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Seminar: 23 January 2017Dhaka University of Engineering and Technology
Gazipur, Bangladesh
Research Methodology
Professor Dr. Mohammad Yeakub AliDepartment of Manufacturing and Materials EngineeringFaculty of EngineeringInternational Islamic University MalaysiaP.O. Box 10, 50728 Kuala Lumpur, MalaysiaE-mail: [email protected]
Editor-In-ChiefInternational Journal of Engineering Materials and Manufacturee-ISSN: 0128-1852http://www.deerhillpublishing.com/E-mail: [email protected]
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IIUM Campus Main Campus: Kuala Lumpur
Science Campus: Kuantan, Pahang
Centre for Foundation Studies
ISTAC Campus: Kuala Lumpur
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Mission
Integration
Islamization
Internationalization
Comprehensive Excellence
Vision
Inspired by the world-view of tawhid
and the islamic philosophy of the
unity of knowledge as well as its
concept of holistic education
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STUDENTS• Undergraduate: 16000 (15% Int’l)
• Postgraduate: 3,000 (25 % Int’l)
• International: 90 countries
STAFF• Academic Staff: 1650 (20 % Int’l)
• Administrative Staff: 1500
LANGUAGE• English
• Arabic
IIUM Population
FACULTY ( 15 )• Laws
• Economics & Management
• Engineering
• Architecture
• Medicine
• Allied Health Sciences
• Dentistry
• Pharmacy
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To Be the Reference Hub for Engineering Education and Innovative Solutions Based on Islamic
Traditions to Serve Humanity
To be a world class
centre of engineering
education and
research with values
and ethics
Academic Staff
Total : 278
Professor, 37
Associate Professor, 46
Assistant Professor, 85
Lecturer on Study Leave, 22
Assistant Lecturer on Study Leave, 14
Academic Trainee, 74
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Administrative & Technical Staff
Total : 104
Administrative Staff, 22
Technical Staff, 82
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Outcome Based Education
OBE: Not a Bobby Trap
OBE vs. Traditional Education
Do you have 10 years experience or just 01 year repeated 10 times?
Experience: Asset/Problem
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01 Washington Accord
Washington Acord
Need for Accreditation
OBE
Programme Objective
Programme Outcome
Learning outcome
History of Washington Accord
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1989 -1994
Initial Phase
1989 -1994
Initial Expansion
2007-present:
Structured Development
UK, Ireland, USA,
Canada, Australia, New
Zealand
Hong Kong, South Africa,
Japan, Singapore
Chinese Taipei, Korea,
Malaysia, Turkey
Original Rules and Procedures
Rules and Procedures2007 Educational Accords2011 Educational Accords
Accreditation Criteria Developing Graduate Attributes
Graduate Attributes Standard
Signatory and Provisional Status
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Signatory
• A body entitled to fully participate in the Accord, enjoys the same rights
and obligations as all other signatories
• The body is independent of the academic institutions
• An authority, agency or institution representative of the engineering
profession that has legal or recognized authority to accredit programs
• UK, Ireland, USA, Canada, Australia, New Zealand, Hong Kong, South
Africa, Japan, Singapore, Taiwan, Korea, Malaysia, Turkey, India, Sri
Lanka
Provisional Status
• A body that has demonstrated that it has an accreditation / recognition
system conceptually similar to signatories
• Pakistan, Bangladesh, Germany, Russia
Washington Accord
• Processes and standards are adhered
• Manual based and Time management
• Probing & ability to make valid judgment
• Demonstration of PEO; PO; Complex Problem; Knowledge Profile
• Delivery & Assessment
• Minimum mastery of engineering knowledge
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02 Accreditation
Evaluate Programme Objectives and Outcomes
Evaluate Course Outcomes and Taxonomy Level
Aware of Complex Problem
Aware of Outcome through Assessment
ProgrammeObjectives &
Outcomes
Students
Academic & Support
Staff
Quality Management
System
Facilities
Academic Curriculum
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03 Outcome Based Education
OBE Building Block
OBE curriculum
• Programme outcomes address Knowledge, Skills and Attitudesto be attained by students.
