A bibliometric exploration of accreditation in civil engineering education: trends and insights

• Published in: QUALITY ASSURANCE IN EDUCATION
• Main Authors: Ibrahim, Che Khairil Izam Che; Kamal, Norashikin Ahmad
• Format: Article; Early Access
• Language: English
• Published: EMERALD GROUP PUBLISHING LTD 2025
• Subjects: Education & Educational Research
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001439798300001
• ISSN: 0968-4883; 1758-7662
• DOI: 10.1108/QAE-12-2024-0271

Purpose - This study aims to analyze research trends in civil engineering education accreditation, focusing on influential authors, top journals, leading institutions and countries and frequently cited articles. It also explores key research themes and proposes potential directions for future research in civil engineering education accreditation domain. Design/methodology/approach - Data were retrieved from the Scopus database for the period 1985-2024, targeting articles referencing accreditation in civil engineering education. Performance analysis was conducted using Microsoft Excel, OpenRefine and biblioMagika, while science mapping was performed with the Bibliometrix R Package and VOSviewer. Findings - The analysis demonstrates a consistent growth in publications on civil engineering education accreditation since 2000, with the United States leading contributions and Malaysia emerging as a notable contributor among developing countries. Contributions from 226 authors across worldwide institutions were identified. Six key research clusters were uncovered: (1) curricula and accreditation, (2) analytical and problem-solving skills, (3) construction practices and safety engineering, (4) undergraduate civil engineering programs, (5) professional standards in civil engineering and (6) research activities and development. Practical implications - The findings provide valuable insights for institutions offering civil engineering programs, highlighting the need to align curricula with accreditation frameworks to ensure educational quality. Emphasis is placed on integrating elements such as outcome-based education, competency development and continuous quality improvement to prepare graduates for industry demands and global professional standards. Originality/value - By offering a foundational framework for understanding the evolving landscape of accreditation, this study provides valuable guidance for institutions aiming to enhance educational quality and achieve alignment with international standards.