Quality assurance in Al-Hussein Bin Talal University

Transcription

1 Quality assurance in Al-Hussein Bin Talal University Prepared by Planning, Information and Quality Unit 2015

2 Quality assurance in Al-Hussein Bin Talal University Table Subject Preface Introduction Chapter I : The Quality Assurance Structure Preface Vision, Mission and Objectives Quality Assurance Strategy Quality Assurance Framework Quality Assurance Structure Chapter II : Quality Assurance of Monitoring Procedures Preface Internal and External Monitoring Procedures Quality Assurance Standards Chapter III : Quality Assurance of Academic Governance Preface Management Structure Quality Assurance of Academic Governance Chapter IV : Quality Assurance of Assessment Systems Preface Quality Assurance of the Assessment Monitoring Assessment Procedures and Systems Chapter V : Quality Assurance of Student Services Preface Student Induction and Advising Student Support Services Student Representation Extra-Curricular Services Chapter VI: Quality Assurance of Research, Planning and Development Preface Research Planning and Development Quality of Planning and Development Chapter VII: Quality Assurance of Administrative Governance Preface Planning and Organizational Structure Human Resources No

3 Quality assurance in Al-Hussein Bin Talal University Subject Chapter VIII: Quality Assurance of Studies and Surveys Student Assessment Questionnaire for a Course of Study Student Questionnaire for Program Assessment at their Academic Dept. Mid Term and Final Examinations Assessment Questionnaire Student Questionnaire for Registration Services and Academic Advising Study Plan Assessment Questionnaire Head of Academic Dept. Appraisal for Faculty Members Questionnaire for Investigating AHU Student s Skills and Abilities Level Questionnaire for Investigating AHU s Role in Developing Surrounding Communities Chapter IX : Guidelines for programs Self-Assessment Preface How to Complete the Self- Assessment Questions that Need to be Addressed in the Self- Assessment The General Principles of the Self Assessment No

4 Quality assurance in Al-Hussein Bin Talal University Preface The quality assurance in higher education is one of the pillars of the strategic planning for the advancement and reform of higher education to improve its outcomes and to take effective and timely corrective action. Al-Hussein Bin Talal University is among the first Jordanian universities, which focused on the development and application of quality standards in all academic and administrative operations and services to achieve its mission and objectives. University has worked since its inception to improve the quality of its operations and outputs in a way that leads to earn the trust of the community, increase its competitiveness both locally and internationally, and serve the goals of sustainable development in Jordan. In light of this, the university seeks continuous development of higher education and quality assurance, according to a set of principles and values that emphasize transparency, objectivity and justice. The university sought since its inception to achieve national requirements (before the creation of the Higher Education Accreditation Commission) and the International standards and worked to provide all kinds of support and facilities for all colleges to help the continuous improvement of the quality outputs through an objective and realistic mechanisms for selfassessment of quality assurance and accreditation standards. Accordingly, we offer gratitude to those in charge of the preparation of this manual in the Department of Planning and Quality Management and all the colleagues who showed some suggestions and comments until this guide came out in its final form. I urge all my colleagues, both the faculty members and staff to work on the application of the standards set out in these guidelines because it was originally developed to ensure the quality of all academic and administrative, financial, service operations and a continuous improvement required to achieve the mission and goals of the University. University President Prof. Ali M.Qaisi 4

5 Quality assurance in Al-Hussein Bin Talal University Introduction This guidelines is prepared by Planning and Quality Management Department to orient academics, administrators at the university and other stakeholders, with quality assurance standards in higher education and the ability of the university to achieve these standards in order to achieve the desired level of efficiency. This guidelines focuses on the general specifications and standards to ensure the quality of higher education and its outputs and internal organizational structure for the management of quality in the university and processes required. Guidelines also focuses in setting standards for quality systems in an adequate number of areas include strategic planning, organizational structure, leadership and governance, credibility, ethics, administrative apparatus, physical and financial resources, community engagement and the services provided to students, academic programs and registration operations. This guidelines focuses on the quality requirements of the processes of teaching and learning as the most important goals of the establishment of the university. It describes the elements of the effectiveness of this process in terms of students, programs and academic subjects, standards and methods of teaching and learning, the performance of faculty members, their assistants and scientific research together feedback and conduct self-study to evaluate academic programs. In general, this guide will help in the evaluation of university programs, the development of performance standards and compliance with the regulations and instructions governing all operations in order to achieve mission and objectives of the university. This guidelines is linked closely to strategic plan for the university, which aims to achieve the vision and goals of the university and ensures that it supports the university in the application of its strategic plan, which reflects its personality of the independent, university characteristics and community responsibilities. This guidelines is developed to use the accumulated experience at the university in addition to benefiting from the expertise similar institutions distinguished outputs. This guidelines will help the university to adequately analyze the existing situation and identify gaps between vision and goals and ways to achieve and put strategies, standards and procedures which enable it to achieve its mission and objectives. We have taken into account when preparing this guide to try to involve the largest possible number of stakeholders, especially the students and faculty members and gather feedback from them on the challenges and try to work on finding corrective measures to reduce the restrictions and limitations, whether administrative or financial. Department of Planning and management welcomes any proposals, observations or comments to help improve this guidelines to be as everyone wishes to help guidelines effective operations of quality assurance in the university, and it will be published on the Web site of the university to provide an opportunity for all to read it. Director of Planning, Information and Quality Unit. Abdullah Al-Maharmeh 5

6 Quality assurance in Al-Hussein Bin Talal University Chapter 1 The Quality Assurance Structure Preface Vision, Mission and Objectives Quality Assurance Strategy Quality Assurance Framework Quality Assurance Structure 6

7 Preface This guidelines is intended to ensure application of quality assurance at the Al- Hussein Bin Talal University to provide information on quality assurance in terms of framework, structures and policies that work within the university and how to provide services to stakeholders. This guidelines can be used along with the rest of the other university publications such as the regulations, rules, Bylaws, manuals, programs of study, and academic mentors for students. The aim of this guidelines is also to provide information on the policies and principles that work, within the university, and defines the general framework of the work and responsibilities to be undertaken to achieve the mission and goals of the university. The guidelines is divided into several chapters and each chapter shows the basic requirements for quality assurance which supports the mission and objectives of the university while maintaining the integrity and equal opportunities for all. Information provided in this guidelines applies to all colleges and units of the university and is governed by the university bylaws and regulations. This guidelines can be used in all academic and administrative processes and procedures that govern and regulate the teaching and learning environment at the university, which serves as an important tool for teachers, staff and students to do their jobs and responsibilities set forth in the rules, regulations, and procedures of the university. The process of implementation and compliance is evaluated through monitoring, observing, and the annual analysis of the overall performance. Vision: Al-Hussein Bin Talal University seeks excellence in providing qualitative programs through modern tools in education, scientific research and communities' development. Mission: Al-Hussein Bin Talal University, a national educational and research institution, aims to provide its achievements in the field of education and research to play a leading role in supporting national development and openness to the world. The university is committed to its social responsibility, to prepare students for an increasingly sophisticated world, to exploit its available resources and to spread the culture of excellence. Objectives: Stemmed from the university's mission the objectives are as follows: 1. Provide a healthy, balanced and attractive campus environment to accentuate academic and administrative processes. 2. Development of students creative thinking skills through the optimal use of available resources. 3. Contribute to the national and local development in partnership with the private sector and the communities to invest in the future through scientific research and alumni. 4. Provide academic programs to keep abreast of development and adapt to the needs of development and labor market. 7

8 Quality assurance in Al-Hussein Bin Talal University Quality assurance questions What are we trying to do? Mission Why are we doing it? Purpose How are we doing it? Strategy, processes and structures Why is this best way to do it? Awareness, self - reflection How do we know it works? Analysis, Indicators How can we improve it? Processes. Internal Quality Assurance (IQA) Management at the University University Strategic Plan Quality assurance plan 2012, consistent with the quality standards set by the Higher Education Accreditation Commission (HEAC) standards. All programs are accredited by the Higher Education Accreditation Commission. New internal quality arrangements have been in place since the beginning of the year 2012 Establish a Quality Assurance Department in 2005 Quality Assurance Committee (University level) Quality Assurance Committee (College level) Quality Assurance Committee (Dept. level). Internal Quality Assurance Management System Quality Assurance System should be: An integral part of the internal management of the institution. A valid link, proportionate, and consistent with the stated objectives. Reflects the interests of all stakeholders without exception. Recognizes the institutional independence, and responsibility of higher education institutions to ensure the quality of education. In line with the legal, educational and social contexts in which the institutions of higher education operate. A focus on improvement / enhancement, in addition to monitoring. Lead to the writing of reports that can be easily accessible and understandable to the general public. 8

9 Internal Quality Assurance Policy QA Policy QA Guidelines AQ Administrative Structure QA Processes and Procedures QA Information Systems Internal QA Structure Achievement of strategic goals of the university Achievement of the outcomes of its academic programs by students. QA Certificate by HEAC International recognition of the university, its programs and its graduates 9

10 ضمان الجودة في جامعة الحسين بن طالل Internal QA Structure Academic staff Students Admin Staff Dept. Level Dept. QA Committee Chaired by HoD Administrative Units Faculty Level Faculty QA Committee Chaired by Dean Admin Dept. Level Dept. QA Committee reporting QA Unit (Management of QA) action University Level (Higher QA Committee) President 01

11 Quality assurance strategy The quality assurance strategy is a statement of the extent of the university's commitment to emphasizing the quality of services provided to students and staff, which is in compliance with the strategic plan of the university, which has a particular focus on partnership with the university s internal and external stakeholders, in widening the teaching and learning opportunities for staff and students. It provides goals and objectives for the implementing university quality assurance policies and includes systems, mechanisms and procedures that contribute to the promotion of quality. Strategic goals 1. To develop an effective quality assurance system, this governs the academic operations and administrative functions at the university. 2. To enable the university to accredit all its programs by the Higher Education Accreditation Commission and global bodies (if possible). 3. To ensure the consistency of the process of implementing bylaws and regulations of the university and maintain quality assurance standards in all academic colleges and administrative units. 4. To support those faculty initiatives that promotes academic standards and opportunities for student learning and staff capacities development. 5. To ensure the implementation of the university's strategy in support of student services in full. 6. To Develop AHU course materials and introduce new programs that respond to the needs of the local market and constructively contribute to existing course resources. 7. To develop internal procedures for periodic review and peer review / courses / programs reviews and internal self-evaluation processes. 8. To establish links with professional organizations and international agencies to ensure quality and to integrate the international quality assurance standards within the internal quality assurance procedures at the university. 9. To reconsider the structure and responsibilities of the academic and administrative committees at the university on the strategic and operational levels in order to develop effective strategies for implementation. Quality Assurance and Enhancement Mechanisms: QA Unit Mission and Tasks Publishes quality policy Defines the interest groups Defines the QA structure Defines and runs QA procedures, processes Establishes actions to improve quality Determines the accountability Procedure Establishes, runs and maintains QA information system Disseminates good Practice 00

