ABET and Global Quality in Engineering Education

Abstract

A strong commitment to educational quality and continuous improvement is essential in the development of any engineering program seeking international recognition. Through a comprehensive process of self-assessment, documentation, and external evaluation, such programs demonstrate compliance with global standards of engineering education. International accreditation validates the academic, curricular, and formative strength of a program, ensuring that graduates are well-equipped to address complex challenges in a globalized professional environment. The integration of best teaching practices, industry collaboration, and an outcome-based educational model are critical to achieving and sustaining excellence. This achievement reflects the institution’s dedication to delivering a comprehensive, relevant, and globally aligned education that meets both current market needs and international expectations in higher education. This study addresses this challenge by documenting and analyzing the specific institutional experience of one engineering program during its latest ABET accreditation cycle. The work details the chronology of the procedures and efforts required, including the development and documentation of compliance with the eight ABET criteria, the preparation of the self-study report, and the external evaluation. The findings provide a practical methodological blueprint for other institutions and emphasize the critical necessity of integrating an Outcomes-Based Education model and sustained continuous improvement practices to achieve and maintain global quality.