• Course outcomes must satisfy the stated programme outcomes.
• Teaching/ Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method.
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Curricula Models
Yr. 1
Yr. 4
Yr. 3
Yr. 2
K 70%
S&A30%
K 70% K 70% K 70%
S&A30%
S&A30%
S&A30%
Distribution of Knowledge, Skills & Attitude elements throughout the 4 years
A B C D27
Programme Outcomes (PO)
What the graduates are expected to know and able toperform or attain by the time of graduation (skills,knowledge and behavior/attitude)
There must be a clear linkage between PEO and PO
Need to distribute the outcomes throughout theprogramme, and not one/two courses only addressing aparticular outcome
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Learning Outcomes (LO)
• What the graduates are expected to know and able to
perform after completing a course/subject
• There must be a clear linkage between PO and LO
LO PO PEO
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Why are course outcomes important?
• Define the type and depth of learning students are expected to achieve
• Provide an objective benchmark for formative, summative, and prior learning assessment
• Clearly communicate expectations to learners
• Clearly communicate graduates’ skills to the stakeholders
• Define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes.
• Guide and organize the instructor and the learner.
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1. Engineering Knowledge
Apply knowledge of mathematics, science, engineering fundamentalsand an engineering specialisation to the solution of complexengineering problems
PROGRAMME OUTCOME
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2. Problem Analysis
Identify, formulate, research literature and analyse complex engineeringproblems reaching substantiated conclusions using first principles ofmathematics, natural sciences and engineering sciences
3. Design/Development of Solutions
Design solutions for complex engineering problems and design systems,components or processes that meet specified needs with appropriateconsideration for public health and safety, cultural, societal, andenvironmental considerations
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4. Investigation
Conduct investigation into complex problems using research basedknowledge and research methods including design of experiments,analysis and interpretation of data, and synthesis of information toprovide valid conclusions
5. Modern Tool Usage
Create, select and apply appropriate techniques, resources, andmodern engineering and IT tools, including prediction and modelling,to complex engineering activities, with an understanding of thelimitations
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6. The Engineer and Society
Apply reasoning informed by contextual knowledge to assess societal,health, safety, legal and cultural issues and the consequentresponsibilities relevant to professional engineering practice
7. Environment and Sustainability
Understand the impact of professional engineering solutions in societaland environmental contexts and demonstrate knowledge of and needfor sustainable development
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8. Ethics
Apply ethical principles and commit to professional ethics andresponsibilities and norms of engineering practice
9. Communication
Communicate effectively on complex engineering activities with theengineering community and with society at large, such as being able tocomprehend and write effective reports and design documentation,make effective presentations, and give and receive clear instructions
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10. Individual and Team Work
Function effectively as an individual, and as a member or leader indiverse teams and in multi-disciplinary settings
11. Life-long Learning
Recognize the need for, and have the preparation and ability to engagein independent and life-long learning in the broadest context oftechnological change
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12. Project Management & Finance
Demonstrate knowledge and understanding of engineering andmanagement principles and apply these to one’s own work, as amember and leader in a team, to manage projects and inmultidisciplinary environments
• Knowledge (list)
• Comprehension (explain)
• Application (calculate, solve, determine)
• Analysis (classify, predict, model, derived)
• Synthesis (design, improve)
• Evaluation (judge, select, critique)
Bloom’s Taxonomy
37The way we understand and judge
Higher orderlower order Intermediate 38
39Higher orderlower order Intermediate
Higher orderlower order Intermediate
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05 Issues and Challenges
Research Methods, Tools, Techniques and Scientific Method of Report Writing
OVERVIEW OF SCIENTIFIC METHOD
• Science can be defined as a methodological andsystematic approach to the acquisition of newknowledge.
• It highlights some of the key differences between howscientists and nonscientists go about acquiring newknowledge.
