QUALITY CONCERNS IN ENGINEERING EDUCATION IN IRAN A HISTORICAL CONTEXTUALIZING EMPHASIZED ON UNDERSTANDING THE LOGIC OF QUALITY IN THIS TYPE OF EDUCATION

Abstract

The quality of engineering education has become problematic. A kind of forgetting about the authentic narratives of learning the science has cast a shadow on our higher education system. We need a quality story. This study is an attempt to understand the collective memories leading to the repeated production of quality in the periods of growth and dynamism of engineering education in our country. The case of University College of Engineering, University of Tehran has been selected. An integrated methodological approach has been used in the form of documentary analysis, experts and key informant’ in-depth qualitative interviews and qualitative content analysis of narratives, documents, texts, and sources. Interviews were conducted with faculty members and managers who had significant experience of studying in various technical-engineering fields of Tehran University. Up to 21 participants based on the purposive sample frame to the extent of data saturation and theoretical saturation have been carried out. By using the »CIPP«framework, it was found that the core concept of engineering education quality during the period of grouth and flourishing was the penetrating experience in science learning. The dimensions of external and internal contexts of concern about the quality engineering education was found. Inputs, processes and outputs were identified.

Keywords

• experienced quality engineering education technical faculty university of tehran