Bruce Taylor Commission for Academic Accreditation

Ministry of Higher Edu cation and Scientific Research United Arab Emirates

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Key Principles

Evolutionary rather than revolutionary change

Organization is more systematic – easier for institutions to understand what is expected of them

New substantive content, and addition or relaxation of requirements, is based on the Commission’s recent experience with licensure and accreditation

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Discussed in other presentations

Procedural Guidelines that assist institutions in preparing for Commission reviews

New Standard 11 on Community Engagement

Integration of Standards with UAE Qualifications Framework

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Stipulations

Stipulations provide greater detail as to what is expected of institutions to comply with the relevant Standard

References to Stipulations are included in the text of the Standards to which they apply

Stipulations carry the weight of the Standards and must be adhered to by licensed institutions

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Source of Stipulations

Appendix A (Required Documents) of 2007 Standards, in particular Part I (Policies and Procedures Manual)

Other Appendices of 2007 Standards (Substantive Change, Guidelines for Good Practice in Practicums or Internships)

2010 Guidance Note on Graduate Admissions

New content: Stipulation 7 (Course Files); Stipulation 9 (Adjunct Clinical Faculty)

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Reorganization of text

Standards 1 and 2: Mission, Organization and Governance now brought together in Standard 1, while Standard 2 focuses specifically on quality assurance and institutional research

Standards 6 and 7: Learning resources including information (library), technology, and laboratory resources brought together in Standard 6, while Standard 7 discusses physical environment

Risk management included as an element of Standard 2 (formerly in Standard 8); advising services included in Standard 5 (formerly in Standard 3)

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Standard 1.1

Vision Statement

In addition to a mission statement, Standard 1.1 requires a vision statement that defines the institution’s aspirations for the long term

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Standard 1.4

Institutional Governance

Standard clarifies the Commission’s expectation that owners or investors in an institution do not hold an executive position

This re-emphasizes a requirement that the Commission has been strictly enforcing in 2011

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Standard 1.6

Multiple Campus Institutions

A manual is required documenting how activities are coordinated across campuses by institutions with more than one campus

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Standards 1.7 and 1.8

Branch Campuses

Standard 1.7 governs UAE institutions’ branch campuses in foreign countries

Standard 1.8 governs foreign institutions’ branch campuses in UAE

Key requirements under Standard 1.8: • Comparability of learning outcomes with those of programs

at parent institution • Local advisory board and locally-based administrators • Localized Catalog and other documents • Teach-out plan in case branch campus closes or programs

are discontinued

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Standard 2.4

Continuous Quality Enhancement

Explicit requirement that findings of institutional research are used to improve programs and services, or enhance resources (“closing the loop”)

Requirement that institutions benchmark their

activities against best local and international practices

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Standard 2.6

Annual report of QA activities

An annual report to the CAA is required on the activities and achievements of the quality assurance/institutional effectiveness unit over the preceding year

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Standard 3.4

General Education

Text of Standard 3.4 indicates that the purpose of General Education is to add breadth to undergraduate students’ intellectual experience

General Education requirement includes five content areas (languages, humanities/arts, natural sciences, information technology/mathematics, social/behavioral sciences)

Information literacy requirement now subsumed under General Education

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Standard 3.8

Course Delivery

Requires institutions to demonstrate that course syllabi are followed in actual practice Requires institutions to ensure the appropriateness

of their assessment practices Requires course files to be maintained which

provide evidence that courses are meeting their learning outcomes (details in Stipulation 7)

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Standard 3.9

Class size

Requires institution to develop guidelines on appropriate class size, consistent with effective pedagogy

Does not mandate class sizes

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Standard 4.4

Faculty Preparation

Text of this Standard makes explicit the Commission’s expectation that an institution should have faculty and administration with diverse cultural and educational backgrounds

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Standard 4.9

Faculty Workload

Text of this Standard includes requirements for maximum faculty workloads previously found in Appendix A of the 2007 Standards

Requires specifically that any necessary overloads be compensated

Notes that different types of pedagogy (e.g., laboratory or studio classes) must be differently accounted for in workload calculation

