National Commission for Academic Accreditation and Assessment Prepare for the NCAAA Review Panel Visit to AGU Review Panel Visit to AGU Students & Staff

National Commission for Academic National Commission for Academic Accreditation and AssessmentAccreditation and Assessment

Prepare for the NCAAAPrepare for the NCAAA

Review Panel Visit to AGUReview Panel Visit to AGU

Students & StaffStudents & Staff

Main Functions of NCAAA

• Establishing standards and processes for QA and Accreditation

• Planning, training and support for Q improvement

• Accrediting institutions• Accrediting programs• Provisional accreditation of new institutions

and programs• Independent quality assessment for scholarship

eligibility for private colleges and universities• Linking and coordination with international

agencies

NCAAA Accreditation Values Includes

Commitment to Quality Quality Education OutcomesMeeting Quality StandardsFollows Quality ProtocolCommitment to Continuous ImprovementInternal Self-EvaluationExternal Peer EvaluationTransparent

Three Purposes of Accreditation

1. Meet quality assurance standards

2. Continuous Improvement

3. Develop or grow according to researched based best practices

Three Pillars of Accreditation

Requirements for Quality Assurance & Accreditation

1- Establishment of a quality center - committeeتأسيس مركز الجودة واللجنة العامة للجودة

2- Establishment of arrangements (units, committees etc) for quality assurance in each major organizational unit within the institution

تأسيس وحدات ولجان الجودة في الوحدات الرئيسة في المؤسسة التعليمية

3- Initial- Self Evaluation التقويم الذاتي األولي

4- Internal Quality Assurance System (esp. Program, course and field experience specifications for each program(

بناء نظام الجودة الداخلي على مستوى البرنامج وخاصة ما يتعلق بالتوصيفات

.

5- Course and program reports using the NCAAA templates. السنوية التقارير

6- Usage of KPIs: and other performance indicators to provide evidence of quality in various areas of activity المؤشرات

7- Identification of performance benchmarks for assessment of quality relating to the main quality indicators specified المرجعية المقارنة

8- Statistical information to provide evidence of quality of performance

اإلحصائية المعلومات 9- Training programs for faculty and

staff in matters relevant to the improvement of quality. في التدريب

التدريس هيئة ألعضاء الجودة مجاالتالمؤسسة ومنسوبي

10- Initial Self- evaluation التقويمالذاتي األولي

Principles Underlying the System for Accreditation and Quality Assurance

- Responsibility for quality rests with institutions delivering programs

- Quality relates to all of an institution’s functions and activities

- Emphasis should be on support for continuing quality improvement rather than on satisfying required standards

- Supportive relationships are essential

- Assessments of quality must be evidence based and independently verified

- Diversity should be encouraged

- Stakeholders should have substantial involvement in planning and review processes with feedback regularly obtained, analyzed, and responded to

- Total institutional commitment to quality improvement should be achieved through effective leadership and widespread involvement

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Review Visit Dates

Dates for site visits are confirmed :

Institutional ReviewInstitutional Review: 5- 9 May 2013

Institutional ReviewsInstitutional Reviews: normally are set for the nearest semester (If all eligibility requirements are attained)

Remember….Remember….

What is ACCREDITATIONACCREDITATION ???

What is the FOCUS FOCUS ???

……asking questions,… getting answers,…verifying evidence…asking questions,… getting answers,…verifying evidence…

Are you READY ???

What is a Review Panel?What is a Review Panel?

EXTERNAL Professional Experts

A group of peer educators, who form a team or panel, to assess an institution or program for meeting accreditation requirements; according to NCAAA 11 according to NCAAA 11 standards and the evidencestandards and the evidence provided to verify the standards are met.

Who are Who are Review Panel members?Review Panel members?

1.1. Experienced academic peers and Experienced academic peers and ““Professional ExpertsProfessional Experts””

2. Experts in specific fields of study

3. International at this stage.

4. NCAAA Liaison Officer (Non-voting)

5. Observer(s) (Non-voting)

6.6. Male and femaleMale and female

Why a Review Panel Visit?Why a Review Panel Visit?

The purposes of the visit are:The purposes of the visit are:1.Confirm for NCAAA that the institution operates

as reported in its Self-Study Report;2.Meets institutional requirements; (validates

eligibility, SSR, evidence, documents)3.Fulfills its mission and operates according to

NCAAA Standards and best practices;4.Provide an external, peer perspective on

strengths and recommendations for improvement.

