Gap Analysis Between Program Expectations and Competency Outcomes of Students in Industrial Education of Electrical Engineering for Curriculum Improvement

To provide a good curriculum for producing valuable graduated students as technician

teachers, the specific skills in engineering, professional teaching ethics, and teacher

certification were integrated as the requirements of stakeholders. This study focused on the

gap analysis for competency of undergraduate students in the 4th year of Bachelor of

Industrial Education program in Electrical Engineering at KMUTT. The questionnaire for

self-evaluation with 4-level rubric scales was created to determine the qualitative and

quantitative data in 3 domains for a sample group of 39 students For the first domain,

teaching management skills with 8 indicators showed that the average scores were at a

moderate level (mean=3.13), with weaknesses in competencies of lecturing/explaining,

learning outcome assessment and problem-solving which needs to be urgently improved. The

second domain related to specific electrical engineering skills with 19 indicators showed that

the current competencies were below the expected levels in some skills (mean=2.95) but the

students were very good in problem identification. The third domain was related to some

important characteristics and professional ethics for teachers with 15 indicators. The students'

current competencies were at a good level (mean=3.46), with strength points in honesty and

professional responsibility but the areas for improvement were leadership and emotion

control. Therefore, the gap of student competencies determined with radar charts were

effectively applied for curriculum improvement by applying outcome-based education

module (OBEM) and create short courses to match the competencies you want to enhance in

various skills.