OBE_framework

NED UNIVERSITY OF ENGINEERING AND TECHNOLOGY

Department of Industrial & Manufacturing Engineering

Outcome Based Education (OBE)

Vision Statement: To be the leader in the field of Industrial and Manufacturing Engineering, to produce high quality leaders and managers for the industry.

Mission statement:  Department of Industrial and Manufacturing Engineering (IMD) aims to be the leading entity in the relevant field by high quality research, education and innovation to produce competent human resource, capable of performing complex task in an environment friendly and socio-economic manner.

Programme Educational Objectives (PEOs)

PEO 1. Demonstrate strong knowledge of industrial & manufacturing engineering and design methodology based on analytical, scientific and engineering principles.

PEO 2. Exhibit knowledge for pursuance of technical and management careers with the qualities of; critical thinking, problem solving and effective communication.

PEO 3. Apply the gained knowledge of the social, economic and environmental problems and contribute in a well-informed ethical and responsible manner.

PEO 4. Exhibit skills to work independently as well in diverse teams for continual professional growth.

Programme Learning Outcomes (PLOs)

The graduates of Industrial and Manufacturing Engineering Department will demonstrate the following attributes for their professional career. .

1. Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems. 
    
2. Problem Analysis: An ability to identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. 
    
3. Design/Development of Solutions: An ability to design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations 
    
4. Investigation: An ability to investigate complex engineering problems in a methodical way including literature survey, design and conduct of experiments, analysis and interpretation of experimental data, and synthesis of information to derive valid conclusions. 
    
5. Modern Tool Usage: An ability to create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations. 
    
6. The Engineer and Society: An ability to apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the responsibilities relevant to professional engineering practice and solution to complex engineering problems. 
    
7. Environment and Sustainability: An ability to understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. 
    
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. 
    
9. Individual and Team Work: An ability to work effectively, as an individual or in a team, on multifaceted and /or multidisciplinary settings. 
    
10. Communication: An ability to communicate effectively, orally as well as in writing, 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, and give and receive clear instructions. 
     
11. Project Management: An ability to demonstrate management skills and apply engineering principles to one‟s own work, as a member and/or leader in a team, to manage projects in a multidisciplinary environment.
     
12. Lifelong Learning: An ability to recognize importance of, and pursue lifelong learning in the broader context of innovation and technological developments.

Mapping of PEOs with the PLOs 

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Deming Plan-Do-Check-Act (PDCA) Cycle has been adopted to define the CQI Process of the Programme. From the Fig. 1.1, it can be clearly seen that the PEOs, PLOs and CLOs are designed by the faculty and higher management based on the three inputs, Key Performance Indicators (KPIs), tools and methods to measure the attainments are developed and made approved by the DOBEC. Benchmark of the KPIs and frequency of each KPI would be is also defined. It is all the part of PLAN stage. After that the data of the KPIs are taken that data is input to the KPIs, this is the part of DO stage, where the feedback, examination, presentations, feedback from different stakeholders and other tools are implemented to gather the results. In CHECK Stage, the KPIs are compared with the benchmark. Graphical analysis is also performed, and internal assessments are conducted on the course files, feedback results and other attainment results. The reports and data gather through this stage are saved in the DOBEC designated room such as course files, feedback analysis reports, minutes of meetings etc.  The analysis reports are reviewed initially by the DOBEC for which Continuous Quality Improvement (CQI) actions as defined for each component are initiated which are also presented in the Industrial Advisory Board (IAB) and Board of Studies (BOS) for the further improvements, approval and new CQI actions (if necessary). The CQI actions and decisions from the IAB and BOS are implemented for the new cycle of PEOs, PLOs and CLOs for the further improvements. This process completes the ACT Stage of the PDCA cycle. The complete CQI process of each PEO, PLO and CLOs are discussed in Criterion 1, 2 and 3, whereas, the CQI process university-wide CQI process is discussed in the Criterion 8 of the SAR along with the CQI actions and the responsibilities.