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Programme Outcomes

Programme Outcomes outline the skills, knowledge, and behaviors students are expected to achieve by graduation from an engineering program. Key outcomes include engineering knowledge, problem analysis, design solutions, investigation, modern tool usage, ethical practice, teamwork, communication, project management, and lifelong learning. Accreditation requires that these outcomes be published, assessed, and improved upon with stakeholder involvement.

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Evans Muoki
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19 views3 pages

Programme Outcomes

Programme Outcomes outline the skills, knowledge, and behaviors students are expected to achieve by graduation from an engineering program. Key outcomes include engineering knowledge, problem analysis, design solutions, investigation, modern tool usage, ethical practice, teamwork, communication, project management, and lifelong learning. Accreditation requires that these outcomes be published, assessed, and improved upon with stakeholder involvement.

Uploaded by

Evans Muoki
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Programme Outcomes

Programme Outcomes describe what students are expected to know and be able to perform or attain by
the time of graduation. These relate to the skills, knowledge, and behaviour that students acquire
through the programme. Students of an engineering programme are expected to attain the following
POs:

i) Engineering Knowledge: Breadth, depth and type of


knowledge, both theoretical and practical - Apply knowledge of
mathematics, natural science, engineering fundamentals and an
engineering specialization as specified in WK1 to WK4 respectively to
the solution of complex engineering problems;
ii) Problem Analysis: Complexity of analysis - Identify, formulate,
research literature and analyze complex engineering problems
reaching substantiated conclusions using first principles of
mathematics, natural sciences and engineering sciences with holistic
considerations for sustainable development* (WK1 to WK4);
iii) Design/development of solutions: Breadth and uniqueness of
engineering problems i.e., the extent to which problems are
original and to which solutions have not previously been
identified or codified- Design creative solutions for complex
engineering problems and design systems, components or processes
to meet identified needs with appropriate consideration for public
health and safety, whole-life cost, net zero carbon as well as resource,
cultural, societal, and environmental considerations as required (WK5)
iv) Investigation: Breadth and depth of investigation and
experimentation - Conduct investigations of complex engineering
problems using research methods including research based
knowledge, design of experiments, analysis and interpretation of data,
and synthesis of information to provide valid conclusions (WK8)
v) Modern Tool Usage - Create, select and apply appropriate
techniques, resources, and modern engineering and IT tools, including
prediction and modelling, to complex engineering problems, (WK2 and
WK 6));
vi) The Engineer and the World: Level of knowledge - When solving
complex engineering problems, analyze and evaluate sustainable
development impacts* to: society, the economy, sustainability, health
and safety, legal frameworks, and the environment (WK1, WK5, and
WK7)
vii) Ethics: Understanding and level of practice - Apply ethical
principles and commit to professional ethics and norms of engineering
practice and adhere to relevant national and international laws.
Demonstrate an understanding of the need for diversity and inclusion
(WK9)
viii) Individual and Collaborative Team work: Role in and diversity
of team - Function effectively as an individual, and as a member or
leader in diverse and inclusive teams and in multi-disciplinary, face-to-
face, remote and distributed settings (WK9)
ix) Communication: Level of communication according to type of
activities performed - Communicate effectively and inclusively on
complex engineering activities with the engineering community and
with society at large, such as being able to comprehend and write
effective reports and design documentation, make effective
presentations, taking into account cultural, language, and learning
differences.;
x) Project Management and Finance: Level of management
required for differing types of activity - Apply knowledge and
understanding of engineering management principles and economic
decision-making and apply these to one’s own work, as a member and
leader in a team, and to manage projects and in multidisciplinary
environments.;
xi) Life Long Learning: Duration and manner - Recognize the need for,
and have the preparation and ability for i) independent and life-long
learning ii) adaptability to new and emerging technologies and iii)
critical thinking in the broadest context of technological change (WK8)
The range of complex problem solving and complex engineering activities are given in Appendix A–
Section (d) Definition of Complex Problem Solving; Section (e) Definition of Complex Engineering
Activities; and Section (f) lists the Knowledge Profile (WK).

An Engineering programme for which accreditation is sought must respond to the following:

 Programme Outcomes (POs): The IHL/faculty shall have published


POs that have been formulated considering items (i) to (xi) given
above, and any added outcome that can contribute to the achievement
of its stated PEOs.
 Processes and Results: All POs shall be considered in designing the
curriculum. The attainment of the POs must be adequately assessed,
and used for improvements at course and programme levels.
 Stakeholders’ Involvement: The IHL/faculty shall provide evidence
of stakeholders’ involvement with regard to (i) and (ii) above.
Note: Please refer to Evaluation Guidelines (Appendix H) for further elaboration of the expectation with
regards to this section.

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