• Tooba Sikander Research Scholar, Department of Engineering Management, University of Engineering and Technology, Taxila, Pakistan
  • Haris Aziz Industrial Engineering Department, University of Engineering and Technology Taxila, Pakistan
  • Ahmad Wasim Industrial Engineering Department, University of Engineering and Technology Taxila, Pakistan
  • Salman Hussain Industrial Engineering Department, University of Engineering and Technology Taxila, Pakistan
  • Mirza Jahanzaib University of Engineering and Technology Taxila, Pakistan



Outcomes based education, continuous quality improvement framework, Bloom’s Taxonomy, Outcomes based accreditation, program learning outcomes, course learning outcomes


This paper aims to present an educational framework for outcomes based continuous quality improvement. Well defined program outcomes, program educational objectives and assessment process have been developed to ensure graduates’ outcomes achievement. Direct and indirect tools have been used for assessment process. Course evaluation surveys, alumni surveys, and employer surveys have been deployed for indirect outcome assessment. Exams, quizzes, assignments and projects, on the other hand, have been used for direct outcome assessment. In developed framework, the educational processes committees and facilities committees have been integrated to continuously evaluate and monitor the educational processes. Furthermore, program outcomes and course learning outcomes are proposed to be evaluated and continuously monitored by programs goals committee and continuous course improvement committee respectively. Forms and procedures have been developed to assess student outcomes.


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How to Cite

Sikander, T. ., Aziz, H. ., Wasim, A. ., Hussain, S. ., & Jahanzaib, M. . (2017). CONTINUOUS QUALITY IMPROVEMENT (CQI) FRAMEWORK: A CASE OF INDUSTRIAL ENGINEERING DEPARTMENT. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(1), 107–119.