OBE FRAMEWORK

DEPARTMENT OF ELCTRICAL ENGINEERING

THE UNIVERSITY OF AZAD JAMMU AND KASHMIR,

MUZAFFARABAD
 Table of Contents

GENERAL INTRODUCTION............................................................................................. 3

GENERAL OVERVIEW OF OBE FRAMEWORK OF THE DEE ................................ 3

A. MISSION OF DEPARTMENT OF ELECTRICAL ENGINEERING .............................. 5

B. PROGRAM EDUCATIONAL OBJECTIVES................................................................... 5
I. Processes to Evaluate the Attainment of PEOs............................................................... 8
II. Strategic Plan to Achieve PEOs .................................................................................... 10
C. PROGRAM LEARNING OUTCOMES (PLOs).............................................................. 11
I. Processes to Evaluate the Attainment of PLOs............................................................. 13
D. COURSE LEARNING OUTCOMES (CLOs) ................................................................. 16
I. Review Process of CLOs .............................................................................................. 17

CQI POLICY ....................................................................................................................... 18

I. CQI POLICY FOR CLOs ............................................................................................. 20

II. CQI POLICY FOR PLOs ............................................................................................. 21
III. CQI POLICY FOR PEOs ......................................................................................... 23

ANNEXURE A. SURVEY FORMS ....................................................................................... 24

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 GENERAL INTRODUCTION
The decision taken by the PEC to make Pakistan a member of the Washington Accord provided
the basic motivation and thrust to transform the electrical engineering program at the University
of Azad Jammu and Kashmir, Muzaffarabad in line with the Outcome Based Education (OBE)
system. The work in regard to adoption of OBE system at department of electrical engineering
(DEE), UAJK started in summer 2018.

The first task was to study the model of OBE and the guidelines provided by the PEC in its
accreditation manual for devising a comprehensive strategy to initiate a gradual shift towards the
OBE system. Successive faculty trainings were held to develop understanding of various
ingredients of the OBE system such as Program Educational Objectives (PEOs), Program Learning
Outcomes (PLOs), Course Learning Outcomes (CLOs), and the assessment methods. Once the
faculty developed the basic understanding of the OBE system, successive faculty meetings were
held to design a framework to implement OBE system in the department. Consequently, the
department has adopted the OBE system from Fall-2019 semester. In 2019, the PEC visitation
team highlighted some major issues in the implemented OBE model. The PEC fruitful guidelines
help to revise the OBE model. As a result, the implemented OBE model was comprehensively
reviewed and framework to implement the OBE system was redesigned. In 2021, the redesigned
framework was presented to various OBE experts and the PEC visitation team. Consequently, the
OBE model was further refined by incorporating their comments.

This document helps its readers/stakeholders to understand the details of the OBE model
implemented at department of electrical engineering, UAJK.

GENERAL OVERVIEW OF OBE FRAMEWORK OF THE DEE

OBE is a student‐centered teaching and learning methodology to education that focuses on what a
student should be able to do in the real world upon completion of their course or program. It
focuses on measuring student performance/student outcome at different levels. The main goal of
OBE is to bridge education and employability. The first step to design an OBE framework is to
identify the outcomes of the degree program. Then, the curriculum is designed based on the
identified outcomes. Different teaching/learning strategies and assessment tools and key
performance indicators (KPIs) are developed to achieve and assess these outcomes. Finally, the

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 Figure 1: OBE Framework of Electrical Engineering Department, UAJK.

relationship between curriculum design, teaching/learning strategies and respective outcomes is

evaluated and corrective actions are taken in case of any shortcoming.

The OBE framework of UAJK is given in Figure 1. The model has three CQI cycles for the
assessment of PEOs, PLOs, and CLOs. The Key Performance Indicators (KPIs) are set for each
assessment method and data is analyzed from direct and indirect assessment methods.

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A. MISSION OF DEPARTMENT OF ELECTRICAL ENGINEERING

The mission of the Department of Electrical Engineering is

“To provide requisite knowledge and skills that are state of the art and conducive to
produce competent electrical engineers who can contribute towards the betterment of society by
efficiently fulfilling their professional responsibilities in industrial, academic and research
organizations.”

