KING SAUD UNIVERSITY COLLEGE OF ENGINEERING RESEARCH CENTER Final Research Report No. 50/427 SWOT ANALYSIS AND STRATEGIC PLANNING METHODOLOGY - AN EFFECTIVE TOOL FOR IMPROVING ENGINEERING EDUCATION AT KING SAUD UNIVERSITY By Prof. Mohamed M. ElMadany Jamad II 1428 H May 2007 G
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
KING SAUD UNIVERSITY COLLEGE OF ENGINEERING
RESEARCH CENTER
Final Research Report No. 50/427
SWOT ANALYSIS AND STRATEGIC PLANNING
METHODOLOGY - AN EFFECTIVE TOOL FOR
IMPROVING ENGINEERING EDUCATION AT
KING SAUD UNIVERSITY
By
Prof. Mohamed M. ElMadany
Jamad II 1428 H May 2007 G
1
TABLE OF CONTENTS
TABLE OF CONTENTS ................................................................................................. 1
LIST OF FIGURES.......................................................................................................... 3
LIST OF TABLES ........................................................................................................... 4
I.2 MECHANICAL ENGINEERING DEPARTMENT TRADITION.................... 10
I.3 THE MECHANICAL ENGINEERING DEPARTMENT STRATEGIC PLANNING PROCESS ................................................................................... 11
I.4 THE STRATEGIC PLANNING TIMELINE ..................................................... 13
CHAPTER II MECHANICAL ENGINEERING DEPARTMENT STRATEGIC PLAN
II.2 SCENARIOS AND CHALLENGES GUIDING DEPARTMENT STRATEGIC PLANNING...................................................................................................... 17
II.3 VISION, MISSION, AND CORE VALUES..................................................... 19
A recent SWOT analysis and the subsequent development of a strategic plan for the
Mechanical Engineering Department have been presented. The SWOT analysis was
based on internal self-studies and a number of surveys carried out to determine views
of various constituencies.
The aim of setting a strategic planning for ME Department is to devise a continuing
process to determine the best way to be followed to move from the Department present
to a future state to achieve results and targeted goals, considering the expected
changing conditions, whether possible opportunities or challenges.
The Department of Mechanical Engineering (ME) has developed its strategic plan for
the purpose of guiding the Department over the next five years. The strategic plan is a
clearly written document of where we are today, our strengths and weaknesses,
specific goals of where we want to be in 2012, a clear roadmap of specific actions that
need to be taken in order to achieve those goals, and criteria to measure the
achievements.
60
REFERENCES
[1] S. K. Deb; and P. B. Barua; "Strategic Operational Model for Higher Educational Institutions Under Changing Environment", Journal of Engineering Education, Vol. XIII, pp. 12-18, April, 2005.
[2] B. C. Blake-Coleman, "The Development of Higher Education for Engineering in The 21st Century", Measurement and Control Journal, Vol. 28, pp. 143-145, June 1995.
[3] Wayne Clough, "The Future of Engineering Education", Available http://www.gtalumni.org/news/magazine/win00/future.html
[4] M. Porter, Competitive Advantage, The Free Press, New York, 1985.
[5] M. M. ElMadany, "Engineering Education in the New Century", ICEET-2-1013, In Proceedings, 2007, Conference on Engineering Education and Training, April 9-11, 2007, Kuwait.
[6] Bob Whelan, "Bridging the Innovation Gap- a You Can’t Ignore”, Measurement and Control Journal, Vol. 28, p. 146, June 1995.
[7] J. D. Kuehler, "Setting an Example for the Class of 2000", Journal of Mechanical Engineering, pp. 56-57, February 1992.
[8] Nathan H. Hurt, "Engineering as Exploration", Journal of Mechanical Engineering, p. 57, February 1992.
