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Referring to the 9 learning outcomes (Programme Learning Outcomes, PLO) which relate to the 12 graduate attributes outlined in the ETAC Accreditation Manual / Standard (1 & 2), a batch of Civil Engineering Technology (Environment) graduates were subjected to an examination of the attainment level of each attribute from their personal perspective and employer’s view in comparison with the actual performance (Fig. 1). In brief, the learning outcomes encompassed (PLO1) knowledge, (PLO2) practical, (PLO3) communication, (PLO4) critical thinking, problem-solving & routine design, (PLO5) teamwork, (PLO6) lifelong learning, information management & professional development, (PLO7) entrepreneurship & managerial skills, (PLO8) ethics & professional values and (PLO9) leadership. Similar survey questions with direct reference to the learning outcomes were forwarded to graduates and employers. The responses were then correlated with that of actual performance and attainment of the graduates as recorded per course throughout the 4-year programme duration. It was found that overall the employers had very positive impression of the graduates, as was evident in the highest attainment levels recorded for all 9 PLOs in the 3-point measurement conducted. This is indicative of the graduates meeting the industry’s expectations, at least in terms of entry level competency and skills set for further specific retooling at the respective industries. On the other hand, graduates judged their attainment rather accurately in terms of mastery of the practical skills, teamwork, lifelong learning, ethics and leadership, with close gap between their survey responses and academic records. The fact that graduates thought highly of their knowledge acquisition level (PLO1) when the actual performance was about 20% lower in this primary attribute suggests confidence and maturity entering the job market. Nonetheless skills in the areas of communication, critical thinking and entrepreneurship were perceived to be not as highly polished by the graduates, when the actual assessment showed otherwise. This alignment study provides invaluable insights to the overall effectiveness of programme delivery, in terms of curriculum and syllabus content coverage, industrial needs and programme nurturing exercise compatibility, as well as programme delivery expediency. The analysis and findings would enable a more precise and incisive diagnosis of constructive alignment within the programme architecture, i.e. well-defined relationship between the assessments, course learning outcomes and PLOs. It is also a sounding board for future students’ expectations and needs, where course contents, tasks, activities and corresponding assessment methods could be revised and refined in an objectively guided manner.

Keywords: Civil engineering technology, learning outcomes, employability, competence;

References:

[1] Board of Engineers Malaysia. (2019). Engineering Technology Programme Accreditation Standard 2019.
[2] Board of Engineers Malaysia. (2015). Engineering Technology Programme Accreditation Manual 2015.