B. PROGRAM EDUCATIONAL OBJECTIVES

Program Educational Objectives (PEOs) are the attributes and abilities that the graduates are
expected to demonstrate after 4 years of their graduation. The PEOs are direct translation of
program mission as they are aligned with the mission of university and program. The PEOs
stipulate the high-level program objectives and provide a broad framework to design program
learning outcomes, curriculum and its provision.

The PEOs of B.Sc. Electrical Engineering (EE) program were initially proposed by the
departmental faculty. Afterward, the PEOs were reviewed and refined by the stakeholders and
industrial advisory board in their meetings which were held in the department. The proposed PEOs
were then presented in statutory bodies meetings for approval. The approved PEOs are as follows:

PEO-1: Serve competently in national and international industry or academia by showing

excellent skills and knowledge in the field of Electrical Engineering.

PEO-2: Exhibit the quest for learning and initiative through elevation in education or growth
in professional status.

PEO-3: Demonstrate commitment to ethical practices, community service and societal

contribution.

The keywords of the PEOs are highlighted and will be used in subsequent sections for reference.

The mission of the department of the electrical engineering is well aligned with the vision
and mission of the university. Similarly, the PEOs are aligned with the mission of the department
which is already linked and mapped with vision and mission of the university. The mapping can
be seen in Table 1 to Table 4.

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 Table 1: Mapping of PEOs on Departmental Mission.

Departmental Mission PEOs

1 2 3
To provide requisite knowledge and skills that are state of the art and
conducive to produce competent electrical engineers who can contribute
towards the betterment of society by efficiently fulfilling their
Mission ✓ ✓ ✓
professional responsibilities in industrial, academic and research
organizations.

Table 2: Mapping of PEOs on University’s Vision/Mission.

University Mission and Vision PEOs

1 2 3
Vision Transformation to excellence, through holistic education. ✓ ✓ ✓
The University is committed to quality education, research and values-
Mission driven mentorship through innovations to serve the society and the ✓ ✓ ✓
changing world

Table 3: Mapping of Departmental Mission with University Mission.

S. No. Program Mission

requisite betterment of research
University Mission knowledge and society organizations
skills
✓
1. quality education, ✓
research
3. serve the society ✓

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 Table 4: Mapping of PEOs to University and Department Vision/Mission (Mapping by
keywords).

Program Educational Objectives Keywords

PEO-1: University Vision:

Serve competently in national and holistic education

international industry or academia by University Mission:
showing requisite knowledge and skills in
quality education, research, innovation
the field of Electrical Engineering.
Department Mission:

Requisite knowledge, skills, efficiently

fulfilling professional responsibilities,
industrial, academic.

PEO-2: University Vision:

Exhibit the quest for learning and Transformation to excellence

initiative through elevation in education University Mission:
or growth in professional status.
quality education

Department Mission:

competent electrical engineers

PEO-3: University Vision:

Demonstrate commitment to ethical Transformation to excellence

practices, community service and societal University Mission:
contribution
to serve the society

Department Mission:

contribute towards the betterment of

society

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I. Processes to Evaluate the Attainment of PEOs

The PEOs for department of electrical engineering are developed in a manner to instill the
ability of accomplishments that the graduates are expected to demonstrate within 4-5 years after
graduation. The process to measure the attainment of the PEOs is shown in Figure 2.

Figure 2: CQI Process for the Attainment of the PEOs.

The attainment evaluation process begins with the collection of alumni and employer surveys. The
alumni and employer survey forms are given in Annexure A. The data from employer and alumni
surveys is collected every year. The collected data is analyzed and compared with the KPIs.
Summary report of PEO achievement are generated by the data collected which are then reviewed
by the QEC program team and departmental OBE committee. If the KPIs are not met, the meetings
with stakeholders and IAB is conducted to perform corrective measure which may include revision
of KPIs or revision of PEOs. The collected data is evaluated as per KPIs and subsequently
reviewed. These corrective actions are further taken to statuary bodies for their approvals.

The KPIs are tailored while considering the diversification in choices of graduates in selecting
their employment after graduation. Certain minimum requirements are kept as Key Performance
Indicators (KPIs), so that success of the program can be established with each review cycle. The

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targets are also identified that describe various measures of success which would be used over next
4 years to evaluate the achievements and progress of the program. Measurement of the Attainment
of the PEOs. The KPIs for the PEOs are given in Table 5.