[9] Ben Erwin, Technology, Engineering and Education, Available http://www.cisp.org/ imp/july_2000/
[10] A. K. Mazher, "An Integrated Approach to Unify the Technical Dimension of Engineering Education", AIAA paper 2002- 1053, 40th AIAA Aerospace Sciences Meeting & Exhibit, 14-17 Jan 2002, Reno, Nevada.
[11] A. K. Mazher, "The Social Dimension of Engineering Education", In Proceedings, 2003, The American Society for Engineering Education, ASEE Annual Conference, 22-25 June 2003, Nashville, Tennessee.
[12] A. Rugarcia; R. M. Felder; D. R. Woods; and J. E. Stice, “The Future of Engineering Education: A Vision for a New Century”, Chemical Engineering Education, Vol. 34, No. 1, pp. 16-25, 2000.
[13] J. Wei, “Engineering Education for a Postindustrial World”, Technology in Society, Vol. 27, pp. 123-132, 2005.
[14] A. Haddad and L. Khezzar , "Effective Methods and Emerging Trends in Engineering Education", In Proceedings, 2006, International Conference for Engineering Education, ICEE, Paper No.42, Qassim University, March 2006.
61
[15] College of Engineering Strategic Plan 1999, University of Texas at Austin.
[16] College of Engineering Science, Strategic Goals, Clemson University.
[17] The Strategic Plan for the College of Engineering, North Carolina State University.
[18] The College of Engineering, Oregon State University 2000-2001 Strategic Plan.
[19] The Strategic Plan, College of Engineering, New Mexico State University, October 2000.
62
APPENDIX A
SWOT ANALYSIS
INTRODUCTION
The external environment has a profound impact on educational institutions.
During the last two decades educational institutions, economy, society, and even
individual lifestyles are poised for new changes. A recent shift from an industrial to an
information-based society and from a manufacturing to a service-oriented economy has
significantly impacted the demands made on engineering program offerings. Existing
programs, and those planned for the future, should be based on a careful consideration
of future trends in society. Engineering institution administrators should become
initiators in shaping the future of their institutions. Strategies must be developed to
ensure that institutions will be responsible to the needs of the people in the new
millennium. In order to do so, it requires, among other things, an examination of not
only the individual college environment but also the external environment.
In order to formulate Mechanical Engineering educational strategy, as well as
operations strategy, a through analysis should be made about the internal and external
environment. The different conditions that influence the external environment are (i)
economic, (ii) social, (iii) technological, and (iv) employment. An analysis of the
internal environment of the institute (department) helps to identify the strengths and
weaknesses of the existing operations. The Strengths, Weaknesses, Opportunities, and
Threats (SWOT) analysis is used here to examine the department's internal strengths
and weaknesses, and its environments, opportunities, and threats. The SWOT analysis is
a general tool designed to be used in the preliminary stages of decision-making and as a
63
precursor to strategic planning in various kinds of applications. When correctly applied,
it is possible for the Mechanical Engineering Department to get an overall picture of its
present situation in relation to its community, other departments, and the industries its
graduates will join. An understanding of the external factors, comprised of threats and
opportunities, coupled with an internal examination of strengths and weaknesses assists
in forming a vision of the future. Such foresight would translate to initiating competent
programs or replacing redundant, irrelevant programs with innovative and relevant ones.
Strength and weaknesses of the Department need not be taken as static or
constants. The SWOT analysis forms the basis for strategy formulation. The operations
strategy overcomes weaknesses and builds on existing strengths. It specifies how the
Department will employ its educational capabilities to support its strategy.
The Mechanical Engineering Department at King Saud University has recently
carried out a series of surveys (e.g., employers, graduating senior students, alumni and
faculty members) to obtain feedback of its constituencies on some key issues related to
its ME programs, facilities, and policies. These survey results are used to develop a
detailed SWOT analysis for the department, students, faculty, and facilities; Figure A.1.
Currently, an operational plan for the college is being developed to identify strategic
goals and strategies to achieve those goals. The purpose of this Appendix is to use
SWOT analysis to analyze the current status of Mechanical Engineering Department.
