Volume 3, Issue 1
A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program

Daniel Kuok Ho Tang

Innovative Teaching and Learning , 3 (2021), pp. 86-104.

Published online: 2021-06

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  • Abstract

Outcome-based education (OBE) has permeated the education systems globally and has been upheld by the Washington Accord for accreditation of undergraduate engineering programs. Its implementation has extended beyond engineering to many other programs. This study adopted a reflective approach in comparing the specific cases of OBE practices of an undergraduate engineering program and a science program in two different countries based on recollection of involvement in the OBE practices. The reflected aspects covered the alignment of outcomes, the design of assessments, teaching and learning process, and measurement of outcomes. The reflection shows that the engineering program has a more formalized and prescriptive approach to OBE than the science program and there is greater emphasis on quantitatively determining the attainment of program and course outcomes. The science program, however, has a more flexible structure of OBE and more diverse channels of gathering data for outcomes attainment. It is deemed that a structured OBE that confers greater flexibility in accommodating different learning needs and gauging of achievement would be helpful to the OBE practices of both programs. OBE, as an educational theory, needs to be internalized by educators to optimize its impacts. It should ideally move on from the showcase of outcomes and numbers which may at times, compromise educational quality.


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accreditation, outcome-based education, reflection, undergraduate, Washington Accord

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COPYRIGHT: © Global Science Press

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@Article{itl-3-86, author = {Tang , Daniel Kuok Ho}, title = {A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program}, journal = {Innovative Teaching and Learning }, year = {2021}, volume = {3}, number = {1}, pages = {86--104}, abstract = {

Outcome-based education (OBE) has permeated the education systems globally and has been upheld by the Washington Accord for accreditation of undergraduate engineering programs. Its implementation has extended beyond engineering to many other programs. This study adopted a reflective approach in comparing the specific cases of OBE practices of an undergraduate engineering program and a science program in two different countries based on recollection of involvement in the OBE practices. The reflected aspects covered the alignment of outcomes, the design of assessments, teaching and learning process, and measurement of outcomes. The reflection shows that the engineering program has a more formalized and prescriptive approach to OBE than the science program and there is greater emphasis on quantitatively determining the attainment of program and course outcomes. The science program, however, has a more flexible structure of OBE and more diverse channels of gathering data for outcomes attainment. It is deemed that a structured OBE that confers greater flexibility in accommodating different learning needs and gauging of achievement would be helpful to the OBE practices of both programs. OBE, as an educational theory, needs to be internalized by educators to optimize its impacts. It should ideally move on from the showcase of outcomes and numbers which may at times, compromise educational quality.


}, issn = {2709-2291}, doi = {https://doi.org/10.4208/itl.20210005}, url = {http://global-sci.org/intro/article_detail/itl/19341.html} }
TY - JOUR T1 - A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program AU - Tang , Daniel Kuok Ho JO - Innovative Teaching and Learning VL - 1 SP - 86 EP - 104 PY - 2021 DA - 2021/06 SN - 3 DO - http://doi.org/10.4208/itl.20210005 UR - https://global-sci.org/intro/article_detail/itl/19341.html KW - accreditation, outcome-based education, reflection, undergraduate, Washington Accord AB -

Outcome-based education (OBE) has permeated the education systems globally and has been upheld by the Washington Accord for accreditation of undergraduate engineering programs. Its implementation has extended beyond engineering to many other programs. This study adopted a reflective approach in comparing the specific cases of OBE practices of an undergraduate engineering program and a science program in two different countries based on recollection of involvement in the OBE practices. The reflected aspects covered the alignment of outcomes, the design of assessments, teaching and learning process, and measurement of outcomes. The reflection shows that the engineering program has a more formalized and prescriptive approach to OBE than the science program and there is greater emphasis on quantitatively determining the attainment of program and course outcomes. The science program, however, has a more flexible structure of OBE and more diverse channels of gathering data for outcomes attainment. It is deemed that a structured OBE that confers greater flexibility in accommodating different learning needs and gauging of achievement would be helpful to the OBE practices of both programs. OBE, as an educational theory, needs to be internalized by educators to optimize its impacts. It should ideally move on from the showcase of outcomes and numbers which may at times, compromise educational quality.


Daniel Kuok Ho Tang. (2021). A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program. Innovative Teaching and Learning . 3 (1). 86-104. doi:10.4208/itl.20210005
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