12 The notion of quality underpinning the framework adopted by AHU is fit for purpose. The QA systems and mechanisms ensure that it approaches objectively reviewing; monitoring, academic programs reflect the commitment to the stated objectives and provisions of teaching and learning provisions. Quality assurance system ensures that teaching and learning environment and university s overall provisions are fit for purpose. AHU quality assurance systems and mechanisms can be classified into two categories: internal and external: Internal Quality Assurance and Enhancement: Internal quality assurance mechanisms are continuous and shall be consistent with the QA framework set forth in university policies, and must include evaluation mechanisms to the following: Quality of programs and courses. Quality and efficiency of the faculty members. Quality of academic provisions. Quality of teaching and learning experience. Quality of student assessment. Quality of administrative and support services for students and infrastructure. Quality of resources and facilities. Quality of research and community service. Regular internal reviews are conducted to ensure that quality assurance strategy is implemented, through the Deans Council and the Higher Committee for Quality Assurance in the university to identify and approve the new additional frameworks for quality management that may be necessary to ensure the development and improvement. External Quality Assurance and Enhancement: Usually external quality assurance procedures are based on internal quality assurance procedures and mechanisms (self-assessment procedures and internal monitoring) to ensure the maintenance of high standards of quality assurance. The following external mechanisms are periodically utilized: 1. External examiners. 2. Accreditation by international agencies. 3. Global professional bodies. 4. Higher Education Accreditation Commission (HEAC). 5. Feedback by employers and alumni. Quality Assurance Framework Here are the basic principles for the implementation of the strategy: All teaching, learning and management systems activities are to be in line with university bylaws and policies. All academic and administrative activities eventually lead to achieving the mission and goals of the university. 02

13 QA monitoring activities reflect and ensure uniformity and consistency in the implementation of AHU policies and procedures in all faculties and units of the university. Faculties to remain informed about the needs of current and potential students and take them into account in the development, design or acquisition of new programs and courses. Ensure that the results of surveys and monitoring activities enhance the design and delivery of courses teaching and learning for subjects and evaluate students. encourage and support faculties by conducting periodic reviews of their academic programs by a group of subject matter experts to make sure that these programs are up to date, relevant and responsive to the needs of the community (for example, employers, alumni, community and other stakeholders). monitor and support e-learning applications to improve and enhance the blended learning system at the university (traditional + e Learning). Provide the necessary support through training workshops to all academic staff to enable them to deliver good teaching and conduct assessment according to the bylaws and regulations of the university. Dissemination of knowledge and awareness about the culture of quality assurance and enhancement among faculty members at all colleges through orientation programs, workshops and quality assurance publications. Encourage communication between faculty members at the college and other colleges at the university for the exchange of ideas, best practices and experiences in solving problems through meetings, forums, organized annual meetings and exchange of faculty members... etc. Continuous monitoring and adoption of evaluations that demonstrate and enhance student support strategies. Improve the methods and means of communication with students to collect feedback through electronic and online advertising, representatives of students in college and publications. Review and update the rules and regulations of the university to take into account local and international accreditation standards requirements. Ensure the continuous development of the student information system (SIS), which will improve data collection and analysis upon which a robust quality assurance system is dependent. Supporting and training of academic staff in the relevant coordination of monitoring, evaluation and induction activities. Developing relationships with leading regional and international quality assurance bodies in higher education to judge the outcomes and processes against the highest standards and benchmark. Quality Assurance Structure The University Quality Assurance Structure includes: Higher steering Committee for Quality Assurance in the university (university level). Sub-committees to ensure quality in academic colleges and administrative units (university level). Committees for review and approval of programs and courses in all colleges. Planning and Quality Management Department. 03

14 The Higher Steering Committee for QA The higher steering committee for QA is an over aching body constituted for the purpose of ensuring the effectiveness of quality assurance at the university and headed by University President or his designee. The overall objective of this committee is to assist academic colleges and administrative units in the management and implementation of their responsibilities regarding the effectiveness of quality assurance processes by providing objective analysis, assessments, recommendations, comments and observations on activities and issues of quality assurance. The Committee is working with faculty and staff members at the university with regard to reporting and internal reviews of programs and course that have been implemented at different levels of operations, which are assessed at the institutional level. All services and operations are subject to the university regular review to ensure it works efficiently and adequate resources are available. Committee Membership Committee chaired by University President or his designee, and membership of: - Vice-Presidents. - Deans. - Quality Assurance Manager. - Representative of the local community (stakeholders). Functions of the Committee The main tasks assigned to this committee are: Develop a vision, mission and goals of the university and the philosophy and policies of quality assurance. Adoption of a management tool at the university level to coordinate and support the quality of teaching and learning, research, students service and community engagement. Provide support and counseling and facilitate the achievement of the standards of excellence and creating a culture-oriented optimization services. Supervise quality assurance and accreditation activities, and using the result of local survey reports for students, faculty and administrative services in all academic colleges and administrative units. Use of applications and revisions to influence the decision-making to continuously improve academic programs and learning outcomes. Coordination with the committees and other bodies in the university (especially student affairs committees, examinations and review committees) on issues of common interest arising from the academic requirements and operations issues. Apply university policies regarding the procedures and criteria for quality assurance system. Provide periodic reports to the Deans Council for special operations to improve quality assurance standards and to amend the procedures and policies to ensure standards are appropriate. Ensure the application and compliance with the quality standards set by the Higher Education Accreditation Commission and other international organizations. 04

15 Mode of Operation Higher QA Committee meetings are held on a regular basis, twice per semester. Prior to the meeting, the Committee get a report on the progress of quality assurance processes at the university. The Chairman of the Committee reviews the final report with members of the Committee before its approval by the Deans Council. The Committee submits its reports that include the decisions and recommendations to the President of the University. The University President consults the Deans Council on decisions and recommendations. Department of Planning and Quality Management: Department of Planning and Quality Management is a central body for the implementation, monitoring and follow-up of quality assurance processes, academic and administrative practices in all academic colleges and administrative units. The Dept. is reporting issues that negatively affect the quality of services or violate the policies and regulations of the university, both at the college or programs level. The tasks carried out by the QA Department Develop, apply and evaluate organizational quality improvement to improve the framework, principles and practices. Identify the needs of students and staff in order to design a system of addressing them. Carry out research surveys to measure the quality of services provided to students and staff and propose corrective actions where possible. Undertake and participate in an annual internal review of practices and operating procedures at the college level and present the results of analysis as a feedback to College Council and the Higher QA Committee. Examine the quality of the student's learning experience and student achievements within the contexts set by the university mission and goals and the college course objectives. Develop a set of performance indicators for academic and administrative services. Provide advice and monitor the effective implementation of students' assessments procedures at course level within each college. Oversee and facilitate activities that match and meet local and international requirements for quality assurance. Committees for Review and Approval of Courses: Each Dean at the university college formed a committee called (the Committee for the Development of courses, study plans and periodical review) and its responsibilities are: - Ensure the quality of the study plans in college and their conformity with the approved criteria and latest scientific developments of specialization. - Propose new programs and specializations in the light of the need and accreditation standards. - Conduct periodic reviews for courses and study plans to assess operations and suggest ways to fit them with updated knowledge, technical and educational developments to raise the efficiency of the students and their educational outcomes. - Providing the Higher Committee for Quality Assurance with the latest developments that occur on the courses and study plans. - Safeguard records and minutes of the committee's activities and meetings. 05

16 Self-Assessment Committee Each Dean at the university formed a committee called (Programs Self-Assessment Committee) and Each Dean identifying all of the members of the committee at the college and their responsibilities are: - Coordination with the Department of Planning and Quality Management for how to do a (Self- Assessment of programs of study) and the various stages and requirements (see Chapter IX) of this guide. - To prepare and implement the (Self- Assessment of programs of study) according to the following six elements: Study Plans content and organization. Student progress and achievement. Student support and guidance. Teaching, learning and assessment. Learning resources. Quality management and enhancement. - Provide all the supporting documentation for the (Self- Assessment of programs of study) as described in (Self- Assessment of programs of study) in the "Strategic Plan for the quality assurance." - Preparation of the contents of the Self- Assessment Report. - Meeting external reviewers (HEAC) and answer all their questions and requests related to the academic program and plan of study. Quality Assurance Committee Each Deanship / Unit / Center / Department formed a committee called (Quality Assurances Committee) and their responsibilities are: - Monitor the actions taken to achieve the objectives of quality management and control records and archiving. - Document actions taken, decisions and saved documents. - Identify training needs and development to improve the efficiency and skills of staff and providing results to Higher QA Committee. Student Services Committee A committee headed by the Dean of Student Affairs and the membership of four staff at the university and is not working in the Deanship of Student Affairs, and responsibilities to be as follows: - Examine the basic needs of the students' services, programs, and other needs. - Find programs that are directed to the development of students' talents and skills. - Collect feedback from students about their satisfaction on services and programs offered to them. - Attention to social activities that promote human relations among students as well as with their surrounding community and to provide an appropriate environment to help students of social interaction and ease the tension and manifestations of violence between them. - Follow-up services and programs offered to students, evaluated and developed them to meet the needs of the leisure times and students together. - Promote extracurricular activities that deepen the relationship between faculty members and students. - Take into account the equity in student participation in these activities and motivate everyone to participate. 06

17 Capacity Building Committee A committee is formed at the university to prepare and develop training matrix and workshops geared to build the capacity of university staff and faculty members in the following areas: - Teaching methods, assessment of students and the preparation of standard exams that measure thinking and learning, not memorizing, and to extract conclusions, analysis and comparison. - How the quality management system at the university is administrated and the accreditation of programs and disciplines by the accreditation body. - Laws, regulations and bylaws governing at the university and their interpretations. - The administrative system in the university and the work of the various committees. - Enhancement of scientific research related to the development of students' abilities and skills as well as improves the relevant programs of study contents. Job Descriptions and Organizational Structure All Deanship / Unit / Center / assume preparation of job description and review its organizational structure and providing Higher QA committee with the results. The Department of Planning and Quality Management prepares and update the database at the university include information on the students, faculty and staff, buildings and Deanships, colleges and units, departments and all the activities and events that occur in the university body Preparation of the annual report, which covers all the achievements that took place at the university in various academic and administrative areas. 07

18 Chapter II Quality Assurance of Monitoring Procedures Preface Internal and External Monitoring Procedures Quality Assurance Standards. 08