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Standard 4.10

Part-time Faculty

Brings together requirements concerning part-time faculty that were previously subsumed in other sections of the Standards

Requires institutions to offer services and support to part-time faculty and include them in program development and similar functions

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Standards 5.2, 5.3, and 5.4

Admission Requirements

Detailed requirements for undergraduate admission (5.2), graduate admission (5.3), and transfer admission (5.4) are moved here from Appendix A of the 2007 Standards

Transfer students must demonstrate the required English language test scores for full admission – provisional admission is not permitted

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Standard 5.5

Advanced Standing

The award of credit by advanced standing is permitted provided that the Commission approves the institution’s policy specifying the conditions under which such credit is awarded

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Standard 5.6

Recognition of Prior Learning

RPL was in essence not permitted under previous Standards (Section 9.4 on Enrollment Practices and Section 3.11 on Continuing Education) 2011 Standards allow an institution to award credit

for prior learning, including experiential learning, provided that a institutional policy is approved by the Commission

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Standard 5.9

Advising Services

Moved to this Standard from Standard 3 Institutions are required to offer assistance and

support to students whose academic performance is poor

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Standard 9.2

Publications

An institution’s Web site must be kept up-to-date Policies regarding tuition and fees, and the

conditions under which they may be changed, must be transparent The Standard reinforces the Commission’s view that

the Catalog is a contract between the institution and the student

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Standard 9.3

Institutional Name

Use of the term “University” in an institution’s name is restricted to larger and more diverse institutions

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Standard 10

Research and Scholarly Activities

Name of the Standard changed from “Research” to reflect broader range of expectations of faculty for contribution to scholarship

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Stipulation 1A

Teach-Out Policy

Text of Stipulation 1A, point 9 explicitly requires a Teach-Out Policy in the institution’s Policies and Procedures Manual Teach-Out Policy governs the arrangements for students to further their education in case an institution is closed or a program discontinued

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Stipulation 2

Substantive Change procedures

Text of the Standards makes several references to actions that are considered Substantive Change (e.g., establishing a local or foreign branch campus, making changes to programs that significantly modify goals or learning outcomes, offering a program using a mode of delivery not used before) Stipulation gives examples of actions that do not require notification as Substantive Change

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Stipulation 7

Course Files

Course files must contain sufficient information about the presentation of a course so that faculty and other reviewers can determine whether learning outcomes are met, and what changes if any are appropriate to the course

Contents of course files inform institution’s own program effectiveness processes, as well as CAA External Review Teams

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Stipulation 9

Adjunct Clinical Faculty

Stipulation specifies the levels of education, academic experience, and clinical experience required for appointment of Adjunct Clinical Faculty at different ranks

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Stipulation 10

Graduate Admission

Stipulation incorporates into the Standards the requirements for graduate admission communicated by letter to institutions in May, 2010 Stipulation liberalizes previous requirements for conditional admission and eliminates need for previous “Mature Admission” category

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Appendix 1

Courses offered in condensed periods

A new Appendix setting out the Commission’s expectation that courses offered in condensed periods will follow acceptable practices in teaching and assessment, and are comparable in terms of learning outcomes to courses offered during a regular semester/term

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Appendix 2

Glossary Entries

“Joint” and “Dual” qualifications are defined and differentiated.

Examples of the definition of “credit” under

different national systems are provided

The terms “major” and “concentration” are explained

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Timetable for implementation

Submissions for institutional licensure or program accreditation reaching the Commission before 1 November 2011 may be reviewed under either the 2007 Standards or the 2011 Standards

All submissions reaching the Commission after 1 November 2011 will be reviewed under the 2011 Standards

https://www.caa.ae/caa/images/Standards2011.pdf

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Ian P. Cumbus Commission for Academic Accreditation

Ministry of Higher Education and Scientific Research United Arab Emirates

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Community Engagement

Section 11 - A new section in the 2011 Standards for Licensure and Accreditation.

WHY?

Recognition that institutions have an important, interactive role to play within their constituency.

Need to focus the engagement on areas that serve the institutional mission and vision.

