.5.4 2.19 3.44 -1.25 -6.00 0 4.5.5 2.39 3.53 -1.14 -5.82 0 4.5.6 2.33 3.47 -1.14 -5.86 0 4.6.1 2.28 3.53 -1.25 -7.75 0 4.6.2 2.08 3.42 -1.33 -6.98 0 4.6.3 2.19 3.31 -1.11 -6.27 0 4.6.4 2.11 3.31 -1.19 -6.11 0 4.6.5 2.17 3.17 -1.00 -4.79 0 4.6.6 2.25 3.64 -1.39 -7.08 0 Appendix B13: Employers’ survey result Topic Current Proficient WM Expected Proficient WM Quantity Difference t sig. 1.1.1 2.00 2.89 -0.89 -5.16 0.00 1.1.2 2.50 3.04 -0.54 -3.81 0.00 1.1.3 1.89 2.64 -0.75 -2.94 0.01 1.1.4 2.07 2.93 -0.86 -3.60 0.00 1.1.5 2.36 3.04 -0.68 -3.97 0.00 1.1.6 2.14 2.82 -0.68 -3.70 0.00 1.1.7 2.96 3.61 -0.64 -3.41 0.00 1.2.1 1.93 2.64 -0.71 -2.94 0.01 1.2.2 2.43 3.50 -1.07 -6.03 0.00 1.2.3 2.50 3.54 -1.04 -5.94 0.00 1.2.4 2.68 3.82 -1.14 -6.23 0.00 121 Topic Current Proficient WM Expected Proficient WM Quantity Difference t sig. 1.2.5 1.61 2.75 -1.14 -4.72 0.00 1.2.6 1.96 2.79 -0.82 -4.03 0.00 1.2.7 1.75 2.79 -1.04 -6.22 0.00 1.2.8 1.93 3.04 -1.11 -4.40 0.00 1.2.9 3.07 4.04 -0.96 -4.40 0.00 1.2.10 1.86 2.82 -0.96 -3.93 0.00 1.2.11 2.43 3.29 -0.86 -4.65 0.00 1.2.12 2.96 4.00 -1.04 -4.56 0.00 1.3.1 1.82 3.18 -1.36 -7.00 0.00 1.3.2 2.43 3.64 -1.21 -6.02 0.00 1.3.3 2.18 3.29 -1.11 -5.89 0.00 1.3.4 2.39 3.54 -1.14 -6.23 0.00 1.3.5 2.07 3.39 -1.32 -10.20 0.00 1.4.1 2.75 3.61 -0.86 -3.85 0.00 1.4.2 1.86 3.04 -1.18 -5.72 0.00 1.4.3 2.32 3.46 -1.14 -5.61 0.00 1.4.4 2.39 3.25 -0.86 -4.87 0.00 1.4.5 2.14 2.93 -0.79 -4.90 0.00 1.4.6 2.46 3.43 -0.96 -4.58 0.00 1.4.7 2.25 2.93 -0.68 -3.29 0.00 2.1.1 2.14 3.14 -1.00 -4.72 0.00 2.1.2 1.86 3.07 -1.21 -4.78 0.00 2.1.3 1.93 3.11 -1.18 -5.91 0.00 2.1.4 1.79 3.11 -1.32 -6.41 0.00 2.1.5 2.18 3.36 -1.18 -5.72 0.00 2.2.1 1.79 2.93 -1.14 -5.38 0.00 2.2.2 2.32 2.96 -0.64 -2.73 0.01 2.2.3 1.96 3.11 -1.14 -4.96 0.00 2.2.4 1.71 2.96 -1.25 -4.52 0.00 2.3.1 1.75 2.93 -1.18 -3.87 0.00 2.3.2 1.79 2.89 -1.11 -3.85 0.00 2.3.3 2.04 3.18 -1.14 -3.83 0.00 2.3.4 1.96 3.04 -1.07 -3.84 0.00 2.4.1 1.50 2.71 -1.21 -7.90 0.00 2.4.2 2.04 2.93 -0.89 -4.74 0.00 2.4.3 1.96 3.29 -1.32 -8.23 0.00 2.4.4 2.07 3.11 -1.04 -4.63 0.00 2.4.5 2.11 3.25 -1.14 -5.31 0.00 2.4.6 2.07 3.46 -1.39 -6.04 0.00 2.4.7 2.11 3.36 -1.25 -7.86 0.00 2.5.1 2.11 1.39 0.71 -2.85 0.01 2.5.2 1.29 1.64 -0.36 -5.63 0.00 2.5.3 1.32 3.14 -1.82 -3.91 0.00 122 Topic Current Proficient WM Expected Proficient WM Quantity Difference t sig. 2.5.4 2.46 3.32 -0.86 -4.35 0.00 3.1.1 1.93 3.29 -1.36 -8.04 0.00 3.1.2 1.93 3.46 -1.54 -8.45 0.00 3.1.3 1.82 3.36 -1.54 -7.14 0.00 3.1.4 1.96 3.57 -1.61 -6.09 0.00 3.1.5 2.04 3.50 -1.46 -6.64 0.00 3.2.1 1.75 3.14 -1.39 -7.26 0.00 3.2.2 1.54 2.96 -1.43 -7.70 0.00 3.2.3 2.07 3.46 -1.39 -5.76 0.00 3.2.4 1.68 3.36 -1.68 -6.72 0.00 3.2.5 1.75 3.07 -1.32 -6.67 0.00 3.2.6 1.79 3.36 -1.57 -8.54 0.00 3.3.1 1.43 3.00 -1.57 -7.37 0.00 4.1.1 1.89 2.93 -1.04 -4.56 0.00 4.1.2 2.04 3.18 -1.14 -5.61 0.00 4.1.3 1.79 3.18 -1.39 -6.16 0.00 4.1.4 1.75 3.00 -1.25 -5.63 0.00 4.1.5 1.82 2.96 -1.14 -5.00 0.00 4.1.6 1.43 2.64 -1.21 -4.99 0.00 4.2.1 1.54 2.86 -1.32 -5.89 0.00 4.2.2 1.75 3.00 -1.25 -4.71 0.00 4.2.3 1.71 2.93 -1.21 -7.01 0.00 4.2.4 1.89 3.04 -1.14 -6.00 0.00 4.3.1 1.39 2.61 -1.21 -5.37 0.00 4.3.2 1.50 2.71 -1.21 -5.84 0.00 4.3.3 1.64 2.79 -1.14 -4.77 0.00 4.3.4 1.61 2.93 -1.32 -5.24 0.00 4.4.1 1.93 3.25 -1.32 -6.62 0.00 4.4.2 1.96 3.25 -1.29 -6.28 0.00 4.4.3 2.29 3.25 -0.96 -4.25 0.00 4.4.4 2.18 3.14 -0.96 -4.14 0.00 4.4.5 1.64 2.64 -1.00 -4.46 0.00 4.4.6 1.61 2.71 -1.11 -5.03 0.00 4.5.1 1.79 3.14 -1.36 -6.18 0.00 4.5.2 2.00 2.93 -0.93 -5.44 0.00 4.5.3 1.61 2.68 -1.07 -5.72 0.00 4.5.4 1.39 2.54 -1.14 -5.05 0.00 4.5.5 1.75 2.82 -1.07 -6.17 0.00 4.5.6 1.61 2.64 -1.04 -5.22 0.00 4.6.1 1.61 2.96 -1.36 -5.87 0.00 4.6.2 1.54 3.18 -1.64 -6.49 0.00 4.6.3 1.61 2.75 -1.14 -5.28 0.00 4.6.4 1.79 2.96 -1.18 -5.39 0.00 123 Topic Current Proficient WM Expected Proficient WM Quantity Difference t sig. 4.6.5 1.46 2.29 -0.82 -3.45 0.00 4.6.6 1.54 3.04 -1.50 -6.60 0.00 Appendix B14: Final expected proficient level of graduate engineer. Topic Expected proficient level 1.1.1 Mathematics analytic (the derivative, differentiation, integral, differential equations, ...) 