HCT ACADEMIC QUALITY ASSURANCE MANUAL · HCT Academic Quality Assurance Manual 2017-2018 1.1...

HCT ACADEMIC QUALITY

ASSURANCE MANUAL

2017-2018

Contents Chapter 1: Higher Colleges of Technology: Overview 1.1

Chapter 2: Quality Assurance Framework 2.1

Quality Assurance Framework 2.1

Evaluation of the Quality Assurance Framework 2.1

Chapter 3: Key Structures for Quality Assurance 3.1

Governance 3.1

Organizational Effectiveness (OE) Department 3.4

Academic Affairs Division 3.4

Campus Operations Division 3.8

Education Technologies Division 3.9

Central Communications Unit 3.10

Policy and Procedures 3.10

Chapter 4: Design, Approval and Modification of Programs 4.1

Structures & Responsibilities 4.1

National Qualifications Framework 4.2

Program Design 4.5

Program and Curricula Change 4.10

Accreditation 4.15


Chapter 5: Academic Program Quality Review 5.1


Programme Quality Review Framework 5.2

Programme Learning Outcome Assessment 5.5

Annual Academic Programme Audit 5.13

Cyclical Programme Review 5.17


Chapter 6: Course Quality Review 6.1


Processes 6.3

Chapter 7: Assessment and Grading 7.1


Assessment Processes 7.3

Grading Processes 7.6


Chapter 8: Faculty 8.1

Structures and Responsibilities 8.1

Processes 8.2

Professional development 8.5

Research 8.6


Chapter 9: Students 9.1


Processes 9.2


Chapter 10: Teaching and Learning Resources 10.1


Processes 10.2


Chapter 11: Public Information - Academic Programs 11.1


Processes 11.1

Publications 11.2

Chapter 12: Academic Information Management 12.1


Information Sources 12.1

Chapter 13: Cyclical External Quality Assurance 13.1


Processes 13.2

Policy and Procedure 13.2

HCT Academic Quality Assurance Manual 2017-2018

1.1

Chapter 1: Higher Colleges of Technology – Vision, Mission and

Strategic Plan

Contents

Background 1.1

HCT 2.0 1.1

HCT Vision 1.2

HCT Mission 1.2

Strategic Plan 1.2

Background In 1985, H.E. Sheikh Nahayan Mabarak Al Nahayan, Chancellor of the United Arab Emirates

University, made a commitment to establish a new system of post-secondary education for UAE

Nationals that would stress the ideals of productivity, self-determination and excellence.

His Excellency envisioned a system of the highest quality that would be used to educate Nationals

for the professional and technical careers necessary in a rapidly developing society.

In fulfillment of that vision, the Higher Colleges of Technology (HCT) was established in 1988 by

Federal Law No 2 issued by the Late Sheikh Zayed bin Sultan Al Nahyan, may his soul rest in peace.

Four colleges commenced that year. Since then, thirteen additional colleges and the Center of

Excellence for Applied Research and Training (CERT) have opened throughout the Emirates to form

the system of the Higher Colleges of Technology.

The system of the Higher Colleges of Technology (HCT) is a community of more than 23,000 students

and 2,000 staff based on 16 modern, technology-enhanced campuses in Abu Dhabi, Al Ain, Dubai,

Fujairah, Madinat Zayed, Ras Al Khaimah, Ruwais and Sharjah, making it the largest higher education

institution in the UAE.

HCT 2.0

HCT 2.0 is the process designed to drive the transformation of the institution over the next 5 years in order to ensure its continuing success. Some of the justifications for this transformation include the following.

Meeting Key Internal Challenges:

Students Academics Partnerships Enablers

Preparing for the Future:

21st century skills gap


1.2

Job market is evolving significantly Technology megatrends underway Moving towards performance based funding

Meeting National Aspirations:

Alignment with UAE National Agenda –Vision 2021 Excellence in service offering Embedding a culture of innovation Best value for money

HCT Vision The Higher Colleges of Technology is the leading applied higher education institution in empowering

generations to contribute to the shaping of the future of the UAE.

HCT Mission Provide applied higher education to equip generations with knowledge, skills and competencies that

meet international standards and the future needs of the UAE industry and society.

