Engineering Education We Need: Institutional Factors Shaping Graduate Outcomes and Their Implications for Foundational Learning
Document Type
Conference Proceeding
Publication Date
9-21-2025
Abstract
In countries aligned with the Washington Accord, engineering education is increasingly assessed based on institutions’ effectiveness in producing graduates with globally recognized competencies, including ethics, teamwork, communication, and problem-solving. While curriculum and pedagogy reforms have been widely explored, there is a lack of empirical research on how institutional factors—such as leadership and governance, quality assurance and curriculum alignment, faculty capacity and development, and student support—influence the achievement of these outcomes. This study seeks to identify which institutional factors are most critical in attaining internationally aligned student outcomes and in shaping future-ready engineers equipped to address emerging societal and technological challenges. To this end, a two-phase mixed-methods approach was used. The first phase applied the Delphi method to identify key institutional factors through expert consultation. In the second phase, a validated survey instrument was administered to 18 key informants— comprising of deans, program heads and alumni—from six high-performing, Washington Accord-accredited engineering institutions in the Philippines. Structural Equation Modeling (SEM) was used to examine correlations between institutional factors and twelve graduate outcomes. Findings reveal that program educational objectives (r = 1.000), faculty development (r = 0.833), and student support (r = 1.000) are among the strongest predictors of graduate outcome achievement. These results highlight the importance of institutional coherence, leadership commitment, and systems that support ethical responsibility, problem-solving, and lifelong learning. The study concludes that the engineering education we need is one that is institutionally aligned, globally benchmarked, and socially responsive – built on a foundation of intentional policy, continuous improvement, and student-centered practice.
Recommended Citation
Recto, K.H. (2025). Engineering Education We Need: Institutional Factors Shaping Graduate Outcomes and Their Implications for Foundational Learning. 2025 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1-7.
