Graduate Thesis Or Dissertation
 

A Framework for Evaluating the Comprehensiveness of Continuous Improvement in Academic Computing Programs. A 360-Degree View of the Continuous Improvement Efforts in a Large School of Electrical Engineering and Computer Science

Public Deposited

Contenu téléchargeable

Télécharger le fichier PDF
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/vt150r723

Descriptions

Attribute NameValues
Creator
Abstract
  • Continuous Improvement (CI) of academic computing programs is a main requirement of accreditation. Academic computing programs must have a well-documented CI plan in order to be granted accreditation. Based on the existing literature, we developed a comprehensive CI (or 360-CI) model consisting of 8 components: course, curriculum, administration, faculty, research, advising, facilities, & support staff. In a perfect 360-CI plan, each component would continually work on improving itself, as well as improving other components. In this dissertation, we examined how an ABET-accredited School of Electrical Engineering and Computer Science (EECS) covered these 8 components in their CI plan by conducting 21 semi-structured interviews with a follow-up online questionnaire. We used a coding scheme to analyze the results from the interview participants, and we found that all 8 CI components were recognized by both the Computer Science (CS) and Electrical & Computer Engineering (ECE) programs within the School of EECS. However, the degree of data integration between the components varied greatly with some components being highly coupled and others not being integrated at all. In this dissertation, we present the types of data collected and utilized in the School of EECS, and we compare the results with those from the literature. In alignment with the literature, we found that the CI focus in the School of EECS was on curriculum, course, faculty, and, to a lesser extent, administration, while facilities, advising, research, and support staff were barely recognized as part of the CI plan. Thus, we proposed a 360-CI Framework that includes a 360-CI model, 360-CI taxonomy, and a 360-CI scoring scheme. Using the model and taxonomy, we developed a questionnaire tool called the Academic Computing Continuous Improvement Scoring Survey (ACCISS) to evaluate and quantify an academic computing program's CI comprehensiveness. The questionnaire was implemented within the School of EECS, and the results highlighted potential areas of improvement in addition to enriching the 360-CI Framework. More importantly, this research demonstrated a repeatable process using a 360-CI Framework as a way to create and evaluate the comprehensiveness of an academic computing CI plan.
License
Resource Type
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Academic Affiliation
Déclaration de droits
Publisher
Peer Reviewed
Language

Des relations

Parents:

This work has no parents.

Dans Collection:

Articles

La vignette Titre Date de téléchargement Visibilité actes
file details AzzouniAbdullahM2022.pdf 2022-05-26 Public Télécharger