Utilisation of Learning Outcome Attainment Data to Drive Continual Quality Improvement of an Engineering Programme: A Case Study of Taylor’s University, Malaysia

The current educational model adopted by all accredited engineering Schools (or faculties) in Malaysia follows an Outcome-Based Education (OBE) approach. To support this model, Schools adopt a variety of pedagogical techniques, ranging from traditional lecture-based learning to project-based learning. Learning outcome attainment data are essential in order to understand the impact of Outcome-Based Education and the associated pedagogies on the overall student learning experience. Using these data, a School may decide on how to improve its engineering programmes, as well as how to ensure that the programmes evolve in parallel to the developments within the industry and, more importantly, with the needs of the learners. This study discusses how the utilization of learning outcome attainment data and the tools used to mine them has affected the programme and the overall student learning experience. The study also details out how specific Continual Quality Improvement (CQI) action plans have affected learning outcome attainment, and their impact on pass, retention and graduation rates.