Table 5: PEOs measurement tools, KPIs and time of collection of data

Program Key Performance Indicators Collection

Measurement
Educational Period
Tool
Objectives
More than 60% of graduates are employed after Annually
Alumni Survey graduation, i.e., including jobs, higher studies
and entrepreneurship.
At least 60% of the respondents give an Annually
average score of 3 or above on a scale of 1-5
Employer Survey
PEO 1 regarding competence, knowledge and skills of
employed graduates.
At least 60% of the respondent graduates give Annually
an average score of 3 or above on a scale of 1-5
Alumni Survey
regarding knowledge and skills imparted to
them.
At least 60% of respondent employers give an Annually
Employer Survey average score 3 or above on a scale of 1-5
regarding interpersonal skills of graduates.
Alumni Survey At least 20% of the total graduates are pursuing Annually
higher education.
At least 70% of respondents give an average Annually
PEO 2 Employer Survey score of 3 or above on a scale of 1-5 for the
graduates’ involvement in professional
development activities.
At least 60% of the respondent graduates give Annually
an average score of 3 or above on a scale of 1-5
Alumni Survey regarding developing of solution to engineering
problems and interpersonal skills.

At least 70% of the respondents give an Annually

Employer Survey average score of 3 or above on a scale of 1-5
PEO 3 for the graduates’ role in betterment of the
society.
Employer Survey At least 70% of the respondents give an Annually
average score of 3 or above on a scale of 1–5

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 with adherence to ethical values of the
graduates.
At least 60% of the respondent graduates give Annually
an average score of 3 or above on a scale of 1–5
Alumni Survey
regarding their ethical values and their impact
for the betterment of society.

II. Strategic Plan to Achieve PEOs

In order to be successful in achieving the defined PEOs, the department of electrical engineering
has defined several strategies for achieving each PEO.

PEO-1: Serve competently in national and international industry or academia by showing

excellent skills and knowledge in the field of Electrical Engineering.

Strategies:

1. Develop linkages with the industry.

2. Maintain a strong faculty to student ratio, ideally under the range of 1:25.
3. The curriculum should be revised periodically under the recommendations of postgraduate
faculty members and experts from the industry.
4. The DEE to organize seminars, workshops and training sessions for continuing
professional development.
5. Invite professors from different reputable academic institutions to give seminars and hold
workshops on important technical subjects with state of art practices.
6. Invite various companies to give seminars on important industrial developments.
7. Industrial Skill development workshops.

PEO-2: Exhibit the quest for learning and initiative through elevation in education or growth in
professional status.

Strategies:

1. Develop linkages with the industry.

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 2. The Department of Electrical Engineering to organize seminars, workshops and training
sessions for continuing professional development.
3. Create liaison with international universities to grab opportunities for students to avail
scholarships for higher studies.
4. Undergo extensive review of the curriculum as recommended by the HEC (NCRC).
5. Attract and retain highly qualified and motivated faculty in all core areas of the program.

PEO-3: Demonstrate commitment to ethical practices, community service and societal

contribution.

Strategies:

1. Invite industry professionals and organize seminars on leadership and ethical practices
related to the workplace environment.
2. Addition of zero-credit community service course in the curriculum.
3. Revision of the curriculum at regular intervals using the suggestions and recommendations
of senior faculty members regarding modern-day tools.
4. Impart ethical values, professionalism, and morality in students.

C. PROGRAM LEARNING OUTCOMES (PLOs)

The twelve graduate attributes provided by the PEC as per Manual of Accreditation 2019
have been adopted by the Department of Electrical Engineering UAJK, Muzaffarabad as the
PLOs for its Bachelor in Electrical Engineering Program.

1. Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering

fundamentals and an engineering specialization to the solution of complex engineering problems.
2. Problem Analysis: An ability to identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences and engineering sciences.
3. Design/Development of Solutions: An ability to design solutions for complex engineering
problems and design systems, components or processes that meet specified needs with
appropriate consideration for public health and safety, cultural, societal, and environmental
considerations.