The The ScopeScope of External Reviews of External Reviews

The assessment of quality includes both:

1. Consistency with generally accepted standards (Represented by NCAAA Standards, KPI’s & Learning Outcomes)

2. The achievement of Missionachievement of Mission driven goals, objectives, the Strategic Plan, and action points for improvement.

The Review Panel will pay particular attention to the Self Study Report

An important outcome of the Review will be to An important outcome of the Review will be to verify the conclusions verify the conclusions of the SSRof the SSR; although the Review Panel will also make its own

independent assessment of the standards achieved.

What does the Review Panel do?What does the Review Panel do?

The role of the Review Panel is:1. To observe, assess, evaluate, confirm, verify,

analyze, and recommend;

2. To provide NCAAA with information that can aide in its decision-making process THIS MEANS TO ASK QUESTIONS…

3.3. To To Confirm that the SSR is accurate;Confirm that the SSR is accurate;

4. Examine EVIDENCEEVIDENCE: : data and documents

5.5. INTERVIEWINTERVIEW all stakeholder groups;

6.6. Write the Write the Review Panel ReportReview Panel Report: including offering : including offering recommendations for improvement and an recommendations for improvement and an accreditation recommendationaccreditation recommendation

What does the Review Panel What does the Review Panel look for and want to see?look for and want to see?

EVIDENCE… EVIDENCE…

EVIDENCE… EVIDENCE…

EVIDENCE….EVIDENCE….

What kind of EVIDENCE?What kind of EVIDENCE?

1. Key Performance Indicators with benchmarking and analysis;

2. Data statistical tables, charts, and graphs;

3. Student Learning Outcomes which are evaluated to verify that students are learning in the institution or program;

4. Scientific based on scientific research (not random opinions);

What kind of EVIDENCE?What kind of EVIDENCE?

5. Reasonable and consistent documentation and analysis;

6. Documents legal, Specifications, records, promotional, written policy, Strategic Improvement Plan, surveys, and any other materials that may be helpful;

7. Qualitative professional opinions based on meetings and interviews (consistent with surveys)

During the visit,During the visit,Who is in control?Who is in control?

ANSWER ANSWER

The NCAAAThe NCAAA

Review Panel ChairReview Panel Chair(Who is not in control of the visit?)(Who is not in control of the visit?)

Keys for a Successful VisitKeys for a Successful Visit

1. Be positive and enthusiastic;

2. Be 100% honest, cooperative, and transparent….

3. Be on time and follow the schedule;

4. Respect the privacy of the Review Panel meetings and meeting room;

5. Provide credible and verifiable EVIDENCE.

What What NOTNOT to do….??? to do….???

1. Do not ask members what they think of your institution or program….

2. Do not offer gifts or money;3. Do not offer jobs or consulting work;4. Do not build a personal relationship;5. Do not violate the schedule or times;6. Do not use cell phones during

meetings.7. Do not offer business card

What is the Role of Faculty and What is the Role of Faculty and Students?Students?

Conduct staff orientationConduct staff orientationConduct student orientationConduct student orientation

RRemember the review is about the institution emember the review is about the institution and its programs & units, and not about and its programs & units, and not about

individualsindividuals

Full AccreditationThe institution or program has successfully demonstrated that is

in full or substantial compliance with all NCAAA institutional accreditation standards.

Conditional AccreditationThe institution substantially meets the eleven NCAAA institutional accreditation standards, but the institution has some weaknesses that the Review Panel believes are sufficiently serious to require correction before full accreditation is granted.

Not to AccreditAccreditation is denied - the institution would normally not be accepted for reconsideration for accreditation for at least two years. This is to allow sufficient time for problems to be addressed and necessary changes implemented.

Accreditation DeferredAn additional option may be considered in special circumstances where the recommendation could be to defer accreditation subject to re-submission within a reasonable time frame (normally up to 12 months). The NCAAA may give further consideration for a review after the institution has demonstrated that some major matters have been adequately addressed.

Accreditation Status OptionsAccreditation Status Options

Accreditation TermAccreditation Term

Full Accreditation Term is for seven years

Conditional Accreditation Term is normally for less than 7 years and vary according to the conditions.

Standards for Institutions and Standards for Programs

A. Institutional Context

1. Mission and Objectives

2. Governance and Administration

3. Management of Quality Assurance and Improvement

B. Quality of Learning and Teaching

4. Learning and Teaching

C. Support for Student Learning

5. Student Administration and Support Services

6. Learning Resources

D. Supporting Infrastructure

7. Facilities and Equipment

8. Financial Planning and Management

9. Employment Processes

E. Community Contributions

10. Research

11. Institutional Relationships With the Community

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Summary of Standards, Forms of Evidence and Possible Indicators

Standard 1: Mission and Objectives

1.1 Appropriateness

Consistency with the following:

– Establishment charter,– Institution type,– Islamic believes,– Social needs,– Economic requirements,– Stakeholders expectations.