19 Preface The Quality Assurance of the university s teaching, learning and administrative environment is maintained through well designed monitoring procedures. At any given time AHU systems and procedures are subject to both internal and external monitoring systems that are detailed in this chapter. The internal and external quality assurance procedures are subject to a number of external monitoring by the accreditation body and the Ministry of Higher Education and Scientific Research, and the university works within the law and policies of Higher Education and the Jordanian standards and regulations of accreditation commission without exposing its own philosophy of teaching and learning or waiver them. Monitoring is an evolving and ongoing process within the university quality assurance procedures. The annual monitoring procedures entails a number of activities including physical inspection of systems and procedures, feedback from students and staff and the production of annual monitoring reports. These monitoring processes not only help understand the efficacy of the teaching and learning environment, but also help assess shortcoming in the quality assurance systems and tools. Often, these process help in crafting the quality assurance tools and mechanisms those are fit for purpose. These quality assurance and monitoring procedures are detailed in this chapter. Internal and External Monitoring Systems Curriculum Review: University faculty periodically review the curriculum content drawing upon student and teachers feedback, examiners reports and academic reviewers on the relevance of the course to the given content and time. The curriculum review includes an in depth analysis of the relevance of the learning outcomes. Students Surveys: At the end of each semester, a well crafted student survey is placed online for students to provide their feedback on the course material, course delivery, teachers and facilities of teaching and learning environment. The university students fill out this form and results are analyzed in order to enhance learning opportunities for students. Student survey is an essential quality assurance instrument in eliciting beneficiary feedback and thus the outcomes of course. Teachers Surveys: Faculty member surveys in parallel to the students' surreys complement the feedback process. Faculties' views on the student experience, curriculum assessment systems and supporting physical infrastructural are elicited every semester. This feedback from faculties, coupled with that from students, gives a clear picture of areas where there is dissatisfaction and a need for enhancement. Peer Review: Peer review is an important mechanism in the teaching of course, peer review or tutorial monitoring mainly entails a tutorial visit to a classroom to monitor colleague's lecture in order to assess it. The reviewers assess the lecture in terms of strength and weakness and provide comments on the official form prescribed for monitoring. This is more a collective exercise and less rigid, if carried out in a professional manner. 09

20 Appraisals: Annual reports are useful for ensuring the quality of human resources at the university; AHU has an appraisal system implemented annually for both administrative and academic staff. The appraisal is designed on a range of indicators that are a two-way process, where by the evaluation is conducted against the standards set by the university performance indicators. Periodic Reviews: Every five years, AHU is subject to both institutional and programs review. This is a delicate process involving all aspects of the institution and its academic programs, and include infrastructure checks, administration and student services operations at the university. This process includes a contribution in the production of a Self-Assessment Report, which is useful in identifying strengths, weaknesses and the formation of committees to formulate corrective actions. Annual Monitoring Report: The annual monitoring report is a comprehensive document produced at the end of each academic year, the report focuses on the developments and challenges in respect of all the teaching and learning issues. The evidence provided by the report includes quantitative and qualitative information. The respective faculties give an account of all matters concerning their faculty and this includes statistical data supported by the qualitative analysis of the students' enrolment, withdrawal, progression, achievement and failure trends. The annual monitoring report includes an analytical commentary of the course material, assessment design, and students learning outcomes, teachers' performance, appeals and complaints, grievances systems, student and teacher feedback, examiners' comments and responses. The annual monitoring report prepared a comprehensive institutional overview to determine the performance at the institutional level and at the level of the program in colleges. Quality Assurance Standards: Quality assurance standards in the university are prepared based on the criteria set by the Jordanian Higher Education Accreditation Commission. Also we take advantage of European standards and other international standards, and has developed regulations, policies and standards that are related to teaching, learning and student support, the university benefited from its own experience in the development of standards, procedures and indicators that have a direct correlation to the education and learning environment at the university. The method of drawing standards evolves periodically depending on the adjustments required by the quality assurance processes at the university, as shown below. Compliance with External Accreditation Standards: The university has developed provisions for the use of HEAC as an external examiner and a consultant per university needs and the program accreditation requirements. Academic Standards: The regulations and bylaws at the university place a confirmed emphasis on the "quality" of knowledge and skills (both general and specific matter that are related to the subject) being provided to students that they match the agreed standards in quality assurance system. Enhance Quality: measures to enhance and evaluate programs of study confirmed through feedback from teachers with respect to best practices, creativity, innovation and link programs to the stated goals, and measure the reactions of the students and the analysis of the results of the Mid-Term and Final examinations 21

21 Program Review Committee responsibilities: Each faculty formed a committee for a specific period of time to review all courses components in the program and study plans, and review the examinations. As well as a review of the curriculum content and exams instructions and markings before it is published and circulated to students. The Higher Quality Assurance Committee review the reports of academic programs review committees, suggestions and recommendations contained therein, and the application and implementation of them, which could contribute to improving of learning outcomes and achieving the mission and goals of the university. Academic Appeals and Students Complaints: AHU has standards appeals and complaints policy and centralized system that ensure fair, effective and timely intervention in response to students' appeals and complaints. The university Deans Council ratifies the procedures for appeals and complaints. Students are entitled to appeal and complaint at any time, without distinction as shown in the regulations, policies and give them equal opportunities and required respect whatever the complaints. These regulations must be published and publicly available for students to access them easily, as well as other stakeholders. The students notified about the receipt of the complaints, the time required and give them a chance to appeal decisions relating thereto. Student complaints are dealt with in accordance with the university bylaws and regulation, whose procedures are transparent. All students' complaints are processed within a specified time. The university has a reporting and monitoring system in place that ensures appropriate action is taken following an appeal or complaint. AHU provide students and staff face- to face meetings to explain to them the actions taken and their consequences. The Dean of Student Affairs has overall responsibility for students' complaints and to guide them. Student Assessment: Deans Council issued special regulations to grant degrees at the university, which sets the general framework for the evaluation and formulation of policies to make sure that all courses in one program leading to the awarding of the degree. AHU emphasizes that all academic programs are subject to the same standards of assessment, performance standards, graduation requirements and all examinations and assessments are approved by the Deans Council based on the recommendation of the Dean of the college concerned. AHU assessment regulations require that all courses are subject to the same criteria adopted in the university. The effectiveness of the overall evaluation strategy for the courses are monitored and reviewed by the Examinations and Marks Monitoring Committee in each college. Proposed amendments to the examinations and assessment regulations are approved by the Academic Department Council, the College Council and the Deans Council. At end of each semester committees meet to observe and monitor marks to ensure the implementation of the regulations and consistency of exams with the approved evaluation practices. The Committee will consider complaints of students and make sure to take the right actions and inform them on the procedure, the discussion and listen to their views. All assessment and guidance information are available to all students, as well as policies and documents. The university urges assessment practices that promote effective learning that can be monitored to ensure that the assessments are fairly conducted with respect to examinations security and safety. Student Handbook includes all this information required upon registration at the university, to know the requirements for obtaining a bachelor's degree and others. Examinations are scheduled for subjects by the Academic Department and the Admission and Registration Unit at the university, and approved the table by the Deans Council. AHU has transparent and fair mechanisms for marking and ensure the application of these mechanisms fairly and are published in the university publications and on its website also, special regulations for the transition from one stage to another of the course with the relevant evidence and documents. Monitors and Quality Assurance Unit monitoring these procedures and are subject to scrutiny and adjustment periodically. 20

22 Chapter III Quality Assurance of Academic Governance Preface. Management Structure. Quality Assurance of Academic Governance 22

23 Preface The university offers a number of academic programs for bachelor's and master's degrees across eight colleges for a large number of students in various disciplines that are supported by proportionate staff strength to manages the delivery of these programs and to sustain the provision of such programs within the quality assurance standards. The academic governance of these programs is very important, so all programs are subject to diligent monitoring and evaluation. The academic program management is the responsibility of each college at the university which corresponds to the governance standards applicable at the university system. There are clear channels of communication with respect to governance and its application at all level within the university colleges, so as to maintain consistent standards of academic quality across the institution. Academic governance is managed through quality assurance systems that ensure that existing structures in place conform to the quality assurance requirements, regulations and bylaws of the university governance systems. The management of the academic programs is delivered through multiple layered governance structure, as shown in this chapter. Management Structure: The management and committees structures are governed by the terms of reference as described in the internal regulations and bylaws of the university. Board of Trustees: The Board of Trustees is the highest governing body for approval of all AHU issues relating to academic and programs. The Board of Trustees is responsible for the final approval of the new programs, strategic and financial policies. The Board is also responsible to determine the university infrastructure projects, fundraising and the approval of the agreements held by the university. Deans Council: Deans Council is responsible for all issues related to programs of study, and is also responsible for how to deliver and assess these programs and oversee the effectiveness of teaching, assessment, and the appointment of teachers (Appointment and Promotion Committee). Deans Council examines all students' issues and services provided to them, learning environment and suggests corrective actions. 23

24 Dean of the College: The Dean of the college chaired the College Council, Quality Assurance Committee, Examination and Marks Monitoring Committee and reports periodically to the Vice-President for Academic Affairs and Higher Quality Assurance Committee and oversees all academic and administrative affairs at the college in collaboration with the general coordinator of the college's programs. The Dean appointed a coordinator for each course in the program chosen from the faculty members in the department and has an excellent experience in teaching, reviewing, evaluating courses and knows how to prepare the self-study. He coordinates with his colleagues in the department and has a liaison with the Quality Assurance Department and can elicit an external assistant from outside the university in order to conduct consultation and coordination in Self-Assessment. Faculty Members: The primary responsibility of the faculty member is the delivery of the courses according subjects following the modern methods and has training in classroom management, assessment and technical report writing. Faculty member reports to Head of Department the progress of students and the challenges faced in teaching the courses. Faculty members are entrusted with the responsibility of teaching courses according to academic quality assurance standards, diversify the teaching methods and assigned students' duties and projects that enhance their learning experience and contribute to achieving the objectives of the course and develop students self-learning skills. College Council: The Dean of the college chaired the Council and its mission is to examine all matters pertaining to academic programs at the college, services provided to students and the readiness of laboratories, workshops, buildings, classrooms and its cleanliness. The Council multiple academic responsibilities, include the submission of proposals and recommendations to make the required changes in academic management, which reflects the overall responsibility for all academic activities at the college. Department Council: Each College Council formed an Examinations Committee within the Department Council to consider issues relating to examinations, students' scores, and complaints, they make regarding examinations or other academic issues. Coordinate all matters relating to examinations within the college, including access to exams, questions, evaluation strategy marking instructions and grading procedures, and examinations security and safety. Higher Quality Assurance Committee The committee reports all academic and administrative issues to the University s President or the academic Vice President and its membership includes all Deans, Director of the Quality Assurance Unit and representatives of stakeholders, they discuss all academic issues related to quality assurance standards. work to enhance and improve the services provided and propose changes that will improve and enhance the performance. The committee also reviews and approves the annual report of quality assurance, operations and procedures, which is a collection of reports from various academic colleges 24