64
COLLEGE VISION, MISSION, AND GOALS
Core Values and Guiding Principles
College Strategic Plan
FacultyFaculty
StudentsStudents
StaffStaff
Graduating Students Surveys
Graduating Students Surveys
Faculty SurveyFaculty Survey
Alumni SurveyAlumni Survey
Employer Survey
Employer Survey
ABET Evaluation Report, 1986
ABET Evaluation Report, 1986
SWOT AnalysisSWOT Analysis FacultyFaculty
Strategic GoalsStrategic Goals
FacultyFaculty
Department Vision and Mission
Department Vision and Mission
Department Strategic PlanDepartment
Strategic Plan
Fig. A.1 Department Strategic Plan
SWOT PROCESS
The main purpose of SWOT analysis is to complement the strategic planning
activities, and to help in establishing strategic objectives. A detailed SWOT analysis has
been conducted by taking the following inputs into consideration:
1. Employer Survey
2. Exit Survey for graduating students
3. Faculty Survey
4. Alumni Survey
5. ABET evaluation (1986)
6. Strategic Planning Committee Report
7. Lab Committee Report
8. Senior Design Project Committee Report
65
9. Senior Students Interview
10. Strategic and Operational Plans of various Universities and Colleges (e.g.,
University of British Columbia, University of Texas at Austin)
In carrying out the SWOT analysis, a balanced approach has been adopted so
that the views of all constituencies are included. The assessment of strengths and
weaknesses are facilitated through surveys, focus groups, anecdotal evidences provided
by individual faculty and administrators. It is recognized that different perceptions may
exist depending on the representative group consulted. Therefore, considerable effort
has been spent to reconfirm the identified strengths and weaknesses. The external look
to identify opportunities and threats is considered complimentary to the internal self-
study in the SWOT analysis. National and regional influences and concerns are of
paramount importance when deciding about the strategies and actions to address the
weaknesses. Furthermore, any strategic planning should also address the local and
regional threats. Though no formal survey has been conducted to identify the
opportunities and threats, extensive consultations with knowledgeable people, review of
local, regional and international developments, and a thorough review of existing
literature on engineering education lead to the identification of the most relevant
opportunities and threats.
SWOT Analysis
A list of strengths, weaknesses, opportunities, and threats of the COE is
presented next.
66
Strengths
1) Balance between young, dynamic faculty, and old, experienced faculty
2) High quality faculty with excellent international academic and diversified
background
3) Curricula that have the following:
a. Strong engineering science components
b. Availability of in-depth technical senior level courses
c. A well structured laboratory experience
4) Reasonably equipped laboratory, library and IT facilities
5) Emphasis on summer training experiences
6) Proximity to many governmental agencies and research centers such as KACST
7) Proximity to other colleges within the KSU campus and ability of COE faculty
to do interdisciplinary research in various areas
8) Location in the city of Riyadh the capital of Saudi Arabia; with a population
above four million
Weaknesses (Concerns)
1) Deficiencies in certain outcomes in graduating students
a. Communication skills
b. Design/real world applications
c. Contemporary technical and economic issues
d. Engineering profession and ethics
67
e. Impact of engineering solutions in a global and societal context
f. Teamwork and leadership skills
2) Quality and quantity of current students (Undergraduate and Graduate)
a. The lack of motivation to excel
b. The culture of being “spoon-fed”
c. Inadequate English language preparation
d. Inadequate training in critical or analytical thinking
e. Lack of problem-solving skills
f. Insufficient number of full-time graduate students
g. Large number of admitted students with students/faculty ratio
approaching 25/1
3) Inappropriate mode of teaching
a. Spoon-feeding
b. Lack of active learning
c. Inadequate classroom assessment
4) Late exposure to engineering coursework. Students start taking engineering
courses in the fourth semester
5) Inadequate capstone senior project experience
6) Absence of industrial participation in the curriculum
7) Absence of student placement office
8) Large proportion of faculty with limited professional and industrial experience
68