HCT Strategic Plan 2017-2021 The HCT has developed the following five key, strategic goals which reflect HCT’s strategic directions

and aspirations. These goals are each linked to 15 specific outcomes, which in turn relate to 25

specific initiatives which HCT will undertake over the five-year HCT 2.0 plan.

Goal 1

Empowering students with 21st century skills in a vibrant campus environment engaged with their local communities

Strategic Outcomes

Students who are well informed about programs and career choices HCT community are involved in global interactions and have a strong positive impact on local

community Students strongly affiliated to HCT and actively engaged in a vibrant student community and

campus environment

Strategic Initiatives

G1-I1. Overhaul of academic advising program.

G1- I2. Launch of new campaign to drive vibrancy of student life.

G1-I3. Enhancement of student services app. for automation and community engagement.

G1-I4. Enhancement of career services to have a more integral role in student career development.

G1-I5. Enhancement of student community service programs for community outreach.


1.3

Goal 2

Continuous improvement of academic programs, faculty and scholarship activities to meet high quality standards and industry requirements

Strategic Outcomes

Highly qualified, pedagogically and technologically skilled and engaged faculty Industry-relevant curriculum, with greater flexibility for student choice Culture of scholarship institutionalized across the organization Equivalency of learning experience across campuses


G2-I1. Institutionalization of program excellence and quality assurance.

G2-I2. Restructuring of program offerings in alignment with NQF and industry.

G2-I3. Full adoption of Smart Learning.

G2-I4. National and international accreditation.

G2-I5. Enhancement and extension of faculty professional development program.

G2-I6. Institutionalization of applied research

Goal 3

Engagement of strategic partnerships to foster strong connections with industry, higher education institutions, alumni and high schools

Strategic Outcomes

Systematic and focused engagement of industry in sponsorship, curricula setting and work placement

Systematic and focused engagement of HCT alumni as advocates Attraction of academically-ready high school graduates to HCT


G3-I1. Creation of targeted approach to actively engage partners from strategic sectors.

G3-I2. Creation of active alumni community program

G3-I3. Establishment of connection program between HCT and high schools

G3-I4. Establishment of customer service call center and help desks


1.4

Goal 4

Provision of quality and efficient administrative services with effective governance

Strategic Outcomes

Effective, efficient and standardized multi-campus operations Efficient and effective utilization of financial resources Highly skilled, engaged & motivated staff Use of technologies aligned with UAE ‘smart government’ initiative


G4-I1. Establishment of strategic recruitment process for employees.

G4-I2. Establishment of engagement scheme throughout employee career.

G4-I3. Institutionalization of structured career progression system for all employees.

G4-I4. Creation and communication of organization-wide policies and guidelines.

G4-I5. Optimisation of financial planning.

G4-I6. Review of organization structure and governance model.

Goal 5

Embedding of innovation culture in the institutional environment

Strategic Outcomes

Culture of innovation institutionalized with support structures in place across the organization


G5-I1. Creation and setup of innovation and learning spaces.

G5-I2. Building of innovation capabilities for employees.


2.1

Chapter 2: Academic Quality Assurance Framework

Contents

Academic Quality Assurance Framework 2.1

Institutional Quality Assurance Framework 2.1

Evaluation of the Academic Quality Assurance Framework 2.1

Academic Quality Assurance Framework The Academic Quality Assurance Framework has been adapted from the Standards and guidelines for

quality assurance in the European Higher Education Area, May 2015.

The Framework sets out the structures, responsibilities, processes and timelines for ensuring that

academic programs are fit-for-purpose, viable, and meet national and international standards, and

that students have a comparable educational experience regardless of where they study.

The HCT Framework consists of the components listed below each of which is described in following

Chapters.

3. Key Structures for Quality Assurance 4. Design, Approval and Modification of Programs 5. Academic Program Quality Review 6. Course Quality Review 7. Assessment and Grading 8. Faculty 9. Students 10. Teaching and Learning Resources 11. Public Information - Academic Programs 12. Academic Information Management 13. Cyclical External Quality Assurance

Institutional Quality Assurance Framework The Institutional QA Framework includes all administrative departments, units, services and processes. The Framework is being developed as part of the ISO Integrated Management System (IMS) project which is being overseen by the HCT’s Strategy and Future Division. The project is expected to be completed by the end of 2018.