3.04 1.1.2 Algebra 3.14 1.1.3 Statistics and probability 2.71 1.1.4 Method of calculation 2.97 1.1.5 Physics: mechanical, thermal, optical, electrical... 3.13 1.1.6 Chemistry 2.69 1.1.7 Information Technology 3.37 1.4.1 CAD 3.42 1.4.2 CAM 3.24 1.4.3 CNC 3.33 1.4.4. Safety and environment 3.13 1.4.5. Electrical and electronics equipment 2.81 1.4.6. Hydraulic, pneumatic Technique 2.92 1.4.7. Marxism - Leninism, Revolutionary policy of the Communist Party of Vietnam, Ho Chi Minh thought 2.59 2.1.1 Problem Identification and Formulation 3.18 2.1.2 Modeling 3.07 2.1.3 Estimation and Qualitative Analysis 3.05 2.1.4 Analysis With Uncertainty 3.00 2.1.5 Solution and Recommendation 3.25 2.2.1 Hypothesis Formulation 3.03 2.2.2 Survey of Print and Electronic Literature 3.24 2.2.3 Experimental Inquiry 3.19 2.2.4 Hypothesis Test and Defense 3.17 2.3.1 Thinking Holistically 3.10 2.3.2 Emergence and Interactions in Systems 3.02 2.3.3 Prioritization and Focus 3.18 2.3.4 Trade-offs, Judgment and Balance in Resolution 3.21 2.4.1 Initiative and the Willingness to Make Decisions in the Face of Uncertainty 3.01 2.4.2 Perseverance and Flexibility 3.18 2.4.3 Creative Thinking 3.24 2.4.4 Critical Thinking 3.27 2.4.5 Self-awareness, Metacognition and Knowledge Integration 3.24 2.4.6 Lifelong Learning and Educating 3.34 2.4.7 Time and Resource Management 3.43 2.5.1 Ethics, Integrity and Social Responsibility 3.23 2.5.2 Professional Behavior 3.32 124 Topic Expected proficient level 2.5.3 Proactive Vision and Intention in Life 3.35 2.5.4 Staying Current on the World of Engineering 3.45 3.1.1 Forming Effective Teams 3.36 3.1.2 Team Operation 3.34 3.1.3 Team Growth and Evolution 3.36 3.1.4 Team Leadership 3.41 3.1.5 Technical and Multidisciplinary Teaming 3.53 3.2.1 Communications Strategy 3.17 3.2.2 Communications Structure 3.10 3.2.3 Written Communication 3.33 3.2.4 Electronic/Multimedia Communication 3.27 3.2.5 Graphical Communication 3.35 3.2.6 Oral Presentation 3.47 3.3.1 Communications in English 3.44 4.1.1 Roles and Responsibility of Engineers 3.1 4.1.2 The Impact of Engineering on Society and the Environment 3.15 4.1.3 Society’s Regulation of Engineering 3.08 4.1.4 The Historical and Cultural Context 3.03 4.1.5 Contemporary Issues and Values 3.05 4.1.6 Developing a Global Perspective 2.91 4.2.1 Appreciating Different Enterprise Cultures 2.88 4.2.2 Enterprise Stakeholders, Strategy and Goals 3.05 4.2.3 Working in different kinds of organizations 3.12 4.2.4 Adapting to different working environment 3.2 4.3.1 Understanding Needs and Setting Goals 2.89 4.3.2 Defining Function, Concept and Architecture 2.95 4.3.3 System Engineering, Modeling and Interfaces 3.01 4.3.4 Development Project Management 3.05 4.4.1 The Design Process 3.24 4.4.2 The Design Process Phasing and Approaches 3.23 4.4.3 Utilization of Knowledge in Design 3.31 4.4.4 Disciplinary Design 3.3 4.4.5 Multidisciplinary Design 3.06 4.4.6 Design for Sustainability, Safety, Aesthetics, Operability and other Objectives 3.14 4.5.1 Designing a Sustainable Implementation Process 3.09 4.5.2 Software Implementing Process 2.79 4.5.3 Hardware Manufacturing Process 2.81 4.5.4 Hardware Software Integration 3 4.5.5 Test, Verification, Validation, and Certification 3.08 4.5.6 Implementation Management 3.07 4.6.1 Designing and Optimizing Sustainable and Safe Operations 3.07 4.6.2 Training and Operations 3.14 4.6.3 Supporting the System Life Cycle 2.98 4.6.4 System Improvement and Evolution 3.14 4.6.5 Disposal and Life-End Issues 2.99 4.6.6 Operations Management 3.15 125 Appendix B15. MEP Learning outcomes Topic Expected proficient level 1.1.1 Mathematics analytic (the derivative, differentiation, integral, differential equations, ...) 3.04 1.1.2 Algebra 3.14 1.1.3 Statistics and probability 2.71 1.1.4 Method of calculation 2.97 1.1.5 Physics: mechanical, thermal, optical, electrical... 