9) Inadequate tenure and reward systems
a. Existence of an automatic tenure for nationals
b. Absence of a tenure system for non-nationals
c. Inadequate merit based incentives for promoting excellence
10) Inadequate and insufficient faculty development plan for nationals
11) Absence of non-national faculty development opportunities
12) Lack of good quality of secretarial and administrative support staff
13) Insufficient number of skilled, self-learning technicians
14) Insufficient number of qualified, self-motivated teaching and research assistants
15) Low research budget and funds
16) Lack of an effective college-industry communication
17) Weak relationship between the College and alumni
18) Lack of joint/interdisciplinary research projects between college departments
19) Weak communication between research groups on the college level
20) Low research projects/faculty ratio
21) Lack of upgrading some important labs
22) Complicated decision-making process at the University level
a. Complicated and restrictive purchasing procedures
b. Complicated and restrictive hiring procedures
69
Opportunities
1) The appointment of a new rector who is pro change and improvement, willing to
allocate substantial funds towards fulfilling the changes, and to modify outdated
mandates
2) Young and dynamic society
a. A good pool for potential students
b. Readiness to accept changes
3) The emergence of 13 regional new engineering colleges, thus removing
governmental and societal pressures for over admittance to the COE
4) Assessment and accreditation (EC-2000, regional accreditation)
a. The flexibility of EC2000 to incorporate local needs into educational
objectives
b. Opportunity for curriculum improvement with minimal resistance
c. Developments leading to a possibility of establishing Gulf Accreditation
Board for Engineering and Technology (GABET) and our influence in
shaping its structure, criteria etc.
5) On-going establishment of faculty development plan
a. Sufficient funding
b. Institutional support for sabbaticals, travels etc
c. Availability of international workshops, seminars etc
d. Possibility of utilizing local mentors for teaching and research
6) Emerging technologies
a. Technologies that does not require extensive industrial infrastructure
70
b. Information based technologies
7) New trends in multi-disciplinary professional education and new teaching
methods
a. Possibility of re-designing curriculum and by-laws to allow multi-
disciplinary teaching and learning, and
b. Possibility of utilizing e-learning and distance education
Threats (Challenges)
1) Competition (local, regional and global)
a. Emerging local and regional private colleges offering a variety of forms
in engineering discipline,
b. Accessibility of international schools via distance education, and
c. Fast pace of developments in technology (e.g. IT, emerging new fields)
2) Lack of sufficient number of quality students with strong interest in engineering
3) Inadequate public awareness for engineering profession and job opportunities
4) Quality of incoming students (language, analytical thinking, motivation)
a. Inadequate K-12 curriculum, and
b. The quality of teaching staff in K-12 education
5) Higher salary scales that other Gulf countries offer to faculty members
6) Early retirement by many young faculty members
7) Large number of young faculty members leaving the College permanently or on
temporary leave basis
71
APPENDIX B
MECHANICAL ENGINEERING STRATEGIC PLAN FOR
UNDERGRADUATE PROGRAM
Engineering and science tools appropriate to ME discipline
Base student's education on a knowledge of engineering and science tools
appropriate to their disciplines by insuring that graduates have:
- An ability to apply knowledge of mathematics, science, and engineering.
- An ability to design and conduct experiments, as well as to analyze and interpret
data.
- An ability to design a system, component, or process to meet desired needs.
- An ability to identify, formulate, and solve engineering problems.
- An ability to use the techniques, skills, and modern engineering tools necessary
for engineering practice.
High quality broad based education
Strive to provide high quality broad based education that will prepare students
for productive careers in an increasingly diverse and technological society by insuring
that graduates have:
- An ability to function on multi-disciplinary teams.
- An understanding of professional and ethical responsibility.
- An ability to communicate effectively.
