Correlating Learning Outcomes to the Graduate Attributes of the International Engineering Alliance in a Problem-Based Learning Module

Problem-based learning has gained recognition around the world as a valid and reliable pedagogy that has the potential to increase student motivation and engagement, promote active and self-directed learning, stimulate collaborative and cooperative learning and foster intrapersonal and interpersonal skills. However, some challenges have been reported with regard to its implementation, such as the requirement of educators to acquire new competencies, the change in assessment strategies and in ensuring adequate coverage of the learning outcomes. The purpose of this paper is to correlate the learning outcomes of a problem-based learning module for first-year African engineering students to the 12 graduate attributes of the International Engineering Alliance. Documentary analysis is primarily used in this qualitative study that is categorized as a non-experimental research design. Student results of using this pedagogy over a two-year period (2015 - 2016) indicate that 85.5% of first-year African engineering students could successfully complete this problem-based learning module. Dominant graduate attributes in this module included engineering knowledge and lifelong learning. However, all 12 graduate attributes are correlated to the six primary learning outcomes in this singular first-year module. This may enable students to be better prepared for further modules in their university career which feature problem-based learning. It is recommended that the learning outcomes in all problem-based learning modules be correlated to the graduate attributes of the International Engineering Alliance using a matrix chart. This will enable engineering accreditation bodies to make an informed decision regarding the standard of an engineering curriculum that is under review.