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A comparative analysis of ABET-accredited programs in Asia.

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Title: A comparative analysis of ABET-accredited programs in Asia.
Authors: Faiz, Mohammed Mujahid Ulla1 (AUTHOR) pdf.mujahidullafaiz@lincoln.edu.my, Oruganti, Sai Kiran1 (AUTHOR) saisharma@lincoln.edu.my, Khekare, Ganesh2 (AUTHOR) khekare.123@gmail.com
Source: Discover Education. 4/22/2026, Vol. 5 Issue 1, p1-15. 15p.
Subject Terms: *Higher education, *Engineering education, Accreditation, History of education policy, Quality assurance
Geographic Terms: Asia, Saudi Arabia
Company/Entity: Accreditation Board for Engineering & Technology (U.S.)
Abstract: This study presents the first pan-Asian comparative analysis of ABET-accredited programs across 24 countries, addressing a critical gap in the literature on international quality assurance. Analyzing data from the official ABET database (July 2025), we map the current landscape and historical trends of accreditation in the region. Findings reveal 805 active programs, with a strong concentration at the bachelor's level (754 programs, 93.7%). Saudi Arabia leads with 252 programs and is the sole country with master's-level accreditation. Five nations—Saudi Arabia, the United Arab Emirates, Jordan, Turkey, and the Philippines—host nearly 70% of all bachelor's programs, indicating strategic regional concentration. Kuwait, Saudi Arabia, and Vietnam are the only three countries with Engineering Technology Accreditation Commission (ETAC) accreditation at both associate and bachelor's levels. Notably, only 18.3% of accredited bachelor's programs hold international mutual recognition (Seoul Accord), underscoring a focus on domestic quality assurance over global mobility. Historical data shows significant attrition in some countries, highlighting sustainability challenges. Through the lens of quality assurance, competitiveness, and mobility, this study offers evidence-based insights for institutions, accreditors, and policymakers aiming to enhance program quality and international alignment in Asian higher education. [ABSTRACT FROM AUTHOR]
Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: A comparative analysis of ABET-accredited programs in Asia.
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  Data: This study presents the first pan-Asian comparative analysis of ABET-accredited programs across 24 countries, addressing a critical gap in the literature on international quality assurance. Analyzing data from the official ABET database (July 2025), we map the current landscape and historical trends of accreditation in the region. Findings reveal 805 active programs, with a strong concentration at the bachelor's level (754 programs, 93.7%). Saudi Arabia leads with 252 programs and is the sole country with master's-level accreditation. Five nations—Saudi Arabia, the United Arab Emirates, Jordan, Turkey, and the Philippines—host nearly 70% of all bachelor's programs, indicating strategic regional concentration. Kuwait, Saudi Arabia, and Vietnam are the only three countries with Engineering Technology Accreditation Commission (ETAC) accreditation at both associate and bachelor's levels. Notably, only 18.3% of accredited bachelor's programs hold international mutual recognition (Seoul Accord), underscoring a focus on domestic quality assurance over global mobility. Historical data shows significant attrition in some countries, highlighting sustainability challenges. Through the lens of quality assurance, competitiveness, and mobility, this study offers evidence-based insights for institutions, accreditors, and policymakers aiming to enhance program quality and international alignment in Asian higher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discover Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 4/22/2026
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