Significant aspects of engagement will utilize institutional resources.

Community Engagement has been embraced in many other QA Standards around the world.

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Community Engagement

Three key points from the introduction to this topic in our Standards are as follows:

This community engagement is mutually beneficial to both institutions and the communities they serve. … resources that can be deployed to bring benefits beyond the classroom, and in so doing enhance the reputation of the institution and contribute to its development. … the community is considered as a main stakeholder in the continuous development of the institution’s programs and services.

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Community Engagement

Institutions bring a wealth of new resources to their local city, Emirate and/or the UAE:

A range of high level expertise, often across a wide range of disciplines

Useful physical facilities and equipment, often not used to complete capacity

Collections of learning resources – library and other materials in relation to specific disciplines

A pool of students to feed the employment opportunities locally or shorter-term projects and activities.

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UAE Qualifications Framework Extracts from the draft UAEQF Handbook

“The National Qualifications Authority has overall responsibility for setting policy, managing and assuring the quality and integrity of the qualifications system implemented under its auspices” “The accreditation bodies are responsible for approval of qualifications, standards, and quality assurance” The accreditation bodies are: The Commission for Academic Accreditation (CAA) The General Education Commission for Secondary Education

(GEC), and The Vocational Education and Training Awards Commission

(VETAC)

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The National Qualifications Authority NQA

The National Qualifications Authority (NQA) was

established by issuance of a Decree:

Title: Establish and Maintain the NQA

Date of decree: 23 August 2010

Management: Board of Trustees

Reports to: Council of Ministers (Cabinet)

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Functions and Commissions coordination

New establishment

QUALIFICATIONS

FRAMEWORK

ACCREDITATION &

AWARDS

COMMISSIONS

QUALIFICATIONS

REGISTER & INFO

SYSTEM (QRIS)

Commission for Academic Accreditation

(CAA)

Delegated responsibility

General Education

Commission

(GEC)

Delegated responsibility

Vocational Education and

Training Awards Commission

(VETAC)

New entity

Existing body

NQA Board MoE

MOHESR

Others

Stra

tegi

c Po

licy

Op

erat

ion

al

National Qualifications Authority (NQA)

QUALITY AND

PERFORMANCE

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Proposed Qualifications Framework for the UAE

Commission for Academic Accreditation (CAA) and

National Qualifications Authority (NQA) March 2011

An integrated framework for the development of

qualifications in the United Arab Emirates

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Rationale for a Qualifications Framework

To provide a frame of reference, enabling all qualifications to be described and compared

To assist in defining the learning outcomes required for new qualifications

Provide a basis for comparison of UAE qualifications with other national or international qualifications

To facilitate the recognition of the learning achievements of students

Helps learners to make informed decisions about further education and career progression

To facilitate life-long learning

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UAE Qualifications Framework Proposal

1. ten (10) levels are proposed.

2. learning outcomes are expressed in terms of:

– knowledge

– skill

– aspects of competence (comprising three [3] sub-parts)

• That is, five (5) ‘strands’, which are:

Strand 1 Strand 2 Strand 3 Strand 4 Strand 5

Knowledge Skill Autonomy &

Responsibility Self-

development Role in context

Aspects of competence 44 9/22/2011

Grid of Level Descriptors Level Knowledge (Version 01022141) Skill Autonomy and responsibility Self-development Role in context

10

comprehensive, deep and overarching knowledge at the frontier of a field of work or learning and at the interface between different fields

new knowledge, as judged by independent experts applying international standards, created through research or scholarship, that contributes to the development of a field of work or learning

a range of advanced and specialised skills and techniques, including synthesis, evaluation and reflection, required to extend and redefine existing knowledge or professional practice or to produce new and original knowledge

advanced skills in developing innovative solutions to critical problems in research using highly developed cognitive and creative expert skills and intellectual independence to the field of work or learning

highly developed expert communication and technology skills to present, explain and/or critique highly complex and diverse matters

can act with substantial authority, creativity, autonomy, independence, scholarly and professional integrity in a sustained commitment to the development of new ideas or processes or systems in challenging and novel work or study contexts

can account for overall governance of processes and systems

can lead action to build and transform socio-cultural norms and relationships

can analyse and critique the state of learning in a field and contribute to its advancement

can originate and manage complex professional processes

can lead and take full responsibility for the development and strategic deployment of professional teams and self