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4. Investigation: An ability to investigate complex engineering problems in a methodical way
including literature survey, design and conduct of experiments, analysis and interpretation of
experimental data, and synthesis of information to derive valid conclusions.
5. Modern Tool Usage: An ability to create, select and apply appropriate techniques, resources,
and modern engineering and IT tools, including prediction and modeling, to complex engineering
activities, with an understanding of the limitations.
6. The Engineer and Society: An ability to apply reasoning informed by contextual knowledge
to assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to professional engineering practice and solution to complex engineering problems.
7. Environment and Sustainability: An ability to understand the impact of professional
engineering solutions in societal and environmental contexts and demonstrate knowledge of and
need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of engineering practice.
9. Individual and Team Work: An ability to work effectively, as an individual or in a team, on
multifaceted and /or multidisciplinary settings.
10. Communication: An ability to communicate effectively, orally as well as in writing, on
complex engineering activities with the engineering community and with society at large, such
as being able to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
11. Project Management: An ability to demonstrate management skills and apply engineering
principles to one’s own work, as a member and/or leader in a team, to manage projects in a
multidisciplinary environment.
12. Lifelong Learning: An ability to recognize importance of, and pursue lifelong learning in
the broader context of innovation and technological developments.

The PLOs of DEE are well-aligned with the PEOs as illustrated in the Table 6.

Table 6: Mapping of PLOs to PEOs.

PEOs
PLOs
PEO-1 PEO-2 PEO-3

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 PLO-1 Engineering Knowledge ✓
PLO-2 Problem Analysis ✓
PLO-3 Design/Development of Solutions ✓
PLO-4 Investigation ✓
PLO-5 Modern Tool Usage ✓
PLO-6 The Engineer and Society ✓
PLO-7 Environment and Sustainability ✓
PLO-8 Ethics ✓
PLO-9 Individual and Team Work ✓
PLO-10 Communication ✓
PLO-11 Project Management ✓
PLO-12 Lifelong Learning ✓

I. Processes to Evaluate the Attainment of PLOs

The PLOs are assessed by both indirect and direct assessment methods. The PLOs are assessed by
using the following measurement tools:

 Indirect assessment
• Exit Survey
• Alumni survey
 Direct assessment
 Course based PLO-assessment
• Quiz, Assignment, Complex Engineering Problems and Exams.
• Labs and Semester Projects.
• Final Year Project.
Data is collected at various stages during academic program, while evaluation and review
is carried out at the time of graduation. The DOBE committee reviews and analyzes the attainment

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 Figure 3: CQI Process for the PLOs.

of PLOs at the end of spring semester. Any corrective action if required are initiated by DOBE
committee and may progressively be taken up to various statuary bodies for approval.

The CQI process for PLOs assessment is outlined in Figure 3. The stakeholders involved
in initiation of CQI process for PLOs are university faculty, students and the industry. Faculty is
involved through teaching and direct assessment of PLOs, students through exit surveys and
industry is involved through input in the form of internship feedback. The attainment of PLOs are
reviewed once a year at the end of the spring semester. The attainment of twelve PLOs is assessed
directly from the attainment of the CLOs and indirectly through internship and exit student survey.
CLOs are defined for each subject in the curriculum and are mapped with PLOs of respective
domain.

The stepwise process of PLOs assessment at the end of each spring semester is as follows:

1. Direct assessment of PLOs is carried out from the assessment of CLOs pertaining to a
particular PLO by the faculty members.

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 2. CLOs are linked with assessment methods by the faculty and a passing criterion of 50% is
kept as KPI.
3. All students who have attained more than 50% marks in the weighted assessment method
are said to have attained the respective CLO.
4. The CLOs are linked with the PLOs and if the weighted total of the student is above the
KPI of 50%, the student has attained the respective PLO in that course.
5. The PLOs are also assessed by indirect assessment methods i.e., exit survey and internship
survey against the set KPI.
6. Students who have not achieved their PLOs are highlighted by the DOBE committee.
7. If a particular student does not achieve a PLO, he/she is highlighted by the DOBE
committee and a warning letter is issued to that student regarding the upcoming courses
related to that particular PLO.
8. The DOBE committee also analyzes the PLO attainment at cohort level against the set KPI
and made a comprehensive report. The curriculum may be revised and updated or
assessment methods may be revised based on comprehensive report.

The assessment of PLOs is carried out by both direct and indirect assessment methods. The KPIs
for PLOs are shown in Table 7. At the time of graduation, all PLOs must be attained as per the set
KPI from both direct and indirect assessment methods. These assessment methods for course
outcomes are evaluated and corrective actions are initiated by DOBE committee.