Evaluation of the QA Framework

Internal Review The Academic Quality Assurance framework is reviewed by the Academic Council (refer Chapter 3)

on a regular basis to ensure that the Framework is meeting expectations and being implemented

effectively.

External Review To ensure that it is fit-for-purpose, the quality assurance framework for academic programs will

undergo periodic evaluation by external experts.


2.2

Commission for Academic Accreditation The Ministry of Education of the United Arab Emirates requires that each program of one academic

year or longer leading to the award of an academic degree, certificate, or diploma is accredited by

the Commission for Academic Accreditation.

Accreditation for new programs lasts up to two years after the first cohort of students graduate from

the program. Renewal of accreditation is required every five years.

Abu Dhabi Education Council (ADEC) The HCT is required to obtain a “No Objection” letter from ADEC before applying to the CAA for

approval to offer a new Bachelor’s or Master’s program in the Emirate of Abu Dhabi.

The ADEC criteria look at the quality of educational provisions, access to higher education, alignment

with the national development plans as well as an aspiration to establish a knowledge- based society

through evaluating the impact and the ‘value added’ that the new programs bring to the HE system

and the Emirate of Abu Dhabi society at large.

International & Professional Accrediting and Licensing Agencies In order to ensure that programs meet accepted international or professional standards, each

academic program is expected to seek and obtain international or professional accreditation /

licensure from an appropriate agency.

Furthermore, Academic Faculties are expected to align programs with professional certifications

wherever possible to ensure currency with developments and standards within the field.


3.1

Chapter 3: Key Structures for Academic Quality Assurance

Contents

Governance 3.1

Organizational Effectiveness (OE) Department 3.5

Academic Affairs Division 3.6

Campus Operations Division 3.9

Education Technologies Division 3.10

Central Communications Unit 3.11


Governance

Board of Trustees (BoT) The Board of Trustees is the highest governance body of the HCT. The Board has final approval for a

number of major changes such as the establishment of new programs, length of the program, and

modifications to admission requirement.

Membership

Membership consists of the Chancellor of the HCT (Chair), the Vice Chancellor (Secretary of the

Council) and a minimum of seven members from relevant sectors of the UAE appointed by the

Cabinet of the UAE.

Executive Committee The Executive Committee is the senior internal HCT decision making body and also recommends

policies and procedures, and major changes to the Board of Trustees.

Membership

The Committee is chaired by the Vice Chancellor and includes:

Deputy Vice Chancellor Academic Affairs

Deputy Vice Chancellor Administration

Deputy Vice Chancellor Campus Operations

Deputy Vice Chancellor Strategic Planning & Communication

Chief Financial Officer

Chief Human Resources Officer

Executive Director Organizational Effectiveness Department

Director, Strategic Planning

Academic Council (AC) The Academic Council is the highest academic committee. The AC that receives and evaluates

recommendations from the Curriculum Quality Assurance Committee (see below) and endorses

them for approval by the Executive Committee or Board of Trustees.


3.2

Membership

Members are appointed by the Chancellor. The Council is chaired by the Vice Chancellor and

includes:

Deputy Vice Chancellor Academic Affairs

Deputy Vice Chancellor Administration

Deputy Vice Chancellor Campus Operations

Deputy Vice Chancellor Strategic Planning & Communication

Executive Director Organizational Effectiveness Department

Executive Deans

System Registrar (ex-officio)

A faculty member (ex-officio)

College Director who is hosting the meeting

Curriculum Quality Assurance Committee

Responsibilities This Academic Management Standing Committee oversees and supports the implementation of the

program quality review provision, and reports annually to Academic Council on the effectiveness of

program quality review processes and activities.

Terms of Reference 1. Annually review the HCT policy and procedures related to academic program quality review

recommending changes, if necessary, to the Academic Council’ 2. Annually report to Academic Council on the effectiveness of the annual and cyclical program

review processes and mechanisms recommending improvements if necessary. 3. Review and monitor processes for the assessment of programme learning outcomes, annual

programme audits, and cyclical program reviews identifying issues and recommending improvements to the Executive Dean Programmes & Curricula.