25 Central Research and the Development Committee One of the committees that has a key role in research development that provides development proposals and is chaired by Vice - President for academic affairs at the university, also includes Dean of Scientific Research and Graduate Studies, two Deans and representatives from colleges. The mission of this committee is to develop research regulations and proposals and prioritize them to build a database for scientific research and identify marketing strategy for distinctive research and commercialized them. The committee searches for external funding for research and building joint ventures with local, regional and international universities and scientific centers. Course Assessment and Review Committees: Each college formed a course assessment committee to oversee the design and contents of the courses and conducts the Self Assessment study and reports to the Higher Quality Assurance Committee in the university. The goal of a self- Assessment study is to ensure the conformity of the programs and courses with the overall objectives of the university, as well as the conformity of its outcomes with the requirements of the labor market to ensure that the courses give students the scientific competencies and skills that will assist them in the performance of their duties in the future. Hands-on training programs for the qualification of graduates to increase their chances in competition in the labor market. Quality Assurance of Academic Governance Work of the Department of Planning and Quality Management in addition to a wide range of monitoring responsibilities contributes to ensure the quality of academic governance through the coordination of these activities across all colleges and units of the university. The Quality Assurance Department conducts surveys and studies of the staff, teachers and students to ensure compliance with regulations and standards of quality assurance, with regulations governing the monitoring of academic activities, student services, plans for personal and professional development, performance evaluation processes and the implementation of a range of other measures that support quality and development of quality culture. The committee holds regular meetings using multiple types of communication in order to identify issues that need to be addressed and the study of good practice to publish and disseminate them widely within the university and among other stakeholders. The goal of these meetings is to maintain the application of academic standards and quality assurance procedures. 25

26 The application of academic standards and quality assurance procedures Monitoring enhances the application of policies and procedures effectively and supports the learning experience of students. The quality assurance Department manages the key processes which include the preparation of an annual monitoring report, collect feedback from students, teachers, coordinates external reviews of programs of study, and ensures compliance with quality assurance regulations, policies and procedures applicable to all quality assurance processes. The Department coordinates, prepares the annual report at the university level based on the data and achievements in academic colleges and administrative units and follow-up the accreditation activities of the programs of study in order to increase the programs and students capacity and opportunity. Quality Assurance Department closely monitoring the preparation of the annual evaluating and reviewing reports of academic programs at colleges which assess the progress of students, performance evaluation, collect feedback and conduct surveys and required studies in this area, particularly in monitoring the students' registration, retention, withdrawal and other trends. University has arrangements to provide feedback to students about the decisions taken by the competent committees especially with regard to the assessment, marking, and services. The Quality Assurance Department prepares progress report on the implementation of these decisions and ensures the information is communicated officially through teachers to students in the classroom, office hours or the university's website or through meeting with them. 26

27 Chapter IV Quality Assurance of Assessment systems Preface. Quality Assurance of the Assessment. Monitoring Assessment Procedures and Systems 27

28 Preface To ensure the quality of learning and teaching at the university the quality of pedagogical knowledge and academic growth gauged through the level of learning outcomes acquired by students. Thus, the assessment policies and systems are crucial elements of the university teaching and learning activities. University has a rigorous monitoring and evaluation system that examines assessment practices at all levels of compliance to assessment design, grading and examination rules. The university is always committed to pursuing a policy that will provide a fair assessment, clear and consistent with the standards and regulations. Assessment policy is ensure students stay aware of what is expected of them, their progress and academic achievements. These policies to assess students correspond with quality assurance standards applied by the university, and with the academic assessment criteria, and the implementation of any assessment procedures in the comprehensive review of the program of study. The assessment process of the courses consists of multiple components: preliminary exams, final exams, projects and work papers required by students as well as other extracurricular activities. All this information provided to the students at the beginning of the semester and curriculum and teaching materials are distributed for each course along with a study plan, which includes the course contents, description, objectives and how to calculate scores and dates of submission of projects, work papers and any relevant course activities. All this information is published in the student guide booklet, on the university website and this information covers all aspects of the assessment, including examinations and markings. Chapter below shows the details of the assessment. Quality Assurance of Assessments Assessment Mechanisms: All assessment procedures are coordinated by faculty members and the Exams Committee in college and being approved and matched prior to sending them to the Registration and Admission Unit. Assessments are written to reflect the subject syllabus and to examine the extent to which students have attained the learning outcomes. The Examination Committee at the college is responsible for the evaluation of the assessment ensuring that it is appropriate to standard and satisfies the requirements of the course objectives and the relevant learning outcomes. The final decision regarding the design of assessment components rests on the Deanship and its Course Assessment Committees. Preparation for Assessments: Assessments preparation is the responsibility of course coordinators, faculty members, the Academic Department and the Examinations Committee in cooperation with the quality assurance Department to ensure compliance with the approved models and standards for quality assurance in the university. Bylaws and regulations emphasize that exams are conducted fairly, impartially and be directed to achieve the course goals and objectives. Among the requirements for writing assessments is a written marking system and calculating scores based on real measurement of learning outcomes acquired by the student as well as relevant skills. Examinations models and regulations are published and be available to the students before they register for courses. 28

29 Submission of Assessments: Cut off dates are specified in the course calendar. Students are requested to submit their required assignment either in hard copies or electronically in a timely manner through the university Learning Management System (LMS) by the due dates. The schedule of mid term assessments and final examinations is included in the academic year calendar of the university. Assignments Marking and Grading: Fairness and transparency is essential in marking the monthly assignments of the students. AHU has a mechanism in place to allow students to review their scores and make appeals on the approved university form such an appeal is examined fairly, honestly and in a reliable manner. Each course tutor is required to provide detailed written feedback for each assignment showing where marks were awarded and lost. The main purpose of such feedback is to enable the student to make effective use of the assignment process in their learning and in preparation for their final exam. The Examination Committee monitors and reviews the assignment grades and feedback for quality control purposes. In order to ensure compliance and transparency with the exams regulations applied at the university. Faculties can communicate with the students in this regard through the software available in the university or through personal interviews or written reports. Final marks are immediately published after being approved by Department Council, before Examination Committee, College Council and Deans Council. Monitoring of Assessment Systems Monitoring plays an important role in enhancing the quality assurance process and assessment process. Monitoring assessment marking is compulsory for all course taught at the university. All faculty members at the university should be aware of the purposes and procedures of assessment monitoring. Aims of monitoring monthly assignments and final exams: Ensuring the integrity of the assessment and marking criteria for the student and it's comparable with other standards. Ensuring that the teacher has provided an adequate quality and quantity feedback on the students' assignment showing an understanding of the students needs. Giving teachers feedback on the quality of their performance and offering positive suggestions for improvement where necessary. Checking the standards and regulations governing the assessment and consider the possibility to modify or improve them. The role of monitoring is to achieve those aims and to provide a helpful report to the teachers on the basis of their monitoring to ensure that marking is done and monitoring grade entry on (SIS). Security of Exams: The security of examinations materials is of paramount importance to the university. All academic programs have standard procedures in place for how to save exam papers before and after the exam. There are instructions on how to photocopy exam questions and identify those who are doing so in order to preserve confidentiality, and non-leakage. Vice - President for Academic Affairs, Dean of the respective College and faculty members prepare and develop the security measures and confidentiality of exams regulations and monitoring procedures to ensure the accuracy and integrity of the entire process. All procedures are reviewed periodically to improve them, as well as to ensure the availability of effective and strong measures in place. 29

30 Chapter V Quality Assurance of Student Services Preface Student Induction and Advising. Student Support Services. Student Representation. Extra-Curricular Services 31

31 Preface The Quality Assurance Unit in coordination with the Deanship of Student Affairs ensure that from the time of a prospective student s entry to the completion of his degree has sufficient support provided to make the learning environment at AHU conducive to learning. These services are monitored constantly to ensure suitability for student learning and improvement to enhance the students' learning opportunity. Induction program: Students receive general induction program before the start of each academic year, familiarizing them with all academic aspects and social life as a student at Al-Hussein Bin Talal University. AHU organizes tours for students within the university facilities to familiarize them with a comprehensive explanation of services provided by each team; student booklet is distributed during this induction program. This information offered for new students is the first official information disclosed to students and must be thorough, comprehensive, accurate and provided by experienced staff at each facility and that the students are asked to provide feedback on the information provided to them. Academic Advising: Academic advising is seen at the university as a crucial step in charting the academic trip of the student at AHU, an academic advisor is allocated for each student. Academic advisors offer academic advising to their assigned students from choosing a course to following up on their academic progress regularly against the individual study plan. They interfere to help students at critical points on their course of study and to reduce the possibility of dropout or the study of more than an alternative course to graduate. The critical points at which intervention is likely to help have been identified as: At the beginning of the semester. When delay occur in submitting the required monthly assignments. Before exams. Quality assurance systems actively monitor the academic advising systems through feedback from both teachers and students. Career Advising: All university students have the opportunity to obtain professional information services, career advising and career advising office is located in the Deanship of Student Affairs for this purpose, as well as faculty members provide career advising during the lectures. These activities include the establishment of job fairs with employers, training and assistance in the development of skills and how to write a resume and prepare for job interviews to help them in the future to obtain the appropriate jobs. University organizes exhibitions of local companies and organizations to meet the students expected to graduate to provide them with possible job opportunities. The available job vacancies are posted on the bulletin boards at the university and the website. All these measures aim to give students the skills they need to pursue their career goals. 30

32 Student Support Services: Appeals and Complaints: The university bylaws and regulations recognize that students have the right to fair, valid and reliable assessment decisions and to the provision of clear and constructive feedback on their performance. Therefore, the students have the right to pursue an academic appeal where they feel any of the above criteria have not been met. Complaints may involve issues as alleged discrimination, non professional practices, and complaints regarding the facilities. There may also be an issue regarding the decisions of the disciplinary committee, support services, staff members, certain action or policy at the university. Detail of appeals and complaints procedures are publicized in the students booklet, and on the university website. Quality assurance monitoring activities include the collection and processing of data on appeals and complaints as an important quality indicator of the university provision and its support to the students. In order to overcome any restrictions and improving the process of data collection and monitoring mechanisms, the university developed a transparent complaints and appeals system that can be monitored centrally. These forms should be made available to students electronically to ensure the quality, follow-up, and transparency. When those forms are atomized, they will give the students the opportunity to pursue their complaints electronically. In the case of academic complaints or appeals the Examinations Committee in the college reviews all evidence and students assessment records in order to consider the appeal and act accordingly, a decision should be made within two weeks. If the student is not satisfied with the decision, he can appeal this decision to the Higher QA Committee, Academic Vice President or to the University President, whose decision after to the Deans Council discussed the complaint is final and not subject to appeal. Learning Management System (LMS): The university is committed to the flexible delivery of the teaching and learning process, using technology to enhance the learning experience; flexible learning and respond to students needs and develops their skills. As well as encourage electronic communication between teachers and students among the students themselves and between teachers in order to exchange knowledge and skills through forums and communications software available at the university. Library: The university provides access to the traditional and electronic library services, including the globally best-recognized databases in the field of higher education. In addition, the library should be well equipped to support the learning needs of students. The monitoring activities aim to ensure that the library contents are adequate to meet the following criteria: Sufficient copies of all teaching materials for each course, including textbooks and reference books. An efficient borrowing process. Sufficient study space for students with comfortable seating arrangements. Opening hours that cater for the needs of all students. Internet access, sufficient electronic library resources including databases together with sufficient hardware to access these resources. Professional advice for the library users 32

