Xây dựng chuẩn đầu ra nhằm nâng cao chất lượng chương trình đào tạo Kỹ thuật Cơ khí tại Đại học Thái Nguyên

Xây dựng chuẩn đầu ra nhằm nâng cao chất lượng chương trình đào tạo Kỹ thuật Cơ khí tại Đại học Thái Nguyên

i ENHANCING THE MECHANICAL ENGINEERING PROGRAM OF THAI NGUYEN UNIVERSITY THROUGH REDESIGNED LEARNING OUTCOMES A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management Pham Van Hung- (Hero) July, 2013 ii APPROVAL SHEET This 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 [...]... 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... 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,... 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... 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... they have impact on every factor of a program, from the assessment strategy to the learning and teaching and finally the evaluation of the program The results of the program evaluation then have impact on the management of the program, the learning outcomes could be changed accordingly and another cycle starts Figure 2 Learning outcomes in the development of program Bloxham and Boyd (2007) shared 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... 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... 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... achieved results of programs or the accomplishment of institutional objectives, as demonstrated by a wide range of indicators (such as student knowledge, cognitive skills, and attitudes) Outcomes are direct results of the instructional program, planned in terms of student/learner growth in all areas An outcome must be distinguished from an objective, which is a sought-after result Generally, each outcome... and training standards Source: Bob Mansfield, Hermann Schmidt, 1999 THE ROLE OF LEARNING OUTCOMES IN PROGRAM DESIGN AND IMPROVEMENT Learning outcomes have applications at three distinct levels: (i) the local level of the individual higher education institution (for course units/modules, programs of study and qualifications); (ii) the national level (for qualifications frameworks and quality assurance . 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. 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. 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)