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Standard 1: Mission and Objectives 1.2 Usefulness of the Mission Statement

– Effective guide to decision making– Comprehensive– Achievable– Clear and provides criteria for evaluation.

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1.3 Development and Review of the Mission

– Consultation with major stakeholders,– Formal approval,– Periodically reviewed,– Stakeholders kept informed.

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1.4 Use Made of the Mission Statement

– Used in strategic planning,– Publicized,– Guides recourses allocation.

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1.5 Relationship Between Mission and Goals and Objectives

– Mission consistency with goals and objectives,– Clarity of goals and objectives,– Periodical Review of goals and objectives,– Consistency of goals and objectives of major organizational units with

institutional mission,– Performance Indicators defined and appropriate.

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Standard 2: Governance and Administration

2.1 Governing Body

– Seeking institutional development,– Composition,– Familiarity with activities,– New members informed,– Periodically reviews mission and goals,– Ensuring mission and objectives are reflected in planning,– Monitoring and accepting responsibility,– Forms appropriate committees,– Well defined responsibilities,– Avoiding interference of owners in academic responsibilities,– Members from organizational units act in the interest of the institution,– Reviews its own effectiveness.

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2.2 Leadership– Clearly defined responsibilities of managers,– Anticipation of emerging issues,– Ensuring that actions are taken,– Allowing reasonable level of flexibility in relation to academic affairs,– Managers Cooperation and encouragement of team work,– Mangers accept responsibilities for quality,– Appropriate delegation of authority, – Documentation of delegated authority,– Approval of delegation of authority by the governing body,– Rewarding initiatives,– Feedback is given to subordinates to contribute to their development, – Managers ensure that documented submissions to governing body

enables decision making.

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2.3 Planning Processes – A comprehensive Strategic plan,– Planning is strategic and determines priorities,– Consideration of external factors, – Stakeholders involvement, – Publicizing planning decisions, – Monitoring of implementation, – Plans reviewed and corrective actions taken,– Information made available on performance indicators and other

aspects,– Risk management included,– Integration with budgeting processes.

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2.4 Relationships Between Sections for Male and Female Students

This standard is not relevant to KFUPM

2.5 Integrity

– Code of practice for ethical behaviour,– Review and modification of relevant processes,– Truthful advertisement, – Regulations consistently followed.

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2.6 Policies and Regulations

– Manuals prepared, – Terms of reference of major committees,– Documents accessible to all concerned parties, – Students responsibilities and code of conduct, – Periodic review of policies.

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2.7 Organizational Climate

– Systematically maintaining positive climate, – Opinions on major initiatives sought, – Recognition and acknowledgement of significant achievements, – Information communicated to concerned parties, – Surveys of issues related to organizational climate.

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2.8 Associated Companies and Controlled Entities

– Appropriateness of functions of controlled entities, – Specified administrative and financial matters, – Review of audited financial reports, – Risk assessment and protection against legal liabilities, – Ensuring the quality of outsourced functions.

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Standard 3: Management of Quality Assurance and Improvement

3.1 Institutional Commitment to Quality Improvement – Support from rector and deans, – Involvement of all teaching and administrative staff, – Creativity and innovation, – Mistakes and weaknesses are recognized and used in planning for

improvement, – Improvements appropriately acknowledged, – Evaluation and planning involve normal administrative processes.

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3.2 Scope of Quality Assurance Processes

– Participation of all academic and administrative staff including governing body,

– Evaluation and reporting to provide overview of institutional performance, – Evaluations consider input processes and outcomes, – Evaluation of routine activities, – Processes designed to ensure high standards are met, – A program for institutional research on quality issues, – Consistency of quality processes and standards in males and females

sections.

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3.3 Administration of Quality Assurance Processes

– Responsibility assigned to a senior member to provide guidance,– Quality centre established, – Quality committee formed, – Quality committee chaired by a senior member, – Defining the roles and responsibilities of the centre and committee, – Coordination between concerned organizational units, – Integration with planning strategies, – Evaluations are evidence based involving use of prescribed indicators

and independent verifications. – Common forms an survey instruments are used,– Statistical centrally retained and provided to concerned parties,– Quality processes are used in administrative and other units, – Evaluations are transparent.

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3.4 Use of Indicators and Benchmarks

– Identifying a reasonable number of indicators for each administrative and academic unit,

– Similar units must have some common indicators, – Benchmarking is used, – Performance indicators and benchmarks for major units approved by

appropriate committee or council,– Consistency of indicators and benchmarks across the institution.