• Specifically, rather than relying on mere casualobservations and an informal approach to learn aboutthe world, scientists attempt to gain new knowledge bymaking careful observations and using systematic,controlled, and methodical approaches.
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• In addition, scientific knowledge is not based on the opinions,feelings, or intuition of the scientist.
• Instead, scientific knowledge is based on objective data that werereliably obtained in the context of a carefully designed research study.
• In short, scientific knowledge is based on the accumulation ofempirical evidence
• The defining characteristic of scientific research is the scientificmethod .
• First described by the English philosopher and scientist Roger Baconin the 13th century, it is still generally agreed that the scientificmethod is the basis for all scientific investigation.
• The scientific method is best thought of as an approach to theacquisition of new knowledge, and this approach effectivelydistinguishes science from non-science.
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The Scientific Method
The development of the scientific method is
usually credited to Roger Bacon, a philosopher
and scientist from 13th-century England, although
some argue that the Italian scientist Galileo Galilei
played an important role in formulating the
scientific method.
Later contributions to the scientific method were
made by the philosophers Francis Bacon and
René Descartes.
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Although some disagreement exists regarding thecharacteristics of the scientific method, most agree that itis characterized by the following elements:
1. Empirical approach2. Observations3. Questions4. Hypotheses5. Experiments6. Analyses7. Conclusions8. Replication
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1. Empirical Approach• The empirical approach is an evidence-based approach that relies on
direct observation and experimentation in the acquisition of newknowledge.
• Scientific decisions are made based on the data derived from directobservation and experimentation.
• Contrast this approach to decision making with the way that mostnonscientific decisions are made.
• Example: Make decisions based on feelings, guesses, or “gut” instinctNOT necessarily based on data.
• The empirical approach, with its emphasis on direct, systematic, andcareful observation, is the best scientific method.
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2. Observations
Observation refers to two distinct concepts being aware of the world around us and making careful measurements.
• Observations of the world around us often give rise to thequestions that are addressed through scientific research.
• keen eyes to the surroundings can often provide many ideas
Example:
Newtonian observation that apples fall from trees stimulated muchresearch into the effects of gravity
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3. Questions
• Translating the research idea into an “answerable” question.
• It would obviously be a frustrating and ultimatelyunrewarding endeavor to attempt to answer anunanswerable research question through scientificinvestigation.
• It is therefore important to formulate a research questionthat can be answered through available scientific procedures.
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4. Hypotheses
• Hypothesis is simply an educated and testable guess aboutthe answer to research question.
• It is often described as an attempt by the researcher toexplain the phenomenon of interest.
• A key feature of all hypotheses is prediction.
• Hypotheses are the researcher’s attempt to explain thephenomenon being studied that involve a prediction aboutthe variables being studied.
• These hypotheses can either be supported or refuted on thebasis of the data and analysis.
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Two Types of Hypotheses:• Null hypothesis always predicts that there will be no
differences between the groups being studied.• Alternate hypothesis predicts that there will be a
difference between the groups.
Example: Exercise-Cholesterol• The null hypothesis would predict that the exercise group and
the no-exercise group will not differ significantly on levels ofcholesterol.
• The alternate hypothesis would predict that the exercise groupand the no-exercise group will differ significantly on cholesterollevels. 54
5. Experiments
• After articulating the hypothesis, the next step involvesexperiment.
• A key aspect of conducting a research study is measuring thephenomenon of interest (accuracy and reliability).
Example: Exercise-Cholesterol
• The researcher would collect data on the cholesterol levels of theparticipants by using an accurate and reliable measurementdevice.
• Then, the researcher would compare the cholesterol levels of thetwo groups to see if exercise had any effects.
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6. Analyses
• After conducting the study and gathering the data, the nextstep involves analyzing the data, which generally calls for theuse of statistical techniques.
• The type of statistical techniques used by a researcherdepends on the design of the study, the type of data beinggathered, and the questions being asked.