- The broad education necessary to understand the impact of engineering solutions
in a global/societal context.
72
- Knowledge of contemporary issues.
Life-long learning
Provide a foundation for lifelong learning to foster personal and professional
growth by insuring that graduates have:
- Recognition of the need for and an ability to engage in life-long learning.
Continuous improvement
Continuously improve the undergraduate academic programs in partnership with
industry, alumni, and government by:
- Attracting and enrolling an excellent and diverse student body.
- Retaining students to graduation.
- Assisting students in gaining career experience and placement.
- Seeking the opinions of exiting students relative to their experience while
engineering students.
- Seeking the opinions of industrial and governmental partners and alumni relative
to student outcomes and other educational matters.
73
An ability to apply knowledge of mathematics, science, and engineering
ME engineering graduates will:
1. be proficient in mathematics to a level of differential equations, linear algebra,
numerical analysis, and probability and statistics
2. have an understanding of the physics concepts of mechanics, electric circuits,
thermodynamics, fluid mechanics, and optics
3. be knowledgeable in basic chemistry
4. be competent in the knowledge of and applying engineering science
As demonstrated by:
1. passing engineering science as well as basic and advanced math and science
courses
2. successfully working problems in engineering analysis and design courses
3. completing projects in engineering courses that include an analysis component
An ability to design and conduct experiments, as well as to analyze and interpret data
ME engineering graduates will:
1. be able to design experiments to efficiently collect data to test a hypothesis or
design a component using:
a. statistical and probabilistic methods
b. basic science and engineering science backgrounds
c. knowledge of the scientific/engineering methods
2. be able to conduct experiments and collect information with:
a. an understanding of equipment and measurement systems
b. knowledge of the process through a background of engineering/basic sciences
3. be capable of drawing and presenting conclusions from experimental results
through data analysis using:
a. experience in statistical and probabilistic methods
b. appropriate forms of graphical presentation of data
74
c. skills in data interpretation to draw important conclusions
d. information in verbal and written forms
As demonstrated by:
1. passing ME 302
2. passing courses with labs requiring professional lab reports
3. passing a course having probability and statistics components
4. conducting undergraduate research
An ability to design a system, component, or process to meet desired needs.
ME engineering graduates will:
1. have a firm understanding of the design process
2. appreciate the non-technical aspects of a design including environmental, socio-
economic and regulatory impacts and constraints
3. have the ability to successfully consider ambiguity and poorly defined problems
As demonstrated by:
1. passing ME 301 and ME 401
2. having a continuous exposure to design and the design process in the curriculum
3. having exposure to professional practice through an appropriate career
experience
4. successfully completing the general education requirements
An ability to identify, formulate, and solve engineering problems
ME engineering graduates will:
1. have knowledge of the engineering method
2. solve open-ended, multiple solution problems with increasing difficulty through
the curriculum
3. have an ability to identify and formulate problems from a verbal or written
statement including defining objectives and constraints
75
4. be capable of conducting a literature survey and collecting data and background
material from appropriate sources
5. have the ability to formulate and solve engineering analysis problems
As demonstrated by:
1. successfully completing the B.S. project
2. passing ME 401
3. successful completion of junior/senior level lab, lecture (analysis) and design
courses
4. successful completion of engineering science courses
5. effective participation in undergraduate research experiences
An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice
ME engineering graduates will:
1. have a working knowledge of computers (hardware and software) appropriate to
program goals. Example tools are:
a. working knowledge of a computer programming language
b. ability to use equation solvers
c. ability to use of spreadsheets
d. ability to use of word processors
e. knowledge of and proficiency using e-mail
f. ability to access and effectively collect information from the worldwide web
2. be capable of effectively using engineering science techniques
3. have a working knowledge of equipment/instrumentation appropriate to program
goals
As demonstrated by:
1. professional prepared reports
2. successfully completing the B.S. project
3. use of state-of-practice tools in coursework
76
4. passing GE 203 and GE 209
5. completion of lab and field courses
6. effective participation in undergraduate research project
7. performing in practice via summer training programs
An ability to function on multi-disciplinary teams
ME engineering graduates will be able to function effectively on teams using their
knowledge of:
1. team dynamics
2. team communication
3. social norms
4. conflict management
As demonstrated by:
1. successfully completing ME 401 Design of Mechanical Systems II team projects
2. performing at a professional level on the B.S. project
3. completing undergraduate team lab exercises
4. being involved in undergraduate research experiences
5. effectively completing team-based reports in some prescribed senior level
courses
6. performing evaluations of team accomplishments
An understanding of professional and ethical responsibility
ME engineering graduates will have:
1. knowledge of appropriate code of ethics related to their disciplines.
