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A Conceptual Engineering Doctoral Program Accreditation Framework.

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Bibliographic Details
Title:	A Conceptual Engineering Doctoral Program Accreditation Framework.
Authors:	MNIF, FAICAL¹ mnif@squ.edu.om
Source:	International Journal of Engineering Education. 2026, Vol. 42 Issue 4, p1068-1077. 10p.
Subjects:	Accreditation, Accreditation Board for Engineering & Technology (U.S.), Scholarly method, Doctoral students, Quality assurance, Engineering education, Interdisciplinary education
Abstract:	ABET has established a globally recognized framework for assuring the quality of undergraduate and master's programs in engineering, computing, and technology. However, no equivalent accreditation model exists for doctoral programs, despite the increasing importance of research-based education, interdisciplinarity, and societal impact. This paper explores the feasibility and potential framework for extending ABET accreditation to PhD programs in engineering. It analyzes current ABET criteria, contrasts them with existing doctoral-level quality assurance models (e.g., EUR-ACE, QAA, and national qualification frameworks), and proposes a new set of Doctoral Student Outcomes (DSOs) emphasizing originality, ethical research practice, leadership, innovation, and global impact. A conceptual "Doctoral Program Accreditation Framework" (DPAF) is presented, outlining governance, assessment mechanisms, and integration pathways with ABET's continuous improvement model. The paper concludes by discussing challenges, implementation strategies, and implications for global engineering education reform. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	ABET has established a globally recognized framework for assuring the quality of undergraduate and master's programs in engineering, computing, and technology. However, no equivalent accreditation model exists for doctoral programs, despite the increasing importance of research-based education, interdisciplinarity, and societal impact. This paper explores the feasibility and potential framework for extending ABET accreditation to PhD programs in engineering. It analyzes current ABET criteria, contrasts them with existing doctoral-level quality assurance models (e.g., EUR-ACE, QAA, and national qualification frameworks), and proposes a new set of Doctoral Student Outcomes (DSOs) emphasizing originality, ethical research practice, leadership, innovation, and global impact. A conceptual "Doctoral Program Accreditation Framework" (DPAF) is presented, outlining governance, assessment mechanisms, and integration pathways with ABET's continuous improvement model. The paper concludes by discussing challenges, implementation strategies, and implications for global engineering education reform. [ABSTRACT FROM AUTHOR]
ISSN:	0949149X