• Statistics help researchers minimize the likelihood ofreaching an erroneous conclusion about the relationshipbetween the variables being studied.
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7. Conclusions• After analyzing the data and determining whether to reject the
null hypothesis, the researcher is now in a position to drawsome conclusions.
• For example, if the researcher rejected the null hypothesis, theresearcher can conclude that the phenomenon being studiedhad an statistically significant effect (exercise had an effect onlevels of cholesterol).
• It is important that researchers make only those conclusionsthat can be supported by the data analyses.
• Going beyond the data is a cardinal sin that researchers must becareful to avoid.
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8. Replication
• Replication essentially means conducting the same researchstudy a second time with another group of participants.
• The same researcher may attempt to replicate, or perhaps otherresearchers may undertake that task.
• Researchers should avoid drawing broad conclusions based onthe results of a single research study.
• In other words, the results of the research study were obtainedby chance, therefore, the results may not accurately representthe actual state of things.
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Three general goals of scientific research:
• Description,
• Prediction, and
• Understanding/explaining
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Most common types of research:
• Correlational research, and
• Experimental research
Correlational ResearchIn correlational research, the goal is to determine whether two ormore variables are related.
Example:Whether age is related to weight. A researcher may discover that age is indeedrelated to weight because as age increases, weight also increases. If thecorrelation between two variables is strong enough, knowing about onevariable allows a researcher to make a prediction about the another variable.
Cause-and-Effect:
• A correlation or relationship between two things does notnecessarily mean that one thing caused the other.
• To draw a cause-and-effect conclusion, researchers must useexperimental research.
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Experimental ResearchExperimental research involves comparing two groups on one outcome to test somehypothesis.
Example: The effects of a New Medication on Headaches
• The researcher would randomly divide a group of people with headaches intotwo groups.
• The experimental group, would receive the new medication being tested.
• The control group, would receive a placebo medication.
• Besides receiving the different medications, the groups would be treated exactlythe same so that the research could isolate the effects of the medications. Afterreceiving the medications, both groups would be compared to see whetherpeople in the experimental group had less headache than people in the controlgroup.
• If people in the experimental group had fewer headaches than people in thecontrol group, the researcher could conclude that the new medication reducesheadaches.
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Research Proposal
1. To inform the reader of nature of your proposed research.• What is the problem?
• What is the extent?
2. To convince the reader, especially supervisors and reviewers, of the value ofyour proposed research.• Is this project worth the time and money?
• Will it make a difference to the world?
3. To demonstrate your expertise and competency in a particular area of study. • Do you have the qualifications to conduct this research?
• Have you informed yourself of the existing theory and data relevant to your topic?
• Do you have the necessary skills to conduct the research?
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4. To plan the research project and provide a step-by-step guide to thetasks necessary for its completion.• What are the key stages of the work?• What are the priorities?• How do the various components fit together?
5. To request support from individuals and agencies who providesupervision, oversight or funding for the research project.• What kinds of support does the project need?• Are all participants properly protected?
6. To contract with the agencies and individuals involved, includingsupervisors, foundations and participants in the research team.• How will tasks be assigned and resources expended?
• What does each contribute to the collective endeavor?63
Research Proposal
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Considerations in Selecting a Topic
• Personal interest / Passion
• Importance / Contribution to the field
• Newness / Relevance
• Feasibility• Tradeoff between rigor and practicality
• Time constraints
• Ethical constraints
• Organizational support
• Economic factors
• Availability of Subjects
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Sources of Research Topics
Peer-reviewed journals in your field
Personal experiences
Work setting experiences
Existing literature
“Recommendations for future research…”
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Refining Your Topic
● See if your idea has been tried
● Narrow your topic
● Include all relevant constructs
● Select instruments
● Identify a theoretical framework
● State research questions and hypotheses
● Anticipate common problems
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Literature Review
Provide further contextual background
Reveal issues related to your study
Describe similar problems in other organizations
Provide significance to your approach to the study
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Creswell’s 5 Steps to Conduct Literature Review
Step 1: Identify Key Terms or “Descriptors”
Step 2: Locate Literature
Step 3: Critically Evaluate and Select Literature
Step 4: Organize the Literature
Step 5: Write a Literature Review
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Qualitative vs. Quantitative
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QuaNtitative ParadigmGenerally attempt to quantifyvariables of interest. Questionsfrequently address “how well orhow much.”