2. knowledge of the impacts of engineering solutions on safety and quality
3. exposure to engineering case studies with an ethical component that includes
societal and cultural considerations
4. knowledge of the steps required to obtain professional registration
77
5. an awareness of the need to maintain a knowledge of the current advances in
their engineering disciplines
As demonstrated by:
1. their ethical behavior
2. completing courses, seminars, and/or colloquia incorporating ethical case studies
that include student evaluations and presentations
3. participation and membership in student chapters of professional organizations
An ability to communicate effectively.
ME engineering graduates will communicate effectively:
1. in written form using words, graphs and tables
2. orally using words, graphs and tables in prepared presentations
3. technical material to non-technical individuals
4. by accepting and understanding others communications
As demonstrated by:
1. preparation and presentation of effective written reports
2. preparation and presentation of oral reports
3. competent use of professional communication tools
The broad education necessary to understand the impact of engineering solutions in a
global/societal context
ME engineering graduates will have:
1. exposure to issues in humanity
2. experience in informal discussions on current issues
3. interaction with students and faculty from other disciplines
4. an understanding of how to bring global/societal issues into design criteria and
constraints
78
As demonstrated by:
1. completion of the ME general education requirements
2. completion of several seminars in senior level courses
3. interaction with a diverse faculty
A knowledge of contemporary issues
ME engineering graduates will have:
1. a knowledge of contemporary technical issues
2. a knowledge of contemporary economic issues
As demonstrated by:
1. completion of college of engineering general education requirements; GE 441
and GE 442.
2. involvement in professional societies
3. maintaining professional journal subscriptions
4. knowledge of the worldwide web
A recognition of the need for and an ability to engage in life-long learning
ME engineering graduates will:
1. have an ability to identify and utilize education resources on their own
2. participate in continuing education after graduation
As demonstrated by:
1. involvement in professional societies
2. development of a career/educational plan
3. completion of a bibliography/seminar design projects
4. performing an alumni survey
5. attendance in seminars/guest lectures in some senior level courses
79
Attracting and enrolling an excellent and diverse student body
As demonstrated by the:
1. number of undergraduate admissions
2. number of admitted undergraduate students who attend
Retaining students to graduation.
As demonstrated by the:
1. percent of undergraduate students retained each semester
2. percent of freshman cohort students retained to graduation
3. number of equivalent years to graduation
Assisting students in gaining career experience and placement
As demonstrated by the:
1. percent of students who have a career experience prior to graduation
2. percent of graduates placed in career positions
Seeking the opinions of exiting seniors relative to their experience while students
As demonstrated by the:
1. overall satisfaction of students leaving the program with BS degrees
Maintaining an Industry Advisory Council that is actively involved in educational
improvement
As demonstrated by the:
1. number of Industries represented on IAC
2. percent of IAC agenda dedicated to involvement in undergraduate education
matters
80
Seeking the opinions of industrial and governmental partners and alumni relative to
student outcomes and other educational matters
As demonstrated by the:
1. percent of industrial and governmental partners returning survey questionnaires
annually
2. percent of 1, 2 and 5 year alumni returning survey questionnaires annually