Seyed M. Buhari
1*,
R. Suganya
2,
S. Rajaram
3
- Department of Information Technology, King Abdulaziz University, Jeddah, Saudi Arabia
- Department of Information Technology, Thiagarajar College of Engineering, Madurai, Tamil Nadu, India
- Head and Registrar (Academics), Department of ECE, Thiagarajar College of Engineering, Madurai, Tamil Nadu, India
Abstract
Industries are expecting engineering graduates who possess good attitude along with proficiency in specific domain knowledge to cope with ever-changing working atmosphere. Graduate Attributes (GA), prepared by accreditation authorities, are incorporated into undergraduate programmes to validate whether the graduates from engineering colleges meet such diversified requirements. This study envisioned to evaluate the incorporation of graduate attributes in B.Tech curriculum. As a case study, we have collected B.Tech curriculum of three different universities. All core subjects in the curriculum were distributed across twelve graduate attributes with respective weightage from each subject. We examined the relationships between subjects and corresponding graduate attributes using descriptive statistics. The study revealed that few graduate attributes like GA4 (Conduct Investigation of complex problems), GA6 (Engineer and society), GA7 (Environment and sustainability), and GA11 (Project Management and Finance) have very less weightage (<40%) and coverage. Further recommendations are provided to address these concerns through practical sessions and co-curricular activities.
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