N for numbers Statistical Quantifiable
QuaLitative Paradigm
“there are times when we wish toknow not how many or how well,but simply how.”
Descriptive
Numbers not the primary focus
Interpretive, ethnographic, naturalistic
Keep in Mind & Be Critical
• No study is perfect
• “All data is dirty is some way or another; research is what you do with that dirty data”
• “Every statistic is a way of summarizing complex information into relatively simple numbers.”
• How did the researchers arrive at these numbers?
• Who produced the numbers and what is their bias?
• Is the statistical result interpreted correctly?
• Measurement involves making choices
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Instrumentation & Materials
• Description
• Validation• Pilot
• Content validity
• Prediction validity
• Materials
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Variables & Analysis
• The research question
• Variable in the research
• E.g. Number of years of academic study
• The questions in the instrument
• E.g. How many years of study in a University
• As an undergraduate?
• As a postgraduate?
• Data analysis
• Steps
• Bias in the data
• Non-response
• Statistics, e.g. mean, standard deviation etc.
Research Ethics
• Do your own research and stay away from plagiarism
• Do not submit to more than one journal simultaneously
• Do not publish few times with minor changes of the manuscript
• Publish in relevant journal
• Do not cite unnecessarily
• Do not include author without contribution
• Try to avoid all disputes
• Turnitin check before submission
Misunderstanding
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Thank Youhave a nice day
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
COURSE OUTLINE
Kulliyyah / Institute Engineering
Department / Centre Manufacturing and Materials Engineering
Programme B. Eng (Manufacturing) (Honours)
Name of Course / Mode Design of Machine Component/Full time
Course Code MME 3107
Name (s) of Academic staff / Instructor(s) Mohammad Yeakub Ali
Rationale for the inclusion of the course / module in the programme
Required course for Manufacturing Engineering Programme
Semester and Year Offered
Every Semester
Status Core
Level 6 (Bachelor Degree)
Proposed Start Date
Batch of Student to be Affected
Total Student Learning Time (SLT)
Face to Face Assessments
Inde
pend
ent
Lear
ning
Total Student
Learning Time Le
ctur
e
Tuto
rial
Prac
tical
Mid
term
Fina
l
36 6 2 3 73 120
Credit Value / Hours 3/120
Pre-requisites (if any) MEC 2915
Co-requisites (if any) None
Course Objectives
The objectives of this course are to:
1. Provide a clear understanding of machine design concepts including factor of safety, reliability, failure theories, and endurance limit
2. Deliver the analytical approach for power screw, permanent and non-permanent joints.
3. Discuss the design and selection of bearings and gears to meet the real application
4. Impart knowledge on examine and analyze specific components of machines and to apply machine design concepts.
Learning Outcomes
Upon completion of the course, students should be able to: 1. Analysis of failures due to static and variable loading, estimation of
endurance limit, and application of safety factor in designing of shaft. 2. Design and analysis of permanent and non-permanent joining. 3. Design and selection of antifriction bearings, and journal bearing. 4. Design and analysis of spur, helical, and worm gears for power
transfer. 5. Design and analysis of flexible mechanical elements and mechanical
springs
Transferable Skills:
Skills and how they are developed and assessed: Skills Development Assessment
Technical Lectures Assignments Analytical Tutorial Quizzes, exams
Teaching-Learning and assessment strategy Lectures, assignments, quizzes and exams
Course Synopsis Design process, energy methods in design, failure criteria and reliability, design of shafts, gears, welded and riveted joints, splines, keys, knuckle joints, brakes, clutches, springs, power screws, fasteners and connections, rope, belt and chain drives, bearing design and selection and lubrications.