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3.5 Independent Verification of Standards

– Self-evaluations are verified by surveys of stakeholders opinions,– Interpretations of evidence are verified through independent advice, – Established institutional policies and procedures for verification of student

achievements.

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Standard 4: Learning and Teaching

4-1 Institutional Oversight of Quality of Learning and Teaching ―Procedure for approval of new program proposals and major changes in

existing programs, ―Guide lines for defining the level of approval of changes in programs and

courses, ―Data on performance indicators are annually reviewed by senior

administration, ―Programs annual reports are prepared and reviewed and responded to, ―Periodic self-evaluation of all programs are prepared for consideration by the

quality committee, ―Periodic reports on the overall quality of teaching and learning, ―Reports from departments to their college or by colleges to senior

administration are responded to, ―Participation of colleges and departments in general institution strategies, ―Similar programs offered in different sections are provided with equal

resources.

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4-2 Student Learning Outcomes

─ Considering professional advice in the specification of learning outcomes,

─ Consistency of the learning outcomes with the National Qualifications Framework,

─ Consistency of the learning outcomes with local requirements of professional practice,

─ Strategies for developing prescribed students attributes, ─ Periodic Surveys of graduates and employers opinions regarding

learning outcomes.

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4-3 Program Development Processes

─ Requiring detailed program and course specifications for approving new programs and major changes in programs,

─ Ensuring progressive development in learning in each program, ─ Ensuring that the teaching staff are capable of delivering the

program, ─ Monitoring and implementing on continuous basis the need for

necessary adjustments in programs learning outcomes, ─ Having a continuing advisory committee for each professional

program, ─ Approval of new programs is assigned to a senior academic

committee.

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4-4 Program Evaluation and Review Processes ─ Courses and programs are evaluated annually, ─ Changes are retained in course and program portfolio, ─ Quality indicators that include the learning outcomes are used for all courses

and programs, ─ Student completion rates are kept for all courses and programs and used

among the quality indicators, ─ Reports on programs are reviewed annually by the senior administrators and

quality committees, ─ Data on quality indicators for programs are compared across the institution

and with external benchmarks, and timely actions are taken, ─ Comprehensive assessment of each program conducted at least every five

years, ─ Program reviews involve experts from relevant industries, ─ Feedback surveys from students, graduates, employers and other

stakeholders are used in program review.

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4-5 Student Assessment─ Student assessment appropriate for the type of learning,─ Assessment processes communicated to students,─ Verification of student achievement in relation to internal and

external benchmarks,─ Ensuring that domains of learning outcomes are addressed in

student tests,─ Training of teaching staff,─ Dealing with inconsistent or inadequate student assessments,─ Ensuring that work submitted by students is actually done by the

student concerned,─ Prompt feedback to students on their results of assessments,─ Fair and objective assessment,─ Processes for academic appeal are known to students and

administered equitably.

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4.6 Educational Assistance for Students4.7 Quality of Teaching

4.8 Support for Improvements in Quality of Teaching4.9 Qualifications and Experience of Teaching Staff

4.10 Field Experience Activities4.11 Partnership Arrangements with Other Institutions

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Standard 5: Student Administration and Support Services

5.1 Student Admissions5.2 Student Records

5.3 Student Management5.4 Planning and Evaluation of Student Services

5.5 Medical and Counselling Services5.6 Extra Curricular Activities for Students

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Standard 6: Learning Resources

6.1 Planning and Evaluation6.2 Organization

6.3 Support for Users6.4 Resources and Facilities

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Standard 7: Facilities and Equipment

7.1 Policy and Planning7.2 Quality of and Adequacy of Facilities

7.3 Management and Administration7.4 Information Technology

7.5 Student Residences

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Standard 8: Financial Planning and Management

8.1 Financial Planning and Budgeting8.2 Financial Management

8.3 Auditing and Risk Management

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Standard 9: Employment Processes

9.1 Policy and Administration9.2 Recruitment

9.3 Personal and Career Development9.4 Discipline, Complaints and Dispute Resolution

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Standard 10: Research

10.1 Institutional Research Policies10.2 Teaching staff and Student Involvement in Research

10.3 Commercialization of Research10.4 Research Facilities and Equipment

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Standard 11: Relationships with the Community

11.1 Institutional Policies on Community Relationships11.2 Interactions With the Community

11.3 Institutional Reputation

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مع جزيل الشكر على حسن االستماعThank You For Listening

QuestionsQuestions ? ?