Table 7: KPIs for the Attainment of PLOs.

Assessment
Assessment Level (s) KPI
Method

Minimum 50% of students attain

Exit Survey score 3 and above on the scale of
1-5 for each PLOs.
Indirect Minimum 50% of students attain
score 6 and above on the scale of
PLOS Internship Survey
1-10 in internship feedback form
(1 to 12)
for mapped PLOs.

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 Student Level Each student should attain
Assessment via CLOs, FYP minimum 50% in all PLOs.
Direct At least 50% of the students
Cohort Level
should attain a minimum 50%
Assessment via CLOs, FYP
for a PLO.
A PLO is considered to be achieved if a student attains 50% or more in a PLO. A student
must pass all the PLOs by the end of the program.

D. COURSE LEARNING OUTCOMES (CLOs)

CLOs are statements that describe the knowledge or skills the students should acquire by the
end of a course/subject, and help students understand why that knowledge and those skills will
be useful to them. These are elements of technical or soft skills that each student must acquire
after the completion of a specific course. CLOs are designed to support and be measureable
against PLOs. CLOs are very specific to each individual course.

In DEE, CLOs have been defined as part of the course curriculum. The level of learning for each
CLO is defined on the basis of Blooms Taxonomy of Learning. The Bloom’s taxonomy comprises
of three distinct domains: Cognitive (C), Psychomotor (P) and Affective (A). The frequency of
Taxonomy levels for each domain in the department of electrical engineering is shown in Table 8.
The overall distribution of CLOs on Bloom’s taxonomy level and the distribution of CLOs at
sublevels of these domains have been given in Figure 4.

Table 8: Learning Levels and Taxonomy Domains.

BLOOM'S TAXONOMY
C1 C2 C3 C4 C5 C6 Total
Cognitive
16 22 59 31 15 0 143
A1 A2 A3 A4 A5
Affective
4 17 21 1 0 43
P1 P2 P3 P4 P5 P6 P7
Psychomotor
10 17 13 0 0 0 0 40

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 Physcomotor
18%
Affective
19% Cognitive
63%

Cognitive Affective Physcomotor

Figure 4: Learning Domains Distribution.

I. Review Process of CLOs

The review process for the CLOs is being carried out through DOBE committee. This
committee is responsible for revision and improvement of CLOs and for taking any other
corrective actions to meet the desired criterion. The review process of CLOs is shown in Figure 5.
At the end of each semester, the DOBE committee assesses and analyses the CLOs achievement
against the KPIs and identifies the CLOs in each course which did not meet the KPIs. The DOBE
committee formulates a corrective action plan along with the timeline for all those CLOs which
were not achieved according to the following guidelines:

1. If more than 50% of the students in a class fail to achieve a CLO, there may be some
problems with the CLO’s pre-requisite, course outline, method of instruction etc. In this
case DOBE committee, in consultation with the HoD, will formulate corrective actions
based on the feedback from teacher and students.
2. If the KPI is achieved by 50-70% of the class then DOBE committee, in consultation with
the HoD, will suggest the corrective actions based on the feedback from teacher and
students for the rest of the students who were not able to achieve the CLO relating to
specific PLO.
3. If KPI is met above 70% no action will be taken.

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 Figure 5: CQI Process for the Attainment of CLOs.

CQI POLICY
The OBE practice requires that the implementation of continuous quality improvement (CQI)
process to continuously improve the quality of teaching and learning of an education program.
Continuous quality improvement is part and parcel of the overall objective evaluation process. The
realization of the inadequacies of current systems or implementations and the desire for
improvement is the fundamental of CQI process. The CQI process consists of three concentric
loops. These loops are CLOs Assessment Loop, PLOs Achievement Loop, and PEOs Attainment
Review Loop. These loops are pictorially shown in the Figure 6.

The CQI loop for CLOs is implemented after every semester whereas CQI loop for PLO
achievement is executed after every year. The CQI loop for PEO attainment will be implemented
after 4 years of graduation.

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 Figure 6: Complete CQI Process.