9

comprehensive, highly specialised knowledge in a field of work or learning and at the interface between different fields, including frontier concepts; including advanced knowledge of applicable research principles and methods

critical awareness of knowledge issues, as the basis for original thinking; encompassing appropriate processes of enquiry and current processes of knowledge production

detailed body of knowledge of recent developments in a field of learning or work and/or professional practice

specialised skills required in research, analysis, evaluation and/or innovation of complex ideas, information, concepts and/or activities

advanced problem-solving skills required to develop new knowledge and procedures and to integrate knowledge from different fields using highly developed cognitive and creative skills and intellectual independence to the field of work or learning

highly developed specialist communication and technology skills to present, explain and/or critique highly complex matters

can take responsibility for managing professional practice or work, processes or systems, or learning contexts that are complex, unpredictable and require new strategic approaches and/or intervention or conceptual abstract solutions

can account for high level governance of processes and systems

can analyse and reflect on socio-cultural norms and relationships and act to build and transform them

can self-evaluate and take responsibility for contributing to professional knowledge and practice, as well as implementing ethical standards and further learning

can initiate and manage professional activity

can take responsibility for leading the strategic performance and development of professional teams and self

8

advanced or specialised knowledge and critical understanding in a specialised field of work or learning and at the interface between fields

critical approach to a systematic and coherent body of knowledge and concepts gained from a range of sources

problem-solving skills applied to a specialist field and the integration of knowledge from different fields of work or learning to solve complex unpredictable and/or abstract problems with intellectual independence

critical selection of appropriate research tools and strategies associated with the discipline field of work or learning

highly developed advanced communication and technology skills to present, explain and/or critique substantively complex matters

can take responsibility for developing and implementing new or creative approaches to managing complex work processes and organisation, resources or learning, including leading and managing teams within a technical or professional activity

can work effectively as an individual or in team leadership contexts

can express a comprehensive, internalised, personal world view, while accepting responsibility to society at large and to socio-cultural norms and relationships

can self-evaluate and take responsibility for contributing to professional practice and further learning, in complex and sometimes unfamiliar learning contexts

can lead, contribute and observe ethical standards

can manage professional activity

can take responsibility for leading the strategic performance of professional teams and self

can coordinate peer relationships with qualified practitioners and lead multiple, complex groups

7

specialised factual and theoretical knowledge and an understanding of the boundaries in a field of work or learning, encompassing a broad and coherent body of knowledge and concepts, with substantive depth in the underlying principles and theoretical concepts

familiarity with sources of new research and knowledge with integration of concepts from outside fields

technical, creative and analytical skills appropriate to solving specialised problems using evidentiary and procedural based processes to predictable and new contexts associated with a field of work or learning, encompassing evaluating, selecting and applying appropriate methods, procedures or techniques in processes of investigation to identified solutions

selection of appropriate research tools and strategies associated with the field of work or learning

highly developed advanced communication and technology skills to present, explain and/or critique complex matters

can take responsibility for developing new and advanced approaches to managing or evaluating complex and unpredictable work procedures and processes, resources or learning, including leading teams within a technical or professional activity

can manage technical, supervisory or design processes in unpredictable contexts

can work creatively and/or efficiently as an individual or in team leadership or managing contexts

can express an internalised, personal view, and accept responsibility to society at large and to socio-cultural norms and relationships

can self-evaluate and take responsibility for contributing to professional practice and further learning

can manage learning tasks independently and professionally, in complex and sometimes unfamiliar learning context

can take initiative to address learning needs and function independently within learning groups

can contribute and observe ethical standards

can function with full autonomy in technical and supervisory contexts and adopt professional roles with little guidance

can take responsibility for the setting and achievement of group or individual outcomes and for the management and supervision of the work of others or self in the case of a specialisation in field of work or learning

can take responsibility for managing the professional development of individuals and groups

can participate in peer relationships with qualified practitioners and lead multiple, complex groups