33 Disability Services The university provides an appropriate learning environment for people with special needs and provides them with the same opportunity to choose, access, participation and succeed in their studies. The equal opportunities and respect for diversity policy to ensure that students with special needs are not disadvantaged in any way and that they are given the necessary support. Quality assurance monitoring procedures ensure that special arrangements are in place for people with special needs including special arrangements during the admission, registration and examinations. Quality assurance systems are to ensure that disability of any kind doesn t disadvantage the students'. Student Support Funds: There are several university funds and scholarships that can benefit the students according to the AHU bylaws and regulations. AHU emphasized equal opportunities, justice and fairness in the granting of loans or scholarships to all university students without discrimination. These loans and scholarships are given to students of the less fortunate and outstanding students in accordance with laws and regulations in force in the university, in addition to scholarships from governmental agencies. The most important of these funds, King Abdullah II Fund, which finances student through donations from several public companies and private sector support. Students Representation Student Councils: University recognizes that student participation is critical to achieving the mission and goals of the university and enhancing the students learning experience and help them to build leading figures. Student representative bodies are responsible for ensuring that the student s voice is heard and exert some influence on the university planning and decision-making processes. Students' Union Council allows them to raise some issues of interest determined by the students to those responsible at the university to study and determine its usefulness in improving the academic, administrative processes and services. The University Students' Union Council members are elected directly by students, and constitute main body to represent the students and make their voices heard to the university administration in their study related issues. Quality assurance systems ensure that adequate representation and participation of the student community is in line with the rules and regulations governing the university students' activities. 33

34 Preface Alumni: Al-Hussein Bin Talal University graduates can be a real source of help for the university and their colleagues, especially those who have succeeded in establishing their own companies or industries and are seeking to hire new graduates. AHU must establish an Alumni Club to bridge the gap between them and the university, develop follow up regulations for alumni, and build a current database for them to communicate with them effectively and collect useful feedback of their expertise and they can help the university through fundraising activities. An alumni website is required in order to keep the alumni informed on the latest AHU development and activities. Pioneers bulletin board located in the Deanship of Student Affairs to honor distinguished alumni bearing their photos, a profile of their achievements and the positions they occupy to stimulate university students to take them as their role models to reach and achieve their goals and success in life. Extra Curricular Activities: The university provides a range of services and sports facilities for extracurricular activities that contribute to refine and enhance the student loyalty to the university and to build bridges of communication among them. There are facilities for sports and cultural activities that provide services to all students and the activities of local communities surrounding the university. Quality assurance monitoring systems ensure that these facilities and activities are within the highest specifications and take into account the needs of students with disabilities. The University / Deanship of Student Affairs in collaboration with the Quality Assurance Unit conducted a number of surveys and studies on these extracurricular services to collect direct feedback from students involved the supervisors of sports and cultural activities and the local community. The university analyzed the results of these studies in order to improve the facilities and services to serve the students in the best way and build networks of communication between them and the university administration and colleges involved. 34

35 Chapter VI Quality Assurance of Research, Planning and Development Preface Research Planning and Development Quality of Planning and Development 35

36 Preface to Research AHU s mandate to provide equal opportunity for continuing education includes responsibility for contribution to social development through its research and development activities. AHU therefore has established Deanship of Scientific Research and Graduate Studies with objectives to support scientific research and development to include all fields that serve the students, the university, local communities, academic operations and contribute to the resettlement of technologies and development of industry and corporate management. Quality assurance indicators that govern AHU research planning and development are closely monitored and reported through the university s quality assurance mechanisms to provide the necessary funding. The university seeks to build partnerships with different sectors to develop and promote research activities at two levels: individual and institutional. Where the research activities contribute to capacity building of teachers and staff at the university and develop their abilities, enhance investment culture to find alternative ways of funding the university research projects. Faculty members in particular, are encouraged to contribute to research and are provided with all the necessary support and assistance, including the opportunity to participate in joint research programs with external parties. The University also encourages faculty and staff members to engage in the institutional research, so as to enable them to contribute meaningfully to the development of the institution, the wider community, and academic process. Planning and Development The university's mission and goals emphasize the importance of making a significant contribution in the field of research and development and has a robust strategic plan for five years that includes aspects of planning, research and development. The strategic planning includes provisions for capacity building of faculty and staff members through training, attending conferences in addition to the awarding of prizes and incentives for activities and outstanding performance. Quality Assurance of Research, Planning and Development Quality assurance systems at AHU monitor and report the development of staff research activities. Also, the university monitors all aspects of research, planning and development, including the work of the relevant committees in research and development. It ensures that staff research and development activities are dully acknowledged in the performance of annual appraisal process, and that all research and development activities are in line with the university strategy and bylaws. The quality assurance systems ensure that the university has sufficient capacity (in terms of subject expertise and resources) to carry out research and development activities. 36

37 Chapter VII Quality Assurance of Administrative Governance Preface Planning and Organizational Structure. Human Resources. 37

38 Preface This chapter deals with administrative policies at the university, and AHU emphasizes that the quality of its services is a direct result of the quality and strength of its human resources. The university also confirms that the human resources services are honed to promote the development of a quality oriented culture. Through its planning and evaluation processes, AHU quality assurance systems assure the quality and promote the enhancement of the university s human resources. One important cornerstone of AHU human resources is the equal opportunity and respect for diversity, both for the students and staff. Human resources policies clearly reflect this equal opportunity policy with respect to the selection, recruitment, promotion of staff. These quality assurance mechanisms as studies, surveys and feedback ensure that this area of administration process is proceeding according to the adopted policies. Similarly, the university takes all measures to ensure equal opportunities are provided to all employees regardless of age, sex or disability. The equal opportunity and respect for diversity policy prohibits discrimination, harassment or victimization against a student, whether male or female, and provide opportunities for everyone to participate fairly and transparently. In addition to equal opportunities, the university also considers the health and safety of students and staff is of paramount importance. The health and safety policies confirm that relevant students are at the highest level of compliance with national and international criteria. Health and safety liaison officer should be appointed to prepare periodic reports submitted to AHU president about the infrastructure of health and safety standards and how to improve them, as well as policies. Planning and Organizational Structure: Whenever the university expanded in number of colleges and academic programs need to meet staffing requirement, and that means the adoption of a proportionate budget for new staff and faculty members and planning for human resources in the short and long terms. For this reason, the university quality assurance system confirms that the Human Resources Department has a clearly defined and appropriate strategic plan for human resources. It also ensures that a strategic plan is in place for filling any provisional position that may be required as a result of staff losses or new staffing requirements. Quality assurance systems closely monitor the implementation of human resources action plan every academic year and more frequently. The quality assurance systems ensure that there is compliance to the bylaws in the recruitment of all staff and that the job specifications in the organizational structure are closely listed. Any provisional amendments made to the structure of the organization are monitored and reported for compliance and efficacy by Human Resources Department (HRD). Human Resources: A Human Resources Department without staff development is inoperable. The importance of staff development is emphasized in the university s bylaws, and the priorities identified by AHU / HRD are to recognize staff development needs through surveys, feedback systems and appraisals, the provision of adequate budgets and resources, and the formulation of skills development plan. The HRD ensures the development of enabling policies and procedures, the establishment of conducive work environment and clearly defined consultative communication channels, effective operations of grievance and disciplinary procedures and the creation of opportunities for staff to consider the impact of change. The university offers competitive opportunities for employees capacity building and wages packages fit with the duties they carry out as salaries and financial incentives, in addition to health insurance, training opportunities, vacations (Leave with pay) and others. These arrangements are designed to motivate and retain staff to perform their duties competently and efficiently. 38

39 Chapter VIII Quality Assurance of Studies and Surveys Student Assessment Questionnaire for a Course of Study Student Questionnaire for Program Assessment at their Academic Dept. Mid Term and Final Examinations Assessment Questionnaire Student Questionnaire for Registration Services and Academic Advising Study Plan Assessment Questionnaire. Head of Academic Dept. Appraisal for Faculty Members. Questionnaire for Investigating AHU Student s Skills and Abilities Level. Questionnaire for Investigating AHU s Role in Developing Surrounding Communities 39

40 Preface: The provision of data and specified statistical indicators is absolutely necessary for planning, policy-making to make appropriate decisions in the areas of higher education, which requires the university to develop its statistical arrangements to the possible limits, in accordance with the needs of each college or administrative unit, which still needs more attention and development. So the topic of "Strengthening Statistical Capacity at the University" has become one of the most priorities required among other projects. Statistical capacity can define the concept of collecting, producing, analyzing and disseminating accurate statistical data based on the classifications of international standards. In order to enhance these capabilities require a comprehensive review of the status of colleges, academic programs, laboratories, libraries and all resources of teaching and learning, in addition to the units and other related departments. And work to identify the strengths and weaknesses of all components and requirements in the academic and administrative operations, in order to examine the possibility of developing realistic scenarios to enhance these capabilities in various fields including keep abreast of developments in techniques and methodologies and uses of the modern technology. Therefore, determining the actual needs of the requirements to develop statistical operations is considered as the first step in the development and implementation of programs and projects aimed at strengthening statistical capacity and improve academic programs outcomes, and this requires a thorough study of the systems and conduct surveys and studies to gather evidence and information, analysis and methods of work with respect to the components of the organizational structures and human resources as well as technological uses in each of them and their sources of funding. In order to reach practical proposals and to strengthen the projects outputs and achieve mission and objectives of the university. And ensure the establishment of specialized statistical databases, including the creation of data banks and to promote the general use of statistical information and the results of studies and surveys conducted at the university. To accomplish this task Planning and Quality Management Department at the university prepared questionnaires required to conduct these surveys and studies in order to gather feedback from students, teachers and other stakeholders. The results of these surveys and studies benefit the university spreading the culture of surveys, studies and analysis in order to bring about the desired results with regard to academic programs and administrative processes of change. Quality assurance ensure these processes are carried out under the rules and regulations adopted by the university. 41

41 Planning, Information and Quality Unit ضمان الجودة في جامعة الحسين بن طالل Student Assessment Questionnaire for a Course of Study Specialty: Gender: Male Female Name of the Course :. Semester:. Dear students: The purpose of this questionnaire is to assess teaching materials with a view to improving and developing the educational process through your answer. So please mark ( ) under the appropriate level of your view, so we can take advantage of your assessment in upgrading the course contents and delivery. First: Assessment of the Course 1. Clarity of objectives of teaching material at the beginning of the the semester. 2. a. The adequacy of the number of theoretical study hours of the course. b. The adequacy of the number of classroom or applied hours during the duration of course. 3. a. The linkage between practical and applied hours of teaching and the theoretical part during field visits. b. Benefit from practical or applied lessons. 4. Provide good and modern scientific resources - Note-book. - References - The electronic means. - Others. 5. Acquisition of educational targeted outcomes of the course: - Knowledge and concepts - The skills. - Trends. 6. Link of the course requirements with the labor market. Second: Teacher Students relations during the course : 1. Commitment of faculty member to the date and time of the selected lectures. 2. Using of educational assistance (Data show - projector models movies,...etc.) 3. Clarity of teaching materials presented by lecturer. 4. Ability of teacher to manage and control the lecture. 5. Stimulating self-learning techniques by lecturer. 6. Compatibility of office hours with your time, and make use of them. 7. Encourage participation and interaction by lecturer during the course. Third: Classrooms, laboratories, libraries and references: 1. Adequacy of the library number of references relating to the course and easily to borrow. 2. Convenient library opening hours. 3. The print quality of the notes or books for the course. 4. Suitability of classroom for theoretical lectures in terms of size, ventilation and lighting, audio, hygiene. etc. 5. Provides Internet services. Strongly disagree Disagree Neutral Agree Strongly agree Opinions, proposals or comments you want to add (not included in this questionnaire):... Thank you for your contribution in the development of the educational process. 40