4. Receive and action feedback and recommendations from Academic Faculties and other stakeholders for improvement of the program review process and mechanisms.

5. Monitor annual program audit reports and refer matters of concern including recommendations for a programme to undergo immediate cyclical program review to the Academic Council.

6. Receive and review cyclical program review reports and make recommendations for programme continuance to Academic Council.

7. Approve the timetable for the cyclical review of all academic programmes. 8. Give technical support to the Executive Dean Programmes & Curricula in the implementation

of the learning outcome and program review provision across the HCT. 9. Work in a consultative capacity.

10. Any other assignments as directed by Deputy Vice Chancellor Academic Affairs.

Membership Chair: Dean of Institutional and Academic Accreditation

Members: six members appointed by the Academic Council


3.3

System-wide Curriculum Committee

Responsibilities This Academic Management Standing Committee reviews proposals for new and major

modifications to programs and courses to assure that programs are aligned with the HCT Mission

and national standards, have appropriate academic rigor, and are adequately resourced in terms of

faculty and teaching and learning resources.

Terms of Reference The Curriculum Committee:

1. Reviews proposals for new and major modifications to programs and courses in terms of:

1.1. Rationale for the proposal including alignment with the HCT Mission, impact on other HCT

programs, and need and demand from industry stakeholders, society, and students

1.2. Academic Rigor of the new or modified program or course including alignment with

national and international standards, program structure and credit hours, learning

outcomes, mode of instruction (eLearning/Blended, Intensive)

1.3. Resource requirements including faculty, teaching & learning resources, specialist

equipment, facilities, and budget

2. Provides Academic Council with an evaluative report and recommendation for each proposal

3. Reviews HCT related policy and procedures recommending changes, if necessary, to the

Academic Council

4. Reports annually to Academic Council on the effectiveness of the program development and

improvement processes and mechanisms recommending improvements as necessary

5. Receives feedback and recommendations from Academic Faculties and other stakeholders for

the improvement of processes and mechanisms

6. Provides assistance and advice to the Executive Dean Programme & Curriculum as required

including the appointment of external reviewers for new programs and majors

7. Supports and advises Academic Faculties in matters relating to program development and

improvement

Membership

Chair: Executive Dean Program and Curricula

Members: six members appointed by the Academic Council

Applied Research Council The Applied Research Council (ARC) is an Academic Governance Standing Council. The ARC is

responsible for regulating and overseeing internal and external sponsored applied research projects

undertaken by Academic Faculties or faculty members.

Terms of Reference A) Develop and oversee the following applied research strategic priorities:

Direct research funds and develop strategic alliances to enhance applied research productivity and output in areas of National focus.

Oversee the development of HCT research strategic priorities in alignment with HCT


3.4

Strategic Plan.

Support building an applied research infrastructure including the development and maintenance of a research database, facilities, equipment, materials and services.

Develop research leadership through targeted recruitment, creation of research career pathways and retention with focus on early and mid-career researchers.

Collaborate with other institutions to strengthen research connections, joint ventures and resource sharing where appropriate.

Support current initiatives to promote applied research through student projects, joint research projects, innovation projects and co-location of staff across research aligned areas.

B) Govern rules and regulations:

Define the applied research themes and topics that are aligned with the national Agenda and HCT Research priorities.

Award and monitor the management of research funds.

Indirect cost recovery rate (HCT overhead)

Appointment and compensation of research assistants.

Intellectual property.

Research confidentiality.

Publish research results.

Approve requests to use HCT faculty, staff or students as research subjects.

Transform innovative ideas into successful start-ups and commercialize HCT intellectual property.

Manage the review and selection processes for all proposals.

Approve release time for faculty, if and when required.

Oversee responsible conduct in all research projects that involve the use of human, animal, or hazardous materials.

Develop processes and templates for managing research budgeted items and expenses.

Consider how best to further HCT research outreach to the external community.

Consider ways to enhance the academic impact of research.