6

comprehensive, specialised factual knowledge and an understanding of the boundaries in a field of work or learning, encompassing a broad and coherent body of knowledge and concepts, with depth in the underlying understanding of the principles and concepts

familiarity with sources of existing knowledge and the integration of concepts from outside fields

specialist technical, creative and conceptual skills appropriate to solving complex problems associated with a field of work or learning

a comprehensive range of specialist cognitive and practical skills appropriate to planning and implementing solutions to varied, unpredictable and unfamiliar problems within a field

identification and use of appropriate research tools and strategies associated with the field of work or learning

advanced communication and technology skills to present, explain and/or critique complex matters

can take responsibility for developing appropriate approaches to managing complex work procedures and processes, resources or learning, including leading teams within a technical or professional activity

can manage technical, supervisory or design processes in varied, unpredictable and unfamiliar contexts

can work effectively as a specialist role or in team leadership contexts

can express an internalised, personal world view, reflecting engagement in society at large and in socio-cultural relationships

can take initiative to address learning needs and function independently within learning groups

can support and observe ethical standards

can evaluate own learning and identify learning needs in a familiar and unfamiliar environment

can function with full autonomy in technical and supervisory contexts and adopt professional roles under guidance

can take responsibility for the setting and achievement of group outcomes and for the supervision of the work of others

can take responsibility for managing the development of individuals and groups

can participate in peer relationships with qualified practitioners and lead multiple groups

5 comprehensive, specialised knowledge within a broad field of work or learning, including an understanding of the underlying theoretical and abstract concepts with significant depth in some areas

technical, creative and conceptual skills appropriate to solving a range of problems associated with a field of work or learning

a comprehensive range of specialist cognitive and practical skills appropriate to identifying and implementing solutions to familiar and non-routine problems within a field

use of appropriate research tools and strategies associated with the field of work or learning

comprehensive communication and technology skills to present, explain and/or critique complex matters

can take responsibility for coordinating the implementation of appropriate approaches to complex work procedures and processes, resources or learning, including leading teams within a technical or paraprofessional activity

can exercise coordination and/or supervision in routine, familiar and some non-routine work or learning contexts

can coordinate technical, supervisory or design processes in routine, familiar and non-routine contexts

can express an internalised, personal world view, in the context of an understanding of socio-cultural relationships

can take responsibility for own learning within a managed and non-routine environment

can comprehend and observe ethical standards

can evaluate own learning and identify learning needs in a developed environment

can function with autonomy in technical and coordination contexts and support professional and adopt paraprofessional roles under guidance

can function both independently and in a coordination role within multiple groups

can take responsibility for coordinating the development of individuals and groups

can review and develop the performance of self and others

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Level 10 (Skills) Doctorate Descriptor

a range of advanced and specialised skills and techniques, including synthesis, evaluation and reflection, required to extend and redefine existing knowledge or professional practice or to contribute to new and original knowledge

advanced skills in developing innovative solutions to critical problems in research using highly developed cognitive and creative expert skills and intellectual independence

highly developed expert communication and information technology skills to present, explain and/or critique highly complex and diverse matters to specialist academic and professional audiences

Graduates of a Doctoral Degree will have:

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UAE Qualifications Framework

Grid of Level Descriptors: Level Descriptors are sets of learning outcomes statements that define

levels in a framework of qualifications. This grid sets out descriptor statements for a framework of ten levels for the UAEQF.

The statements are set out in three ‘domains’ – Knowledge, Skills and Competencies (Competencies sub-divided into three aspects), building to a grid of 50 statements. These level descriptors form the foundation for the UAE Qualifications Framework.