42 ضمان الجودة في جامعة الحسين بن طالل Planning, Information and Quality Unit Student Questionnaire for Program Assessment at their Academic Dept. College:.. Gender: Male Female Dept. :. Dear: student: This questionnaire aims to survey your opinion concerning the study programs at your Dept. in order to raise the academic level and to achieve the objectives of the Dept. and sustainable development taking into account the accuracy and objectivity. Data and information you provide will be treated confidentially. Kindly select the response which reflects your opinion for each of the following words No. 1. Paragraphs of the questionnaire Effective planning for academic programs at the Dept. Strongly disagree Agree Neutral Agree Strongly agree Available in the Dept. (or specialty) follow-up system to tutorials and curriculum provision to identify strengths and weaknesses. The curriculum offered by the Dept. appropriate to the needs of the market. The Dept. is committed to improving and developing services, curricula and programs of study. The amount of time devoted to educational programs in the Dept. is sufficient. The number of students in lectures in the Dept. commensurate with academic standards. The size of the classrooms in the Dept. commensurate with academic standards. The adequacy of time devoted to lectures covering the curriculum The courses offered by the Dept. meet the requirements of the labor market. The degree of readiness of students in the Dept. for higher education was satisfactory. Proper classroom site Faculty members have great knowledge of the content of the courses they teach. Teaching aid used in the course are modern and sufficient. 14. Adequate library resources are available whenever you need them What I learned from the courses offered by the Department is benefit and I will use them in the future. The faculty member is committed to giving course materials entirely (e.g. start lectures at the specified time, the presence of a faculty member permanently, good preparation for auxiliary materials in teaching, and so on). The faculty member who is teaching the course has a full knowledge of the content of the course. Faculty member is available for assistance during office hours Resources on subjects raised in the course are available whenever I need them. Prices of textbooks and reference are reasonable. 21. The timing of lecture is appropriate. 22. The number of visits by the Dean for classrooms is suitable. 42

43 ضمان الجودة في جامعة الحسين بن طالل No Paragraphs of the questionnaire Course study plan is clear, objectives, contents, methods of evaluation, teaching and learning are identified. The course and homework encourage you to examine new ideas and to express your own opinions / views. Dept. (program) encourages me for further studies. Strongly disagree Agree Neutral Agree Strongly agree Registration procedures for course offered by Dept. are easy and efficient. Head of Dept. conducts a periodic evaluation of the programs involved. Head of Dept. is effective in academic problem solution. 29. The program of study introduces by the Dept. is suitable for further development in specialty. Opinions, proposals or comments you want to add (not included in this questionnaire): Thank you for your contribution in the development of the educational process. 43

44 ضمان الجودة في جامعة الحسين بن طالل Planning, Information and Quality Unit Mid Term and Final Examinations Assessment Questionnaire College:.. Gender: Male Female Dept..:.. Dear: student: This questionnaire aims to survey your opinion with regard to the Mid Term and Final examinations held at the Dept. in order to raise the academic level and to achieve the objectives of the Dept. and sustainable development taking into account the accuracy, objectivity. Data and information you provide will be treated confidentially. Kindly select the response which reflects your opinion for each of the following words : No Paragraphs of the questionnaire The examinations measure all aspects of learning (knowledge-skillemotional) and do not focus on cognitive side only. Exam systems characterized by speed and accuracy. Strongly disagree Agre e Neutral Agre e Strongly agree 3. The traditional examination systems still exist. 4. There are regulations governing attendance. 5. Percentage of score allocated to attendance. 6. I agree with the current examination methods. 7. There is a consensus between the content of the course and tests There are rules to deal with the student objection to the examination results. Numbers of halls for students are adequate when conducting exams There is a mechanism for ensuring fairness of student assessment in the Dept. There are multiple mechanisms to inform students about exam results. 12. I feel the examination covers all aspects of the courses studied How the distribution of grades are discussed at the beginning of the school year calendar. I prefer the examination systems currently used in the Dept Methods of measuring are limited only to theoretical knowledge without practical skills. There is an opportunity to examine the student complaints about the exams and respond to them to improve the educational process. The time period between the announcement of the results and receive student complaint is adequate and acceptable. Teachers accept discussing the exam questions and the result. 19. The examination system is fair and transparent. 20. Means are available on the venues of the Mid - Term and final exams. 21. Dept. Provides suitable places for examinations. 22. The Dept. provides a suitable environment for students with medical conditions and special needs. 44

45 ضمان الجودة في جامعة الحسين بن طالل No Paragraphs of the questionnaire The Dept. uses a variety of methods in the announcement of the results of the examinations (website). Already applied the exams regulations and instructions when cheating in exams. Strongly disagree Agree Neutral Agree Strongly agree 25. I prefer to use computer in examinations. 26. The questions were commensurate with the objectives of the lesson 27. The goal of each question is clear. 28. Questions are in clear and sound language. 29. The questions are written clearly. 30. Commitment to the gradient in questions from easy to hard. Opinions, proposals or comments you want to add (not included in this questionnaire): Thank you for your contribution in the development of the educational process. 45

46 ضمان الجودة في جامعة الحسين بن طالل Planning, Information and Quality Unit Student Questionnaire for Registration Services and Academic Advising College:.. Gender: Male Female Dept.:.. Dear: student: This questionnaire aims to survey your opinion with regard to registration, academic advising, to assess the performance of academic advisor in the Dept. and performance of the Registrar on admission and Registration, Unit in order to raise the academic level and to achieve the objectives of the Dept. and sustainable development taking into account the accuracy and objectivity, Data and information will be treated confidentially. Kindly select the response which reflects your opinion for each of the following words: No Paragraphs of the questionnaire The examinations measure all aspects of learning (knowledge-skillemotional) and do not focus on cognitive side only. Exam systems characterized by speed and accuracy. Strongly disagree Agree Neutral Agree Strongly agree 3. The traditional examination systems still exist. 4. There are regulations governing attendance. 5. Percentage of score allocated to attendance. 6. I agree with the current examination methods. 7. There is a consensus between the content of the course and tests There are rules to deal with the student objection to the examination results. Numbers of halls for students are adequate when conducting exams There is a mechanism for ensuring fairness of student assessment in the Dept. There are multiple mechanisms to inform students about exam results. 12. I feel the examination covers all aspects of the courses studied How the distribution of grades are discussed at the beginning of the school year calendar. I prefer the examination systems currently used in the Dept Methods of measuring are limited only to theoretical knowledge without practical skills. There is an opportunity to examine the student complaints about the exams and respond to them to improve the educational process. The time period between the announcement of the results and receive student complaint is adequate and acceptable. Teachers accept discussing the exam questions and the result. 19. The examination system is fair and transparent. 20. Means are available on the venues of the Mid - Term and final exams. 21. Dept. Provides suitable places for examinations. 22. The Dept. provides a suitable environment for students with medical conditions and special needs. 46

47 ضمان الجودة في جامعة الحسين بن طالل No Paragraphs of the questionnaire The academic advisor offers me advice and guidance during the entire semester. Academic advisors encourage me to develop my ideas and views pertaining to my specialty. Strongly disagree Agree Neutral Agree Strongly agree There were clear instructions and announcements in the Dept. on the distribution of classrooms since the first day. There was a high student's attendance in lectures on the first day of school. 27. Faculty members began lecturing since day one. 28. Attended classes in all courses since day one. 29. I am generally satisfied with the quality of academic advising and registration at the Dept. Suggestions:.. Thank you for your contribution in the development of the educational process 47

48 ضمان الجودة في جامعة الحسين بن طالل Planning, Information and Quality Unit Study Plan Assessment Questionnaire College:.. Gender: Male Female Dept.:.. Dear: student: This survey aims to assess the study plan to improve and develop the educational process through your answer. So please tick ( ) the appropriate answer of your point, so we can take advantage in upgrading the educational process: No. 1. Paragraphs of the questionnaire Dept. is developing study plan at appropriate intervals. Strongly disagree Agree Neutral Agree Strongly agree 2. Study plan kept pace with the curriculum and recent technological developments in the field Theoretical study of the study plan is consistent with what is in the ground. A practical training course is sufficient to qualify graduates for the labor market. The courses contents are sufficient to qualify the student to work in all sectors. Study Plan courses are sufficient and no need for basic training after graduation and before starting to work. The study plan covers the main areas of specialization. 8. Prefer to modify the Department study plan The study plan is properly absorbed and understood by the students. Study plan courses for specialization are complementary to each other. Clear correlation between vocabulary and topics of each course I study in my specialty. Study Plan for my specialty is up - date. 13. The nature of specialization courses allows updating its content to suit the working environment problems. Opinions, proposals or comments you want to add (not included in this questionnaire): Thank you for your contribution in the development of the educational process. 48

49 Planning, Information and Quality Unit Head of Academic Dept. Appraisal for Faculty Members Department Cares for improving the effectiveness of teaching as a requirement to ensure the quality of programs and the development of effective educational process, we provide assessment questionnaire to assess performance of faculty member. The questionnaire consists of 21 paragraphs represent aspects of the performance of the faculty member, different weights were specified for each term from 1-5, depending on the level of your agreement on the effectiveness of its performance. General Information: Name : Nationality: College : Dept. : Academic qualification : Specialty : Academic rank: o Professor o Associate Professor o Assistant Professor o Lecturer o Part-time lecturer Job title : o Dean o Head of Department o Manager o Others o None Years of experience Name of the Head of Department:. Signature:. Official Seal:. 49

50 ضمان الجودة في جامعة الحسين بن طالل N o. 1. Paragraphs of the questionnaire Respects the decisions of the Department and College. Strongly disagree Agree Neutral Agree Strongly agree 2. Complies with the regulations, instructions and accept the guidance and work rules. 3. Commits to attending the Dept. meetings. 4. Delivers exam questions timely. 5. Delivers results of semester work on specific time. 6. Adheres to the times of lectures and office hours. 7. Applies teaching and ability to covers different courses efficiently. 8. Adheres to the dates of exams monitoring. 9. Enjoys a good social relationships with students Enjoys his colleagues respect at the Dept. Performs the tasks entrusted to him by the Head of Dept. Proactively solves Dept. problems. Participates in research activities. Participates in the activities of the Dept. College and University. Known as scientific competent in his field. Participates in supervising and discussion of theses Available in the Dept. and has few absences. Proposes leading ideas to develop the Department/College. Has the ability to manage crises and good disposition. Has the ability to take higher responsibility. Seriousness in work and time organization. Suggestions: Thank you for your contribution in the development of the educational process 51