Mode of Delivery Lecture, Tutorial, Workshop, Seminar etc.
Assessment Methods and Type/Course Assessement State weightage of each type of assessment.
LO Method % 1-5 Assignments 10
1,5 Quiz 10
1-2 Mid-term Test 30
1, 3-5 Final Examination 50
Mapping of course / module to the Programme Learning Outcomes
Learning Outcome of the course Programme Outcomes 01 02 03 04 05 06 07 08 09 10 11 12
Analysis of failures due to static and variable loading, estimation of endurance limit, and application of safety factor in designing of shaft
√ √ √ √
Design machine elements such as shafts, keys, springs, power screw, and analysis of permanent and non-permanent joining. √ √ Design and selection of antifriction bearings, and journal bearing. √ Design and analysis of spur, helical, and worm gears for √
power transfer. Design and analysis of flexible mechanical elements and mechanical springs √
Content outline of the course / module and the SLT per topic
Weeks Topics Learning Hours Task/Reading
1 Introduction, design principles, design benefit and functions, properties of materials, load and stress analysis, deflection and stiffness
8 Chapter 1-4
2 Failure analysis and factor of safety, failure resulting from static loading, maximum normal stress theory, maximum shear stress theory,
8 Chapter 5
3 Distortion energy failure theory, Fatigue failure, S-N diagram, endurance limit, geometry and sensitivity
8 Chapter 5, Chapter 6
4 Fatigue strength under fluctuating stresses,fatigue diagram, master fatigue diagram, modified Goodman diagram, Gerber line, Soderberg line.
8 Chapter 6
5 Varying fluctuating stress, cumulative fatigue damage, stochastic analysis of endurance limit
8 Chapter 6
6 Design of machine shaft and its components such as key, pin, ring, etc.
8
Chapter 7
7 Design and analysis of attachments, rivets, bolts, nuts, 10 Chapter 8
8 Design and analysis of welded joints, their strength and applications, mechanical spring.
8 Chapter 9 Chapter 10
9 Rolling-contact bearing, bearing life, rated reliability, load-life-reliability relationship
8 Chapter 11
10 Combination of axial and radial loading, variable loading, design assessment for selected rolling contact bearing
8 Chapter 11
11 Lubrication and journal bearing, design consideration, relationship of the variables
8 Chapter 12
12 Design and analysis of spur and helical gears, AGMA stress and strength equations, geometry factors and coefficients, safety factors and analysis
10 Chapter 13 Chapter 14
13 Design and analysis of bevel and worm gear, AGMA stress and strength equations, geometry factors and coefficients, safety factors and analysis
10
Chapter 15
14 Design of flexible mechanical elements, stress and fatigue loading analysis for mechanical springs
10 Chapter 17
Required references supporting the course
Shigley, J.E, Mischke C.R., &Budynas, R. G. (2015). Mechanical Engineering Design, 10th Edition, McGraw-Hill.
Recommended references supporting the course
1. Hamrock, B. J., Schmid. S. R. & Jacobson, B. O. (2008). Fundamentals of Machine Elements, 8th Edition, Singapore: McGraw-Hill.
2. Robert L. N. (2006). Machine Design: An Integrated Approach, 3nd Edition, Prentice Hall.
Prepared by:
Prof.Dr.Mohammad Yeakub Ali Professor
Kulliyyah of Engineering
Checked by:
Prof. Dr.Mohammad Yeakub Ali
Head of Department Kulliyyah of Engineering
Approved by:
Emeritus Prof.Dato’ Wira Ir. Dr. Md Noor Bin Salleh
Dean Kulliyyah of Engineering
Kulliyyah Programme Outcomes and the relation between KOE PO with outcomes from EAC, MQF domain, MOHE domain and Soft Skills.
At the end of the programme, students are able to:
KOE PO EAC MQF Domain
MOHE Domain
Soft Skills
1. Engineering Knowledge (T) - Apply knowledge of mathematics, sciences, engineering fundamentals and specialization to solve complex engineering problems.