3.13 1.1.6 Chemistry 2.69 1.1.7 Information Technology 3.37 1.4.1 CAD 3.42 1.4.2 CAM 3.24 1.4.3 CNC 3.33 1.4.4. Safety and environment 3.13 1.4.5 Electrical and electronics equipment 2.81 1.4.6 Hydraulic, pneumatic Technique 2.92 1.4.7 Marxism - Leninism, Revolutionary policy of the Communist Party of Vietnam, Ho Chi Minh thought 2.59 2.1.1 Problem Identification and Formulation Identify data and symptoms Explain assumptions and sources of bias Demonstrate issue prioritization in context of overall goals 3.04 2.1.2 Modeling Identify assumptions to simplify complex systems and environment Explain conceptual and qualitative models 3.05 2.1.3 Estimation and Qualitative Analysis Interpret orders of magnitude, bounds and trends Identify tests for consistency and errors (limits, units, etc.) Explain the generalization of analytical solutions 3.01 2.1.4 Analysis With Uncertainty Define incomplete and ambiguous information Interpret probabilistic and statistical models of events and sequences Interpret engineering cost-benefit and risk analysis Discuss decision analysis Identify margins and reserves 2.97 2.1.5 Solution and Recommendation Identify problem solutions Classify essential results of solutions and test data Explain and discuss discrepancies in results Discuss summary recommendations 3.20 126 2.2.1 Hypothesis Formulation Identify critical questions to be examined Choose hypotheses to be tested Define controls and control groups 2.99 2.2.2 Survey of Print and Electronic Literature Choose the literature research strategy Demonstrate information search and identification using library tools (on-line catalogs, databases, search engines) Demonstrate sorting and classifying the primary information Question the quality and reliability of information Identify the essentials and innovations contained in the information Identify research questions that are unanswered List citations to references 3.20 2.2.3 Experimental Inquiry Explain the experimental concept and strategy Discuss the precautions when humans are used in experiments Explain experiment construction Discuss test protocols and experimental procedures Explain experimental measurements Interpret experimental data Compare experimental data vs. available models 3.15 2.2.4 Hypothesis Test and Defense Discuss the statistical validity of data Discuss the limitations of data employed Prepare conclusions, supported by data, needs and values Appraise possible improvements in knowledge discovery process 3.14 2.3.1 Thinking Holistically Identify and define a system, its behavior, and its elements Use trans-disciplinary approaches that ensure the system is understood from all relevant perspectives Identify the societal, enterprise and technical context of the system Identify the interactions external to the system, and the behavioral impact of the system 3.05 2.3.2 Emergence and Interactions in Systems Discuss the abstractions necessary to define and model system Identify the behavioral and functional properties (intended and unintended) which emerge from the system Identify the important interfaces among elements Identify evolutionary adaptation over time 3.01 2.3.3 Prioritization and Focus Locate and classify all factors relevant to the system in the whole Identify the driving factors from among the whole Employ resource allocations to resolve the driving issues 3.18 127 2.3.4 Trade-offs, Judgment and Balance in Resolution Identify tensions and factors to resolve through trade-offs Choose and employ solutions that balance various factors, resolve tensions and optimize the system as a whole Describe flexible vs. optimal solutions over the system lifetime 3.18 2.4.1 Initiative and the Willingness to Make Decisions in the Face of Uncertainty Define the needs and opportunities for initiative Describe the potential benefits and risks of an action Explain the methods and timing of project initiation Discuss definitive action, delivery of results and reporting