51 ضمان الجودة في جامعة الحسين بن طالل Planning, Information and Quality Unit Questionnaire for Investigating AHU Student's Skills and Abilities Level Students: This questionnaire designed to assess individual skills, and capabilities associated with the platform owned by the Al-Hussein Bin Talal University students, promote and identify the skills and development to enable students to possess the future and take advantage of them. The overall objective of this questionnaire is to build data on the needs of university students for use in the development of curricula and programs associated with the curriculum base to contribute to upgrade the capabilities and skills of the students. Accordingly, hope your positive cooperation, accuracy and honesty in answering the questionnaire. The information will be treated confidentially and used only for the purposes of scientific research. Note: Please tick (P) the answer is that it considers most appropriate. General Information: Gender: Male Female Date of mobilizing resolution: / / College:... Section:... Specialization:... The academic level of the student: First Level Second Level Third Level Fourth Level First : Skills and Abilities : No. Paragraphs of the questionnaire Strongly agree Degree have the ability and skill Agree Neutral Disagree Strongly disagree Language skills 1. Reading and writing in a foreign language. 2. Read and organize notes. 3. Listening. 4. Conversation. Communication Skills 5. Personal interviews for the job. 6. Public speaking. 7. Dialogue and discussion. 8. Convince others. 9. Ask opinions and accept the opinions of others. 10. Transfer a learned skill to others. 11. Contacted universities for admission. Research skills 12. Find sources of knowledge. 13. Writing research reports. 14. CV writing. 15. Writing official letter for different business work. 16. Find a job using the Internet. 50

52 No. Paragraphs of the questionnaire Strongly agree Degree have the ability and skill Agree Neutral Disagree ضمان الجودة في جامعة الحسين بن طالل Strongly disagree Managerial skills 17. Time management and exploitation of leisure. 18. Adapt to the circumstances. 19. Develop daily duties program. 20. Preparing quarterly duties program. 1. More Subjects of Interest : a. Scientific b. Historical c. Religious d. Technical and e. literary. f. Social g. Sports 2. Attend group activities outside the university: a. Always b. Often c. Sometimes d. Rarely e. Once in a while 3. Take advantage of leisure by : a. Reading b. Listening to music and songs c. Watching television d. practice of drawing e. Embroidery and knitting. f. Talking with friends' g. Computer h. Athletics. I. Exercise and Sport. J. Using modern means of communication. 4. Extracurricular that I Participate in the University : a. Art b. math detective c. Sports d. workshops and conferences e. Detective f. cultural The level of Participation in extracurricular Activities in the University : a. Very High b. Average c. medium d. weak e. Very Weak My Social Relations within the University : a. Very large b. large c. Medium d. Weak e. Very Weak No. Paragraphs of the questionnaire Strongly disagree Disagree Neutral Agree Strongly agree 1. Satisfied with the Specialty that I Study The Subjects I Study has given me the skills and Abilities that qualify me for the Labor Market: Teaching and learning resources and laboratories available in the University and work are sufficient. Does your University have practical application of some of the courses studied? The practical application of courses that I study is sufficient. Academic supervision and interaction with faculty members inside and outside the classroom is sufficient The registration procedures help in registering courses in each semester: 52

53 ضمان الجودة Planning, Information and Quality Unit Questionnaire for Investigating AHU's Role in Developing of Surrounding Communities Dear brothers: This study aims to measure the university's role in community development and upgrade academic outcomes through the provision of community-based programs and curricula that keep pace with scientific developments, necessities of the era and the labor market. The overall objective of this study is to build a database for use in programs and study plans development to respond to the actual needs of students, the community and the university. Therefore, please we seek your positive cooperation, accuracy and honesty in the filling of this questionnaire. Note that the information will be treated confidentially and only used for scientific research. Note: Please tick (P) the answer you considers most appropriate. General Information: Gender: Male Female : Date of filling Questionnaire: / / Province: No. Paragraphs of the questionnaire Strongly disagree Disagree Neutral Agree Strongly agree First: Leadership Responds to local the needs and expectations of the community. Establishing and participating in the activities of the joint improvement of services to the local community. Participate in meetings, conferences, projects and seminars held by the local community. Resettlement of expertise and knowledge gained from external participation within the organization to serve the community. 5. Addresses the adverse effects on society Predict public and community interest to prepare programs for the present and future needs. Adopts a management system to verify the achievement of the university objectives to serve community effectively and efficiently. 8. Carries out research on the problems faced the community. 9. Use the results of these researches to address the community's problems. Second: Strategy and Policy Understands and anticipates the needs and expectations of the community and other stakeholders Evidence to consult with different categories from the local community and inform them of the policy and strategy. The participation of all stakeholders in reviewing the policy / Strategy. Evaluates the success of the organization and performance compared with others and the progress made in achieving the strategic objectives and action plan for community service. 53

54 ضمان الجودة في جامعة الحسين بن طالل No. Paragraphs of the questionnaire Strongly disagree Disagree Neutral Agree Strongly agree Second: Strategy and Policy Analyze and the use of ideas and information of feedback from stakeholders. Ensure the effective use of comparison data and information from inside and outside the academic community. Uses priorities and opportunities with stakeholders to ensure the organizational harmony. 8. Discuss and sequence of policy and strategy. 9. Discuss policy and strategy with all relevant partners from the local community prior to their adoption Third: Partnership 1. Share knowledge with local community organizations. 2. Partnerships to create and promote the values of joint work. 3. Generate and encourage creative thinking and excellence Create awareness of collective action to improve the working environment, procedures and add value to the services provided. Identify key partners and strategic partnership opportunities in parallel with the organization's mission. Embrace and pursue excellence in diversity issues and meet the needs of diverse social groups. Minimize the negative effects of outputs and services of local institutions. Increasing the use of facilities, utilities and existing buildings at the university. Taking advantage of modern technology in strengthening the partnership with the local community. Providing free access to information for internal and external users. Fourth: Operations / Processes Intra- solving issues within the organization and with external partners in addition to the successful management of operations. The discovery and use of designing, methods, operating processes and the use of modern technology. The use of research and surveys of the local community and other forms for feedback. The use of information and feedback by the local community, partners and stakeholders to improve performance. 5. Treatment of feedback issues, including complaints. 6. Effective engagement in community issues. 7. Coordinate Analysis of course policy and operations with partners from the local community. 54

55 ضمان الجودة في جامعة الحسين بن طالل No. Paragraphs of the questionnaire Strongly disagree Disagree Neutral Agree Strongly agree Fifth: Community Service 1. Level of listening to complaints and suggestions Meetings and discussions with the local community to develop communication skills. Provide the provision of high-quality research to develop the capacity of individuals and institutions to support the national and community economy. 4. Access to databases via the Internet Number of training courses and seminars held by the university to serve the local community. Participation in the local conferences, cultural activities and artistic performances. Consultations provided to government departments and the private sector. 8. Holding specialized courses for local companies Field research in collaboration with local community organizations. Participation in the presidency and membership of scientific societies. Adopt a mechanism to establish a partnership with the local community and inform them of the role of the university in creating employment opportunities and the elimination of unemployment in the community. 55

56 Chapter IX Guidelines for Programs Self-Assessment Preface How to Complete the Self- Assessment Questions that Need to be Addressed in the Self- Assessment The General Principles of the Self - Assessment 56

57 ضمان الجودة في جامعة الحسين بن طالل Preface The concept of continuous self-study is greatly different from one institution to another, The purpose self-study which will be presented to the Higher Education Accreditation commission (HEAC) is an introduction for the site visit by experts to the university, so it must be comprehensive and that the selfassessment should cover all aspects and components of the program of study and addresses all quality standards adopted by the HEAC and determines the goal clearly. It should have a prefigured scientific methodology and conducted in accordance with the time schedule and delegate appropriate authority to those in charge to see all the data and materials. Also, there are regular reports showing what has been achieved on the road to completion and that there be a follow-up by the institution to maintain a high level of interest in the subject. Program Self-Assessment Guidelines What is Self- Assessment? Self-Assessment is a procedure whereby an education program describes, evaluates, and subsequently improves the quality of its efforts. Self-Assessment involves the identification of a program's strengths and limitations and the delineation of the steps necessary to correct those limitations. Self-study requires a commitment to change rather than to maintaining the status quo. Through the self- assessment procedure, a program conducts a systematic and thorough examination of all its components in light of its stated mission. Such an evaluation allows a program to determine the success it is having in accomplishing its self-established goals and objectives through careful evaluation of input obtained from individuals and groups directly and indirectly involved with the program. Self-study is a process that should be ongoing. Active and continuous involvement in self-study reflects a commitment to the concept of providing students with a quality educational experience. How is Self-Assessment Accomplished? There is no single way to complete the task of self-examination. It may take as long as 6 to 18 months to complete the initial phase of self-assessment. At the end of that period, a working document should have been developed that facilitates further program review. This document should be an accurate statement of the status of the program at that time. In conducting a self-assessment, many programs have established steering committees to coordinate the various tasks involved in this complex effort. Other programs merely assign a project director. Regardless of how the study is coordinated, if it is to be successful, it must be systematic. For this reason a prospectus should be developed before initiation of the study. If properly developed, the prospectus guarantees that the self-study will be comprehensive. The prospectus should specify the various components of the program to be assessed. It should indicate how data will be collected, what the review procedure is, how progress will be measured, how decisions will be reached, who will have the responsibility for each task, and what the general timelines will be. A well-planned and successful self-study must involve collection of data from all who are associated with a program either directly or indirectly. Information must be obtained throughout each of the various stages of the study and should be obtained from a representative sample of the parent institution's administration, instructional staff, student body, and governing body-as well as the program's graduates, employers of program graduates, and other appropriate constituencies. Self-study goes beyond mere data collection. Self-evaluation requires that a program evaluate the procedures it will use in attempting to alleviate limitations that the data reveal. Examination of problem solving procedures allows a program to reflect on its own efficiency and to determine if the methods in use are, in fact, the most expeditious available. Efficient problem solving obviously is critical if a program is to attain its objectives. 57