The DOBE committee is responsible for implementing the CQI process at the department. The
DOBE committee collects the following documents to initiate the CQI process:

 Course files.
 Grading sheets with CLO and PLO evaluation.
 Internship survey data.
 Exit survey data.
 Students’ feedback summary
 Course report by teacher
 Final year project assessment data
After receiving the documents, the DOBE committee initiates the CQI process for CLOs, and
PLOs.
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I. CQI POLICY FOR CLOs

CLOs are the fundamental building block of every course in each semester. CLOs are defined
for each course as per guidelines of Blooms Taxonomy and are unique and course specific. These
CLOs are evaluated via direct assessment i.e. assignments, quizzes, mid-term exam, final term
exam, project, lab performance, viva etc. The complete record of CLO attainment is maintained
through Quality OBE (Q-OBE) software. The CQI loop for CLOs (inner most loop of Figure 6) is
initiated at the end of each semester. The DOBE committee reviews and evaluates each course
folder and the CLOs achievement data compiled by the course teacher. The DOBE committee
assesses and analyses the CLOs achievement against the KPIs and identifies the CLOs in each
course which did not meet the KPIs. The DOBE committee formulates a corrective action plan
along with the timeline for all those CLOs which were not achieved according to the following
guidelines (see Figure 7):

1. If more than 50% of the students in a class fail to achieve a CLO, there may be some
problems with the CLO’s pre-requisite, course outline, method of instruction etc. In this

Figure 7: Guidelines for CLOs Corrective Action Plan.

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 case DOBE committee, in consultation with the HoD, will formulate corrective actions
based on the feedback from teacher and students. Some of the corrective action for this
scenario are:

a) Improvement in teaching methodology

b) Improvement of CLO itself
c) Change/improvement in assessment methodology
d) Change course contents
e) Change course pre-requisites
f) Modify learning level
g) Revision and/or directed reading of specific contents in a following course.
2. If the KPI is achieved by 50–70% of the class then DOBE committee, in consultation with
the HoD, will suggest the corrective actions based on the feedback from teacher and
students for the rest of the students who were not able to achieve the CLO relating to
specific PLO. The corrective actions for this case are:

a) Arranging deficiency classes/tutorials.

b) Revision and/or directed reading of specific contents in a following course.

c) Specific assignments/homework given to the students who fail specific CLOs.

d) Student Counseling.

e) If KPI is met above 70% no action will be taken.

II. CQI POLICY FOR PLOs

The middle loop in the Figure 6 is the CQI loop for PLOs. The CQI loop for PLOs is initiated
after one year at the end of each spring semester. The complete record of PLOs attainment is
maintained through Q-OBE software. The DOBE committee analyzes the PLOs attainment report
for individual student as well as for whole session at the end of each spring semester. For individual
students, if PLOs are attained, the DOBE committee will not take any corrective action. However,
if an individual is not unable to attain the KPI for a PLO then different plans are used for
improvement. In case, the failed PLOs are repeated in upcoming semesters, the DOBE committee
will issue a warning letter to the concern student and batch advisor will guide the student properly

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to achieve the PLO in upcoming semesters. In case any student fails to achieve a PLO in last year
and he has no chance to improve it in coming semester then DOBE committee, in consultation
with HoD, will arrange/offer tutorials, and/or coursework containing such PLOs to recover the
failed PLOs. For cohort level, if more than 50 % of the class has attained the KPI for PLOs no
corrective action will be taken required. However, if PLOs attainment is less than 50 percent, the
DOBE committee, in consultation with the HoD, formulate one or more corrective actions. The
corrective actions for cohort level PLO attainment are: revision of KPIs for PLOs, reassessment
of courses related to PLOs, CLO-PLO remapping, curriculum revision, redefining/improvement
of PLOs, review of teaching & learning processes, review of PLOs assessment methods. The PLO
attainment model is shown in Figure 8.

Figure 8: PLO Attainment Model.

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III. CQI POLICY FOR PEOs

PEOs are the attributes that we want our students to possess after 4 years of graduation. PEOs
are discussed at institutional level in Industrial Advisory Board (IAB) so that feedback from the
industry can be taken and PEOs can be reevaluated on the basis of current industrial needs. This
feedback is then incorporated in the curriculum and requisite changes are incorporated
accordingly. The PEOs are analyzed and passed through the CQI cycle in regular intervals. The
outer loop in the Figure 6 is the CQI loop for PEOs. The CQI loop for PEOs will be initiated after
4 years of graduation of first OBE based batch. The department has designed alumni survey form
and employer survey form for getting the responses from alumni and employers. The DOBE
committee and QEC will analyze these feedback responses to determine whether a particular PEO
has been successfully met or not. In case the score is lower than average, QEC initiates a process
to find the reason. Some of the corrective measure which could be taken are: redefining
/improvement of PEOs, revision of KPIs for PEOs, curriculum revision, review of teaching &
learning processes and review of PEOs assessment methods. The review and corrective action
plans for PEOs are shown in Figure 9.

Figure 9: Review and Corrective Action Plans of PEOs.

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 Annexure A. Survey Forms

ALUMNI FEEDBACK FORM

Name: _______________________________________________

Name of organization: __________________________________

Position in organization: ________________________________

Year of graduation: ____________________________________

Please select the most appropriate score based on your agreement with the given statement.

PEO Excellen
Very
S. Mappe t Good Fair Poor
Question Good
No d
5 4 3 2 1
1 To what extent you gained
knowledge at UAJK and apply it 1 ☐ ☐ ☐ ☐ ☐
in your profession?
2 Based on the knowledge learned
during your graduate program,
have you decided to go for
2 ☐ ☐ ☐ ☐ ☐
higher education?
3 Have you been involved in a
project related to the solution of
an engineering or related
1 ☐ ☐ ☐ ☐ ☐
problem?
4 Have you been involved in a
research and innovation related 1 ☐ ☐ ☐ ☐ ☐
activity?

24
 5 An engineer has to deal with
his/her superior / colleagues /
subordinates etc. Do you 3 ☐ ☐ ☐ ☐ ☐
conduct yourself in a dignified
manner?
6 Did you get a chance to lead and
manage a team of engineers in
developing a solution to
2 ☐ ☐ ☐ ☐ ☐
engineering problems?
7 Did you ever get the experience
of working
multidisciplinary
in
team
a
to
2 ☐ ☐ ☐ ☐ ☐
develop a Solution?
8 Did u think the knowledge you
obtained impact for the 3 ☐ ☐ ☐ ☐ ☐
betterment of society.

Suggestions (for the improvement of the program)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________

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 EMPLOYER FEEDBACK FORM

Name of Organization:

Address:

Contact No.

Web Address:

Name and the position of UAJK graduate you are evaluating:

Strongly Strongly
Disagree Neutral Agree
PEO Disagree Agree
Questions
Mapped
1 2 3 4 5

Is he/she able to demonstrate

☐ ☐ ☐ ☐ ☐
the application of
professional knowledge 1
concerning his / her area of
specialization?

☐ ☐ ☐ ☐ ☐
Is he/she able to investigate
and analyze solutions to given 1
problems?

☐ ☐ ☐ ☐ ☐
Is he/she able to design
engineering problems? 2

Does he/she take into

account the environmental
and societal concerns in his /
3 ☐ ☐ ☐ ☐ ☐
her professional practice?

26
 ☐ ☐ ☐ ☐ ☐
Is he/she able to work in a
team and cooperate with 2
others?
Did he/she capable of

☐ ☐ ☐ ☐ ☐
addressing societal and
technical / business 3
challenges for the betterment
of society?

To make your feedback more comprehensive, we welcome your valued Suggestion. (If any)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name (optional):_______________________________________________

Company Name: ______________________________________________

Email (optional):_______________________________________________

Position of the respondent: Middle Management, /Senior Management,

Company’s Nature of job: Design/Development/Operation & Maintenance / Other:

___________________________________________________________________

No of Electrical Engineers (all) employed (approx.): ______________

No of Electrical Engineers (of UAJK, Muzaffarabad) employed (approx.): _________

27
 (EXIT SURVEY FORM)

Name: __________________________________ Regd. No: _____________

Department: _____________________________ Session: ______________

Congratulations for completing Bachelor Degree in Electrical Engineering. UAJK University

wishes to ascertain your level of satisfaction about the teaching/learning processes. We value your
input to further improve the quality of education.

Please select the most appropriate score based on your agreement with the given statement.
Strongly Strongly
Disagree Uncertain Agree
S. PLO Disagree Agree
Statement
No Mapped
1 2 3 4 5

☐ ☐ ☐ ☐ ☐
1. I have gained in-depth applied
knowledge during my studies in the PLO-1
program.