on actions 2.90 2.4.2 Perseverance and Flexibility Accept the need for self-confidence, enthusiasm, and passion Accept the importance of hard work, intensity and attention to detail Demonstrate adaptation to change Demonstrate a willingness and ability to work independently Discuss the balance between personal and professional life 3.10 2.4.3 Creative Thinking Explain conceptualization and abstraction Demonstrate synthesis and generalization Discuss the process of invention Discuss the role of creativity in art, science, the humanities and technology 3.17 2.4.4 Critical Thinking Interpret the statement of the problem Identify logical arguments and solutions Identify supporting evidence Locate contradictory perspectives, theories and facts Identify logical fallacies Test hypotheses and conclusions 3.18 2.4.5 Self-awareness, Metacognition and Knowledge Integration Define one’s skills, interests, strengths, weaknesses Demonstrate the extent of one’s abilities, and one’s responsibility for self-improvement to overcome important weaknesses Discuss the importance of both depth and breadth of knowledge 3.15 2.4.6 Lifelong Learning and Educating Discuss the motivation for continued self-education Demonstrate the skills of self-education Discuss one’s own learning style Discuss developing relationships with mentors 3.28 2.4.7 Time and Resource Management Discuss task prioritization 3.28 128 Explain the importance and/or urgency of tasks Explain efficient execution of tasks 2.5.1 Ethics, Integrity and Social Responsibility Discuss one’s ethical standards and principles Discuss the courage to act on principle despite adversity Identify the possibility of conflict between professionally ethical imperatives Discuss an understanding that it is acceptable to make mistakes, but that one must be accountable for them Explain proper allocation of credit to collaborators Demonstrate a commitment to service 3.07 2.5.2 Professional Behavior Demonstrate a professional bearing Explain professional courtesy Identify international customs and norms of interpersonal contact 3.15 2.5.3 Proactive Vision and Intention in Life Discuss a personal vision for one’s future Employ networks with professionals Identify one’s portfolio of professional skills 3.31 2.5.4 Staying Current on the World of Engineering Discuss the potential impact of new scientific discoveries Analyze the social and technical impact of new technologies and innovations Discuss a familiarity with current practice/technology in engineering Elicit the links between engineering theory and practice 3.41 3.1.1 Forming Effective Teams Identify the stages of team formation and life cycle Interpret task and team processes Identify team roles and responsibilities Analyze the goals, needs and characteristics (works styles, cultural differences) of individual team members Analyze the strengths and weakness of the team Discuss ground rules on norms of team confidentiality, accountability and initiative 3.22 3.1.2 Team Operation Identify goals and agenda Execute the planning and facilitation of effective meetings Explain team ground rules Practice effective communication (active listening, collaboration, providing and obtaining information) Demonstrate positive and effective feedback Discuss the planning, scheduling and execution of a project Explain solutions to problems (creativity and decision making) 3.32 129 Practice conflict negotiation and resolution 3.1.3 Team Growth and Evolution Discuss strategies for reflection, assessment, and self-assessment Demonstrate skills for team maintenance and growth Demonstrate skills for individual growth within the team Explain strategies for team communication and writing 3.34 3.1.4 Team Leadership Explain team goals and objectives Practice team process management Practice leadership and facilitation styles (directing, coaching, supporting, delegating) Explain approaches to motivation (incentives, example, recognition, etc) Practice representing the team to others Describe mentoring and counseling 3.39 3.1.5 Technical and Multidisciplinary Teaming Discuss working in different types of teams: Cross-disciplinary teams (including non-engineer); Small team vs. large team; Distance, distributed and electronic environments Demonstrate technical collaboration with team members 3.49 3.2.1 Communications Strategy Discuss the communication situation Explain communications objectives Analyze the needs and character of the audience Analyze the communication context Choose a communications strategy Discuss the appropriate combination of media Explain a communication style (proposing, reviewing, collaborating, documenting, teaching) Discuss the content and organization 3.11 3.2.2 Communications Structure Demonstrate logical, persuasive arguments Discuss the appropriate structure and relationship amongst ideas Identify relevant, credible, accurate supporting evidence Practice conciseness, crispness, precision and clarity of language 3.03 3.2.3 Written Communication Demonstrate writing with coherence and flow Practice writing with correct spelling, punctuation and grammar Explain formatting the document Explain technical writing 3.25 3.2.4 Electronic/Multimedia Communication Demonstrate preparing electronic presentations Identify the norms associated with the use of e-mail, voice mail, and 3.20 130 videoconferencing Apply various electronic styles (charts, web, etc) 3.2.5 Graphical Communication Demonstrate sketching and drawing Demonstrate construction of tables, graphs and charts Interpret formal technical drawings and renderings 3.27 3.2.6 Oral Presentation Practice preparing presentations and supporting media with appropriate language, style, timing and flow Discuss appropriate nonverbal communications (gestures, eye contact, poise) 3.38 3.3.1 Communications in English Demonstrate ability to speak and write English as independent user 3.37 4.1.1 Roles and Responsibility of Engineers Discuss the goals and roles of the engineering profession Discuss the responsibilities of engineers to society 3.07 4.1.2 The Impact of Engineering on Society and the Environment Explain and analyze the impact of engineering on the environment, social, knowledge and economic systems in modern culture 3.11 4.1.3 Society’s Regulation of Engineering Discuss the role of society and its agents to regulate engineering Explain the way in which legal and political systems regulate and influence engineering Explain how professional societies license and set standards Discuss how intellectual property is created, utilized and defended 3.04 4.1.4 The Historical and Cultural Context Discuss the diverse nature and history of human societies as well as their literary, philosophical, and artistic traditions Explain the discourse and analysis appropriate to the discussion of language, thought and values 2.99 4.1.5 Contemporary Issues and Values Discuss the important contemporary political, social, legal and environmental issues and values Define the process by which contemporary values are set, and one’s role in these processes Define the mechanisms for expansion and diffusion of knowledge 3.00 4.1.6 Developing a Global Perspective Discuss the internationalization of human activity Recognize the similarities and differences in the political, social, economic, business and technical norms of various cultures 2.85 4.2.1 Appreciating Different Enterprise Cultures Discuss the differences in process, culture, and metrics of success in various enterprise cultures 2.86 131 Corporate vs. academic vs. governmental vs. non-profit/NGO Market vs. policy driven Large vs. small Centralized vs. distributed 4.2.2 Enterprise Stakeholders, Strategy and Goals Explain the mission and scope of the enterprise Discuss an enterprise’s core competence and markets Explain the research and technology process Explain key alliances and supplier relations Discuss financial and managerial goals and metrics 3.02 4.2.3 Working in