58 ضمان الجودة في جامعة الحسين بن طالل One of the most important components of self-study is the data collected from the follow-up evaluation of a program's graduates and employers of those graduates. The quality of any program is ultimately determined by whether it produces competent professionals. In most cases, assessment relates to providers of services to the public, but it can include research, teaching, administrative, community, and professional leadership activities of graduates. Therefore, a program must continually assess the achievement of its students and the performance of its graduates in light of its objectives and correct the observed discrepancies through program change. What is the Relation of Accreditation to Self-Assessment? The interest in accreditation is based on its belief that all academic programs that are offered by institution to students have an obligation to ensure, insofar as possible, that services provided by its professionals are of high professional quality. One of the most effective means by which this obligation can be met is to establish appropriate standards of education and training for its future graduates, as well as standards for continuing professional education, and to identify those education institutions that maintain adequate standards. The specific purposes of accreditation are to Promote the value of accreditation and continuous quality improvement to programs, and competency of the students. Formulate standards of accreditation that foster continuing improvement within education programs. Provide a mechanism for peer-review in the formulation and implementation of standards of accreditation. Evaluate programs to determine if they meet their established goals and missions. Ensure that program outcomes are aligned with the expectations of the students with regard to the knowledge and skills required for job market. Respect program autonomy and encourage program development and innovation. Maintain an accreditation process that is efficient, timely, and cost effective. Work collaboratively with other agencies to avoid duplication of efforts in continuous quality improvement. Maintain recognition by the Higher Education Accreditation Commission for Higher Education Accreditation and other organizations with oversight responsibility for accreditation. As is apparent, self-study and accreditation are linked, but they also are essentially parallel and different procedures. Self-assessment is, as the name implies, a self-generated evaluation of one's own program, whereas the accreditation process involves external peer review. The Accreditation standards can provide the basic framework by which a program may engage in self-evaluation activities. Although the accreditation application can act as a general guide to self-assessment, the application for accreditation is not synonymous with self-assessment. Self-examination is the first step toward accreditation, but it must be developed as an ongoing mechanism that is operational even after accreditation is achieved. If a program is to remain viable, it must engage in continuous self-assessment and not depend on periodic external review to accomplish this end. The application for accreditation must grow out of self-assessment, not the reverse. Although assessment of a program's readiness for external review is not the purpose of self-study, after such evaluation, a program should be able to determine if it is actually ready for peer review. When a program, following self-study, deems itself unprepared for external review, it should not initiate the application for accreditation, but attempt to correct the deficiencies. Additional self-study should indicate if the problems have been solved and whether the program is then ready for external review. At any time during the accreditation process, Head of the academic dept. or members of the academic dept. are available to provide ongoing guidance to programs. The Accreditation Office staff is also available to provide consultation on the accreditation process, interpretation of standards, and on procedural issues. As previously noted, each program is responsible for developing and conducting its own self-assessment. Although there is no single way to complete the task, all successful self-studies involve singular procedures and obtain and evaluate information from relatively defined constituencies 58

59 Questions to be addressed in Self-Assessment The planning and QA Dept. has developed a series of questions that might be asked during a self-study and are offered below only as suggestions to facilitate a program's preliminary discussions of self-study in relation to its compliance with the Standards for Accreditation. A. Administration 1. What is the administrative structure of the program? 2. What are the lines of authority? What is the allocation of responsibility? 3. How stable is the administrative structure and program support? Is the administrative structure functional? 4. What is the budget support for the program? What foreseeable changes may occur in budget support? 5. What budget support is provided for salaries, equipment, maintenance, and library? 6. How dependent is the program on soft money? Is administrative support adequate to continue a quality educational service? 7. Does administration policy permit structuring of reasonable workload? If not, how can these are corrected? 8. What is the program's status within the institution? Does the program have adequate communication with the administration of the institution? If not, how can these are improved? 9. To what extent does the program's instructional staff have the responsibility for designing, approving, and evaluating the curriculum? Do all the instructional staff share in the decision-making activities of the program? If not, why not? Is the difference between disagreement and dissension recognized in the program? When dissension exists, how can this be converted to a constructive activity in program development. Does the institution's administration understand the unique goals of the program? If not, why not? B. Curriculum 1. Is the course of study described in terms of course content? 2. Is sufficient course work provided to meet program objectives? For example, does the course work permit students to meet qualifications for the Certificate? 3. Are courses offered frequently enough to permit a student sufficient opportunity to obtain qualifications as described in B.2 above? 4. Is the course work sequenced to provide maximum educational growth? 5. How does the program ensure that each student follows the appropriate curricular sequence? 6. Are courses taught by faculty/instructional staff with appropriate academic and experiential background? If not, what steps are planned to correct this situation? 7. Is the program adequately planned in terms of length, timing, progressive specialization, and availability of advanced courses and seminars? Is any future restructuring planned? 8. Is the graduate program clearly identifiable and qualitatively different from the undergraduate sequence? If not, how soon can this separation are effected? When graduates are placed in undergraduate courses, what is the difference in the performance standard required? 9. Does the curriculum reflect a commitment to currency in terms of changes in knowledge, legislation, and human resource needs? 10. How adequate are the assessment procedures used to evaluate students? If inadequate, how can they be improved? 59

60 11. Do grades accurately reflect a student's academic achievement and performance? If not, in what way can grading be improved? 12. Do students have sufficient research experience so that they are able to develop a viable method of problem formulation and solution? If not, are additional research opportunities planned? 13. When and where, in the program sequence, do students obtain adequate guidance in professional and scientific responsibility, as well as ethics? 14. What is the mechanism for systematic review and updating of each course in the program? 15. What do students value most in the curriculum? Least? What is the cause of this difference? How can "least valuable" be improved? 16. Is the program sufficiently flexible to allow students an opportunity to maximize their own personal and professional growth? How can this flexibility be expanded? 17. What course work is permitted and encouraged outside the immediate program to give students an opportunity to learn the viewpoints of those in related professions? 18. What procedures have been established to evaluate transfer credit? Does the mechanism adequately evaluate the competencies that the units attest to? C. Faculty / Instructional Staff 1. Are there sufficient experienced, trained personnel capable of effective teaching in all necessary areas of specialization of a comprehensive program? If not, what plans exist to remedy any gaps? 2. To what extent are faculty/instructional staff teaching outside of their area of expertise? 3. How is the teaching load balanced with various other professional responsibilities? 4. If new instructional staff members could be hired, what would be the priorities in terms of selection of experience and education? 5. How is research competence promoted and rewarded? 6. Has the instructional staff remained sufficiently stable so that continuity exists in the program? 7. Are the rank and tenure of the faculty/instructional staff different from those of other departments? If so, what steps can be taken to adjust for the discrepancy? 8. What mechanism exists within the program to ensure that all faculty/instructional staff remain educationally current? 9. Do the students have sufficient opportunity for contact with all the faculty/instructional staff? If not, how can this be remedied? 10. Is the faculty/instructional staff sufficiently diverse so that students can be exposed to a variety of thought? If not, can steps be taken to provide diversity? D. Facilities 1. Is the space available for classrooms, offices, observation areas, and research labs adequate? If not, is there a plan, including time lines, to obtain additional space? 2. Are there architectural barriers that limit participation by persons with physical disabilities? If so, when will steps be taken to remove them? 3. Is equipment adequate for all aspects of the program? If not, when will necessary equipment be purchased? 61

61 4. What are the equipment priorities? How are these priorities developed? 5. Are the standards for calibration and maintenance of equipment adequate? If not, what steps are planned to improve them? 6. Are the library holdings adequate both within the professional disciplines of the program and related disciplines? Is the budget sufficient to ensure that holdings are current? 7. Is there adequate support staff for the program-for example, secretaries, maintenance, technology assistance? If not, is additional staff budgeted? E. Admission and Academic Advisement 1. What objective measures are used to select students? What is the relative value of each? 2. What evidence exists to show that the criteria used for selecting students are related to success within the program? 3. Once a student is admitted to the program, how is his or her progress monitored? 4. How adequate is the feedback provided to students regarding their performance? If not considered adequate, what improvements should be made, and how soon can they be put into effect? 5. Is there a systematic advising program? If not, why not? 6. Are students' academic records up to date? If not, why not? 7. How is the acquisition of knowledge and skills tracked within the program? F. Questions for Employers 1. Can a graduate of the program complete their assigned duties and procedures appropriately? Are there procedures that the graduate cannot perform? If so, please specify. 2. Does the graduate apply current research findings to his performance? 3. Does the graduate work better in a one to one situation or in a group situation? What accounts for this difference? Is it a problem? What do you believe the training program could do to ensure that the graduate works equally well in a one to one and in a group situation? 4. Does the graduate establish appropriate long and short range goals for each client? What problems, if any, does the graduate have in establishing these? What do you believe the education program could do to improve the graduate's ability to establish duty objectives? 5. Are the reports that the graduate writes complete? What are their strengths, weaknesses? What do you believe the educational program could do to improve report writing? 6. Does the graduate respond well to supervision? If not, what appears to be the primary source of difficulty? How could this be resolved? 7. Does the graduate maintain positive relationships with clients and instructional staff? If not, what appears to be the primary source of difficulty? How could this be resolved? G. Questions for Students 1.In general, are the objectives of the program and of the courses in the curricular sequence clear? If not, what do you believe could be done to improve the situation? 2.Have you found that, in general, there has been considerable agreement between the announced objectives of the courses and what was actually taught? If there have been major discrepancies, what, in your opinion, has been the cause? 3.In general, have the reading assignments been relevant to class objectives? If not, what do you believe caused the discrepancy? 4.Are the lectures given by the program's faculty/instructional staff well organized and designed to facilitate the understanding of the subject? If not, how do you believe they could be improved? 5.In general, does the program's faculty/instructional staff challenge you? If not, what steps would you suggest modifying this situation? 60

62 6. Has your interest in the specialization been increased or decreased as a result of your interaction with the ضمان الجودة في جامعة الحسين بن طالل program's faculty/instructional staff? If decreased, why? 7. Do the program's faculty/instructional staff attempt to relate course content to the total discipline? If not, how could this be improved? 8. Do the program's faculty/instructional staff provide sufficient opportunity for you to apply concepts and to demonstrate understanding of the subject? If not, how could this is improved? 9. In general, has the program's faculty/instructional staff genuinely been concerned about your progress and attempted to be actively helpful? If not, how do you believe this could be improved? 10. Are the program's faculty/instructional staff readily available to you for consultation? If not, how could the program be modified to provide more student/faculty dialogue? G. Questions for Alumni 1. If you were starting school again, would you apply for admission to the program? If not, why not? 2. Considering all aspects, were you completely satisfied with the program? If not, which aspects would you improve and how? 3. Did you have sufficient opportunity to present problems, complaints, or suggestions to the instructional staff? If not, what hampered you in these efforts? 4. Do you believe that your academic supervisors spent sufficient time observing and guiding you? If not, what do you believe accounted for their lack of availability? 5. Do you believe the counseling that the program provided was adequate? If not, what would you suggest be done to improve this situation? 6. Which academic areas do you feel most/least prepared in? What do you believe accounts for the difference? What steps would you recommend be taken to reduce this discrepancy? 7. Generally, do you believe that most of what you learned was relevant to work? If not, why not? What could be done to improve the curriculum so that it is more relevant? 8. Which courses in the program have proven to be the most/least beneficial? Please list and explain why. 9. Given the opportunity, what would you have deleted from your academic program? Why? 10. Given the opportunity, what would you have added to your academic program? Why? H. General Principles In determining the key principles for the Self Assessment Guidelines there were interesting discussions on the basic purposes of QA. For Higher Education (HE) in general, there may be summarized as answering the following: 1. Is the institution offering the study program bona fide? 2. Does the institution have the resources to offer its programs? 3. Are its programs designed to meet the outcomes and standards that may be reasonably expected of the programs titles? 4. Do students get a fair opportunity to complete their studies? 5. Is student's work assessed fairly, consistently and rigorously? 6. Do student's achievement match with general expectations associated with the degree / award title? 62

63 Contact us Al Hussien Bin Talal University Planning, Information and Quality Unit Tel: Ext: