فصلنامه آموزش مهندسی ایران
پیاپی 51 (پاییز 1390)

Following the establishment ofIran’s Engineering Education Association, executing a mechanism for accreditation ofIran’s engineering education programs became a priority in the action plan. These assessments led to the foundation of an independent organization for the country’s engineering education accreditation. The main responsibility of this organization is to verify the efficiency of country’s engineering education programs. The efficiency of an educational program is measured on the basis of the capabilities and outcomes acquired by its graduates. The prerequisite of any accreditation process is the internal assessment of the program by the educational institution itself. Internal assessment starts with defining the objectives of programs and courses according to students’ learning outcomes. Then, assessment methods are selected and using them, appropriate data is collected. The final stage of this process is to transform the collected data into information that can be applied to improve the program. Internal assessment has a cyclic and constant nature and the feedback from each stage affects the subsequent procedures. The result of internal assessment is a completed questionnaire that will be submitted to the accreditation organization along with the required documents. Internal assessment can be assessed by the accreditation organization only when it is done in a standard fashion. The purpose of this paper is to propose a practical paradigm for internal assessment of engineering education programs inIran. When legislated, this paradigm, which has been compiled on the basis of the outcome of popular paradigms in the world as well asIran’s needs, will be used as the approved paradigm of the Engineering Education Accreditation Organization of Iran.

The aim of this article is to determine the necessities for codifying strategies of engineering education inIran. For this purpose, a survey method is used. The population in this research includes experts of engineering education that forty people as sample participated in the research. The instrument for data collection of research was questionnaire, which include the following four aspects: challenges of engineering education; requirements of engineering education; educational courses and curriculum; and needed learning activities for students. Data were analyzed by suitable statistical indexes. The results indicated that reform of engineering education inIranis necessary. Therefore, social and economic difficulties are the most important challenges of engineering education. For encounter these challenges the engineering education should proportionate with scientific needs, global education, and be entrepreneurial and applied. In addition, for accountability of engineering curricula in relation to new needs and situations emphasize should be made on computer-aided courses; practical courses such as project, laboratories, apprenticeship, and workshops; and English language courses. Finally, engineering ethics, and environment and energy should be obligatory in engineering curricula in order to increase responsibility and participation of students in sustainable development.

The prerequisite of any method to promote engineering education inIranis the identification of its current deficiencies. A functional method to determine where Iran’s engineering education stands among similar education programs in the developed countries is to assess the regulations and criteria that have been suggested for a standard education. The most important of these criteria are: the situation of students and instructors, objectives and outcomes of the program, the course content of the program, process for improvement of program quality, facilities and supports endorsing the program. ComparingIran’s engineering education programs with these criteria shows that the technical content ofIran’s engineering programs are more or less appropriate.Iran’s engineering education programs have mainly concentrated on transferring knowledge and have emphasized on education of engineering sciences. On the other hand, they have paid less attention to important aspects like development of skills and attitudes required for professional work. This is while the emphasis of modern engineering education is on outcomes, i.e., what the graduates of an engineering education program have leaned or are able to perform. The most appropriate way to address this criterion is the accreditation by an independent organization. Successful accomplishment of the accreditation process in national, and then international level, requires the ratification of the program’s deficiencies. Considering that it is not possible to reach an ideal program in short term, deficiencies can be prioritized; and focus should be made on more significant factors first. In the present paper, the general deficiencies ofIran’s engineering education programs are assessed in comparison with the criteria for similar education programs in other countries, and some of the most important obstacles in the way of successful accreditation of these programs are explained. Suggestions on how to overcome those obstacles are also presented.

The goal of chemical engineering education is to prepare the undergraduate students with essential knowledge needed for engineering and managerial jobs in the broad range of chemical engineering disciplines. The aim of this paper is to provide a retrospective glance at the improvement of chemical engineering education inIran. In this paper, the differences on educational programs between Iranian and top chemical engineering schools around the globe, (ranked well below 100) have been discussed and some changes based on national priorities have been proposed in order to improve the program. The results of this study can serve the needs of the national community of educators in chemical engineering education inIran. These changes may help our universities meet the future challenges

Change is the most important feature that organizations are facing. In the organizational perspective, change is transformation and evolution in the organization, in order to provide the continuity of activities and survival in the environmental conditions. The conditions of main features are the complexity, diversity and rapid evolution. For sanitation of human resources in such a condition engineering education is a key strategy for enterprises. Due to the high volume of engineering education in any organizations, observance of the quality principles is essential in their implementation. In this paper, we seek to present, firstly, factors affecting on the quality of engineering education in the organizations, secondly, dividing the factors into two sections; support and process, and finally, evaluating them in an Iranian organization.

The aim of this research is the inspection of Tehran Boiler company`s engineering trainings quality. For this reason, according to the trainee's perceptions and inference of training service quality is studied. Standard components are the measurement method of service quality (servqual). In accordance with special features of training programs, the studying organization status are localized, then it has provided as the base for the perception of trainees. Studying statistics of this research consists of the whole engineers which were involved in the engineering training programs. Due to limitation sampling are made for 245 people and questionnaire is delivered among them. Research findings show that, there is a meaningful difference between expectancy of engineers, company training operation in relation with the each five dimensions of study case. Results represent the dissatisfaction of the quality of the company training programs.

Internet and new technologies of communications and information, the processes required for the adoption, development and transfer of knowledge have affected the research and educational scientific organizations. Desired set of organizational processes, are important part of the intellectual capital of any organization. These are invisible and intangible assets of the intellectual investment that can be used to achieve organizational goals. In this article a survey with a sample of 70 is considered on the effect of using Internet by the faculty members of theUniversityofScienceand Technology. According to the survey the Internet access and its usage, constitute major factors in the development of an elite university. Although various universities in terms of human capital and investment, can have a different situation, however, the level of internet access and the use internet is one of the most important indicators of the progress in every educational and research organization.