| Abstrakt: |
A new paradigm in the implementation of engineering programme outcomes assessment has emerged throughout Malaysia since the introduction of Outcomes-based Education (OBE) by the Engineering Accreditation Council of Malaysia in 2005. Despite the fact that OBE has been in place for over seventeen years, Malaysian Higher Learning Institutions (HLIs) continue to face challenges in effectively assessing programme outcomes. This research aimed to explore the challenges faced by academic staff when assessing programme outcomes at HLIs. The research was guided by the theory of sustainable assessment, as well as the key barriers identified by previous researchers that hinder academic staff from changing assessment practices. A qualitative methodology was employed, involving interviews with 18 participants to gain a comprehensive understanding of programme outcomes assessment in HLIs. The data was analysed using a constant comparative method, and themes were systematically examined and reported using Strauss and Corbin's coding analytical framework. The research revealed various emerging themes, including the need to change academic staffs mindset and increase their exposure to assessment. implementing effective HLI initiatives to enhance outcomes assessment, securing support from accreditation bodies to reduce assessment workload, establishing a robust outcomesbased support system, and working with dedicated and enthusiastic leaders. Based on the findings, sustainable practices for assessing engineering programme outcomes were proposed. These practices aim to address the challenges faced by HLIs and academic staffin engineering and other Science, Technology, Engineering, and Mathematics (STEM) education settings, foster the exchange of best practices, and improve the overall quality of STEM education globally. [ABSTRACT FROM AUTHOR] |