different kinds of organizations 3.10 4.2.4 Adapting to different working environment Discuss the function of management Explain various roles and responsibilities in an organization Demonstrate the roles of functional and program organizations Explain working effectively within hierarchy and organizations Identify change, dynamics and evolution in organizations 3.17 4.3.1 Understanding Needs and Setting Goals Describe market needs and opportunities Define customer needs Define opportunities which derive from new technology or latent needs Explain factors that set the context of the requirements Identify enterprise goals, strategies, capabilities and alliances Locate and classify competitors and benchmarking information Define ethical, social, environmental, legal and regulatory influences Describe the probability of change in the factors that influence the system, its goals and resources available Define system goals and requirements 2.89 4.3.2 Defining Function, Concept and Architecture Define necessary system functions (and behavioral specifications) system concepts Identify the appropriate level of technology Define trade-offs among and recombination of concepts Identify high level architectural form and structure Describe the decomposition of form into elements, assignment of function to elements, and definition of interfaces 2.95 4.3.3 System Engineering, Modeling and Interfaces Locate appropriate models of technical performance Discuss the concept of implementation and operations Discuss life cycle value and costs (design, implementation, operations, opportunity, etc.) 3.01 132 Discuss trade-offs among various goals, function, concept and structure and iteration until convergence 4.3.4 Development Project Management Describe project control for cost, performance, and schedule Explain appropriate transition points and reviews Explain configuration management and documentation Interpret performance compared to baseline Define earned value process Discuss the estimation and allocation of resources Identify risks and alternatives Describe possible development process improvements 3.05 4.4.1 The Design Process Discuss requirements for each element or component derived from system level goals and requirements Analyze alternatives in design Explain the initial design Discuss prototypes and test articles in design development Execute appropriate optimization in the presence of constraints Explain iteration until convergence Discuss the final design Discuss accommodation of changing requirements 3.21 4.4.2 The Design Process Phasing and Approaches Explain the activities in the phases of system design (e.g. conceptual, preliminary, and detailed design) Discuss process models appropriate for particular development projects (waterfall, spiral, concurrent, etc.) Execute the process for single, platform and derivative products 3.20 4.4.3 Utilization of Knowledge in Design Utilize technical and scientific knowledge Practice creative and critical thinking, and problem solving Discuss prior work in the field, standardization and reuse of designs (including reverse engineer and redesign) Discuss design knowledge capture 3.26 4.4.4 Disciplinary Design Choose appropriate techniques, tools, and processes Explain design tool calibration and validation Practice quantitative analysis of alternatives Practice modeling, simulation and test Discuss analytical refinement of the design 3.27 4.4.5 Multidisciplinary Design Identify interactions between disciplines Identify dissimilar conventions and assumptions Explain differences in the maturity of disciplinary models 3.03 133 Explain multidisciplinary design environments Explain multidisciplinary design 4.4.6 Design for Sustainability, Safety, Aesthetics, Operability and other Objectives Explain design for: Performance, life cycle cost and value; Aesthetics and human factors; Implementation, verification, test and environmental sustainability; Operations; Maintainability, reliability, and