☐ ☐ ☐ ☐ ☐
The program was effective in
2. developing analytical and problem PLO-2
solving skills.
The program was effective in
3. enhancing design skills including
understanding and implementing
PLO-3 ☐ ☐ ☐ ☐ ☐
engineering design cycle.
The program was effective in
4. developing ability to evaluate
engineering data critically for
PLO-4 ☐ ☐ ☐ ☐ ☐
performance improvement of solutions.

☐ ☐ ☐ ☐ ☐
The program has helped me in
5. developing working knowledge of PLO-5
modern engineering tools.

☐ ☐ ☐ ☐ ☐
The program has helped me to
6. understand the societal impact of PLO-6
engineering solutions.

28
 ☐ ☐ ☐ ☐ ☐
The program has helped me to adopt
7. environment friendly sustainable PLO-7
engineering solutions.
During my studies the overall
8. environment has helped me understand
moral and ethical values, and my
PLO-8 ☐ ☐ ☐ ☐ ☐
responsibilities towards society.

☐ ☐ ☐ ☐ ☐
The program was effective in
9. enhancing my abilities to work in a PLO-9
team.

☐ ☐ ☐ ☐ ☐
The program was effective in
10. developing written and oral PLO-10
communication skills.
The program has helped me to
11. understand management principals
related to planning, executing and
PLO-11 ☐ ☐ ☐ ☐ ☐
managing engineering projects.

12. The program helped me to develop self-

learning capabilities.
PLO-12 ☐ ☐ ☐ ☐ ☐

Enlist the main strengths of your degree program:

Any suggestions for the improvement of the degree program:

29
 Internship Evaluation Form

To the respondent: This form should be returned to the intern. It may also be mailed directly to
UAJ&K by the respondent. In either case, the respondent should sign over the sealed envelope
flap.

 Student’s Name & Registration Number: _____________________________________-

___________

 Department of Student: _______________________________________________________

 Organization/Company of Internship: ________________________________________

 Duration of Internship in weeks & Working days per week: ______________________

Please evaluate the student’s performance and conduct during internship by encircling the
appropriate number on the scale of 0 to 10, (10 being outstanding). Your cooperation is
appreciated.

1. Professional knowledge & skill (PLO 1)

0 1 2 3 4 5 6 7 8 9 10

2. Ability to apply his/her knowledge to design/develop a solution. (PLO 3)

0 1 2 3 4 5 6 7 8 9 10

3. Analytical approach towards solving a problem. (PLO 2)

0 1 2 3 4 5 6 7 8 9 10

4. Ability to use required engineering tools for the assigned task. (PLO 5)
0 1 2 3 4 5 6 7 8 9 10

5. Initiative and drive. (PLO 11)

0 1 2 3 4 5 6 7 8 9 10

6. Practices ethical behavior, punctuality and discipline. (PLO 8)

0 1 2 3 4 5 6 7 8 9 10

30
7. Ability to evaluate the data/information critically for improvements in solutions. (PLO 4)
0 1 2 3 4 5 6 7 8 9 10

8. Ability to cooperate with associates. (PLO 9)

0 1 2 3 4 5 6 7 8 9 10

9. Considers the societal impact of engineering problems and their solutions. (PLO 6)
0 1 2 3 4 5 6 7 8 9 10

10. Interpersonal skills. (PLO 10)

0 1 2 3 4 5 6 7 8 9 10

11. Self-learning capabilities. (PLO 12)

0 1 2 3 4 5 6 7 8 9 10

12. Endorses or proposes environment friendly and sustainable engineering solutions. (PLO
7)
0 1 2 3 4 5 6 7 8 9 10

Project(s) Assigned: ___________________________________________________________

___________________________________________________________
___________________________________________________________

Percentage of assigned project(s) completed: _______________________________________

Below 50% 50% 80% 90% 100%

Remarks (Use an additional sheet if needed):

____________________________________________________

______________________________________________________________________________
__________

31
Contact Person in HR: Designation:
_________________
Telephone: ________________________________
Email: ____________________________________
Supervisor’s Name: ________________________ Designation:
__________________
Telephone: ________________________________
Email: ____________________________________

Signature: ________________________________ Official Stamp

32