1 1 & 6 1 -
2. Problem Analysis (T) – Identify, formulate, perform relevant literature review and analyze complex engineering problems, and reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences.
2 1 & 6 1 1
3. Design/Development of Solutions (A) – Design solutions whilst exhibiting innovativeness, for complex engineering problems and design systems, components or processes that meet specified needs; with appropriate consideration of cost, sustainability issues, environmental impact, public health and safety, engineering ethics as well as cultural and social needs.
3 2, 3 & 6 2 1
4. Investigation (D) - Conduct investigation on complex problems whilst displaying creativity, by using research-based knowledge and method, including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.
4 2 & 6 2, 3 1
5. Modern Tool Usage (A & D) - Create and apply appropriate techniques, resources and modern engineering/IT tools, which includes making prediction and modelling of the complex engineering activities with understanding of limitations.
5 6 & 7 7
6. The Engineer and Society (ESSE) - Apply reasoning based on contextual knowledge to assess societal, health, safety, legal, cultural, contemporary issues, and the consequent responsibilities relevant to professional engineering practices.
6 3 & 4 5 4
7. Environment and Sustainability (ESSE) - Understand the impact of professional engineering solutions in societal, global, and environmental contexts and demonstrate knowledge of and need for sustainable development.
7 3 & 4 5 4
8. Ethics (ESSE) –Apply professional ethics with Islamic values and commit to responsibilities and norms of professional engineering code of practices.
8 3 & 4 6 4
9. Communication (S) - Communicate effectively within the engineering community and with the society at large, which include but not limited to writing effective reports and documentation, delivering effective presentation as well as giving and receiving clear instructions.
9 5 & 7 4, 7 2
10. Individual and Team Work (S) - Able to function effectively both as an individual or member of a team, or a leader in a diversified multi-disciplinary team settings.
10 5 & 8 5, 8 3
11. Life Long Learning (S) -Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.
11 7 7 5
12. Project Management and Finance (S) - Demonstrate and apply engineering management and financial principles into one’s work which include being an effective member/leader in projects with multidisciplinary settings and identify opportunities of entrepreneurship.
12 8 5, 8, 9 6, 7
The program learning outcomes (PO) are grouped into 5 general areas to identify the nature of the skills and capability involved. These groups are:
1. Technical (T) – essential capabilities related to traditional scientific and engineering knowledge 2. Analysis (A) – creatively working with available data and engineering tools and fundamental knowledge to correctly solve basic problem 3. Design (D) – being able to perceive the best solution for both small scale and large scale project by involving all required basic problems 4. Ethics, Safety, Society and Environment (ESSE) - giving appropriate consideration to matters pertaining to professionalism and ethics, safety, local and
global society and the environment 5. Work skills (S) – being and effective communicator and effective member of a team and to appreciate the need to continuously acquired skills and
abilities.
LEARNING OUTCOMES OF OTHER DOMAINS
MQF learning outcomes domains: MOHE Domain Learning Outcomes
1. knowledge 2. practical skills 3. social skills and responsibilities 4. values, attitudes and professionalism 5. communication, leadership and team
skills, 6. problems solving and scientific skills 7. information management and lifelong
learning skills; and 8. managerial and entrepreneurial skills
MOHE learning outcomes domains: 1. Knowledge in Specific Area-Content 2. Practical Skills 3. Critical Thinking and Scientific Skills 4. Communication Skills 5. Social Skills, Teamwork and Responsibilities 6. Values, Ethics, Moral and Professionalism 7. Information Management and Life Long
Learning 8. Management and Entrepreneurship 9. Leadership Skills
Soft Skills Learning Outcomes : 1. Critical Thinking and Problem-solving Skills 2. Communication Skills 3. Teamwork Skills 4. Ethics & Moral Professionalism 5. Life-long Learning and Information Management 6. Entrepreneurial Skills 7. Leadership Skills