safety; Robustness, evolution, product improvement and retirement 3.08 4.5.1 Designing a Sustainable Implementation Process Explain the goals and metrics for implementation performance, cost and quality Discuss the implementation system design: Task allocation and cell/unit layout Work flow Considerations for human user/operators 3.00 4.5.2 Hardware Manufacturing Process Discuss the manufacturing of parts Explain the assembly of parts into larger constructs Define tolerances, variability, key characteristics and statistical process control 2.79 4.5.3 Software Implementing Process Explain the break down of high level components into module designs (including algorithms and data structures) Define algorithms (data structures, control flow, data flow) Describe the programming language Execute the low-level design (coding) Describe the system build 2.81 4.5.4 Hardware Software Integration Discuss the integration of software in electronic hardware (size of processor, communications, etc) Explain the integration of software integration with sensor, actuators and mechanical hardware Describe hardware/software function and safety 2.88 4.5.5 Test, Verification, Validation, and Certification Discuss test and analysis procedures (hardware vs. software, acceptance vs. qualification) Discuss the verification of performance to system requirements Discuss the validation of performance to customer needs Explain the certification to standards 2.96 4.5.6 Implementation Management Explain the organization and structure for implementation Discuss sourcing, partnering, and supply chains 2.90 134 Discuss control of implementation cost, performance and schedule Describe quality and safety assurance Describe possible implementation process improvements 4.6.1 Designing and Optimizing Sustainable and Safe Operations Interpret the goals and metrics for operational performance, cost, and value Explain operations process architecture and development Explain operations (and mission) analysis and modeling 3.00 4.6.2 Training and Operations Demonstrate training for professional operations: Simulation Instruction and programs Procedures Discuss education for consumer operation Discuss operations processes Explain operations process interactions 3.06 4.6.3 Supporting the System Life Cycle Explain maintenance and logistics Discuss lifecycle performance and reliability Describe lifecycle value and costs Explain feedback to facilitate system improvement 2.91 4.6.4 System Improvement and Evolution Discuss pre-planned product improvement Explain improvements based on needs observed in operation Execute evolutionary system upgrades Discuss contingency improvements/solutions resulting from operational necessity 3.05 4.6.5 Disposal and Life-End Issues Define the end of life issues Discuss disposal options Explain residual value at life-end Discuss environmental considerations for disposal 2.89 4.6.6 Operations Management Discuss the organization and structure for operations Discuss partnerships and alliances Explain control of operations cost, performance and scheduling Demonstrate quality and safety assurance Discuss life cycle management Explain possible operations process improvements 3.07 135 CURRICULUM VITAE Curriculum Vitae PHAM VAN HUNG Quang Trung Ward Thai Nguyen City, Vietnam Tel. No. (0280) 3857 390 CP. Nos. 01683410168 E-mail: vanhungkt@gmail.com A. PERSONAL DATA Name : PHAM VAN HUNG Present Address : Thai Nguyen University, Thai Nguyen Home Address : Quang Trung Ward, Thai Nguyen City Birth date : May 8, 1962 Birthplace : Thanh Liem, Ha Nam, Vietnam Gender : Male Civil Status : Married Nationality : Vietnamese Languages Spoken : Vietnamese, English B. EDUCATION : Master of Mathematics and Information Technology. Ha Noi National Education University Ha Noi, Vietnam 1996 – 2000 Tertiary : Bachelor of Mathematics. Thai Nguyen University of Education, Vietnam 1979-1983 Secondary : Duong Tu Minh School Thai Nguyen, Vietnam 1976 – 1979