PurposeThe purpose of this paper is to report a literature review which was conducted to trace the quality journeys occurring in industrial and educational scenarios.Design/methodology/approachFirst, the literature was reviewed to trace the efforts made to implement quality models in industrial scenarios. Quality models include International Organisation for Standardisation (ISO) 9000 certification, Malcolm Baldrige National Quality Award (MBNQA), Deming Prize and European Quality Award (EQA). Next, the literature was reviewed to trace the quality journey being undertaken in an engineering educational scenario.FindingsModern Engineering Educational Institutions (EEIs) are required to first accredit their programs by following Accreditation Board for Engineering and Technology (ABET)‐based stipulations. Then, these EEIs have to strive to implement quality models.Research limitations/implicationsBecause of the low volume of research conducted, relatively very few papers dealing with ABET and quality models could be reviewed. However, the exhaustive review of most of these papers has overcome this limitation.Practical implicationsFirst, modern EEIs should gain accreditation to ABET and then strive to obtain quality models. This endeavour would make fresh engineers employable in industrial scenarios.Originality/valueIt appears that no researcher has so far attempted to examine the implementation of quality models in an engineering educational scenario. In this context, the results of the literature review reported in this paper could be utilized while implementing quality models in EEIs via ABET‐based accredited programs.

A research involving the study of implementing the requirements of European Quality Award (EQA) in Engineering Educational Institutions (EEIs) via Accreditation Board for Engineering and Technology (ABET) based accreditation has been reported in this paper. Initially, the stipulations of ABET and EQA were studied. Only one criterion of EQA titled 'People results' was found to be uncommon with ABET's stipulations. Hence, an EEI accredited with ABET needs to implement only this uncommon criterion. After drawing this inference, an implementation study was conducted in an EEI situated in Tamilnadu State of India. As ABET-based accreditation elements had been developed in this EEI, the common elements were reordered to suit the ordering of EQA criteria. Only the elements pertaining to 'People results' were developed during this implementation study. On the whole, the experiences gained by conducting this research revealed the feasibility of implementing EQA via ABET-based accreditation in modern EEIs.

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