Note on reading level descriptors:

The descriptor statements defining any particular level should be read concurrently across all three domains of learning outcomes to affirm a level

The level descriptors are cumulative: e.g. the descriptor for level 7 assumes the inclusion of all of the outcomes in the preceding levels 6 and 5

If a qualification shares the same level as another qualification, they are broadly similar in the demands they place on the learner, but they may differ in terms of content and duration of study

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UAE Qualifications Framework

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Levels No. Programs

Undergraduate Certificate 2

Undergraduate Diploma/ Associate 48

Undergraduate Higher Diploma 5

Bachelor 268

Postgraduate Certificate 15

Postgraduate Diploma 23

Master 168

Doctorate 12

Total 541

2

48

5

268

15 23

168

12

Program Level Classification

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Extracts from CAA Standards 2011

3 The Educational Program

The academic programs and courses offered by the institution are appropriate to its mission. International academic norms are reflected in program design and composition, in the delivery of teaching and instruction, and in the assessment of student achievement. The institution demonstrates that academic programs and courses are delivered as they are specified, are reviewed and continuously improved, and that students meet the intended outcomes. Program learning outcomes are appropriate to the level of qualifications awarded, consistent with the UAE Qualifications Framework.

3.1.3

Each academic program has well-articulated goals and learning outcomes (i.e. learning outcomes at the level of the program); the outcomes are derived from the goals and are defined in measurable terms; all program goals and outcomes are accurately described in appropriate publications. Goals and outcomes are consistent with the level of qualification awarded as defined in the UAE Qualifications Framework.

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Thomas F. Armstrong Commission for Academic Accreditation

Ministry of Higher Education and Scientific Research United Arab Emirates

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Procedural Guidelines

Procedural Guidelines should be seen as a “How to do it” Manual … Has something in common with the “Cliff Notes” that many of us used in our undergraduate days.

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Procedural Guidelines

Four Guidelines:

Initial Licensure

Renewal of Licensure

Initial Accreditation

Accreditation or Renewal of Accreditation

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Procedural Guidelines

Each Guideline answers the key question: What is essential to an Application?

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Procedural Guidelines

The CAA intent is that you will use the Guidelines to raise key questions with your institution:

Do we do what is expected under the Standards?

How do we know that we do it?

What documentation do we have to know that we do it?

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Procedural Guidelines

The Guidelines are designed to be easy for anyone to follow.

There is an expectation – hope – that each campus will have a point person who serves as a “quality control” agent for processing applications.

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Procedural Guidelines

Several Assumptions which are Keys to Successful Applications

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Procedural Guidelines

The CAA expects the Self-Study to be a reflective, thoughtful document.

Should address the “big picture” as well as the technical details of the institution or the program.

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Procedural Guidelines

Initial Accreditation

Is there a need for the program?

Is there fiscal capacity?

Is there organizational capacity? Leadership, for example.

Is there faculty capacity?

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Procedural Guidelines

Initial Accreditation [continued]

Is there sufficient technological or library support (what are termed learning resources)?

Is there support from student services?

Will Quality Assurance System be extended to the new program? How?

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Procedural Guidelines

Initial Accreditation [continued]

For those areas where the institution cannot demonstrate current capacity, what are the specific plans with timetables for achieving that capacity?

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Procedural Guidelines

Accreditation has different questions:

How has the program been delivered?

How do you know that the program has had quality in terms of the Standards?

How can you demonstrate the quality?

What have you done once you discover that there is a weakness?

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Procedural Guidelines

Re-Licensure

Another set of questions

One of the bigger changes in the Standards, 2011 is the increased emphasis on the Self-Study for re-licensure.

More comprehensive application expected.

Done right, process can be very healthy for an institution.

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Procedural Guidelines

Second – Applications will respond to all questions asked and do so with the specific application in mind.

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Procedural Guidelines

Third – The documentation must be clear and relevant.

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Procedural Guidelines

Fourth – The Application should offer concrete examples of what the institution has done when it discovers a problem.

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Procedural Guidelines

Fifth – The institution should be certain that the application document (and the documentation, itself) is internally consistent

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Procedural Guidelines

Sixth – It really helps to work with the assigned Commissioner … we might seem like the “enemy” at times but, in truth, we are really most interested in helping you!!

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Procedural Guidelines

Finally – Follow the Guidelines. Or, in language found in nearly any home improvement guide: when all else fails, read the instructions.

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Procedural Guidelines

…

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