Seek external reviewers for research proposals.

Membership

Vice-Chancellor (Chair)

Chief Innovation Officer (Vice-Chair)

Deputy Vice-Chancellor, Academic Affairs

Deputy Vice-Chancellor, Education Technologies

Executive Dean Engineering

Director Partnerships

Chief Executive Officer of CERT

Dean of Faculty Affairs and Applied Research.

Student Council Each campus has a Student Council elected by the student body to ensure student representation in

campus management and governance.

Representatives from each of the campus Councils elect a system-wide HCT Student Council which:


3.5

represents the wider HCT student body nationally and internationally at educational

institutions, conferences and student forums;

advocates students’ interests;

participates in discussions of national and international issues related to students;

promotes communication between students and management.

Organizational Effectiveness (OE) Department, Strategy and Future Division OE monitors, audits and reports on assessment practices and grades across Academic Faculties,

programs, courses, and campuses identifying issues to the Vice Chancellor. The Department is

headed by the Director Organizational Effectiveness and contains specialist Units for Institutional

Research and for Assessment (IR).

IR provides input in terms of institutional research data and analysis, and monitors the effectiveness

of the academic program quality review provision. IR also publishes an annual Institutional

Effectiveness (IE) Report which contains Key Performance Indicators (KPIs) for Academic Faculties

and campuses. The Report provides trend analysis of institutional effectiveness indicators over the

last three years, responses from Academic Faculties and campuses on the past trends, targets and

action plans for improvement. The IR Unit is also responsible for the annual HCT Fact Book.

https://portal.hct.ac.ae/sites/acs/aaa/pages/IEReports.aspx



3.6

Academic Affairs Division

Organization Structure

Deputy Vice Chancellor

Academic Affairs

Academic Faculties

Accreditation Program & Curriculum

Faculty Affairs & Research

Applied Media; Business;

CIS;Education;

Engineering & Science;

Health Sciences ;Military & Security;General Academic

Requirements

Institutional and Program

National and International Accreditation

Curriculum Development;

Program Review & Improvement

Applied ResearchFaculty Workload

& Credentials

Office of the Deputy Vice Chancellor Academic Affairs

Program and Curricula Department (PCD)

Responsibility The Department is responsible for monitoring and supporting Academic Faculties in the continuous

quality improvement of the HCT’s educational provision, the development of the academic quality

program review provision, and the assurance of its implementation. PCD maintains the Academic

Quality Assurance Manual ensuring that it is regularly updated and accessible to stakeholders and

also manages the institutional curriculum management system. The Department is headed by the

Assistant Deputy Vice-Chancellor Program and Curricula and contains the following sections each

headed by a Manager:

Curriculum Development (CD) Section The section is responsible for supporting Academic Faculties in the design, development, change and

resourcing of academic courses. The section also manages the curriculum management system used

for academic programs and courses.

Program Review and Improvement (PRI) Section The section is responsible for monitoring and evaluating the effectiveness of the course review and

continuous quality improvement processes.


3.7

Faculty Affairs and Applied Research Department (FAAR) FAAR assures that policy and procedures related to faculty are followed and that the institution’s

strategy for applied research and scholarly activities is implemented. The Department also reviews

applications from faculty members for funding for applied research activities. FAAR is headed by a

Dean who is supported by a Manager for Faculty Affairs.

Accreditation Department

Responsibilities The Department leads and guides all stakeholders in the processes related to institutional and

program accreditation. The Dean of Accreditation collaborates with HCT stakeholders, and liaises

with accreditors, as well as agencies involved in institutional and programmatic accreditation. The

Department ensures timely completion of self-study reports, on-site reviews, follow-up reports up to

final award of accreditation.

Staffing The Department is headed by a Dean who is supported by three Senior Specialists in Academic

Accreditation, Institutional Accreditation, and Assessment.

Academic Faculties

Responsibilities Each Academic Faculty is responsible for developing, implementing, and improving programs and

courses ensuring that the educational provision aligns with the HCT’s mission, industry and national

needs, government and accreditation requirements, and the Qualifications Framework for the

Emirates.

Staffing An Executive Dean is the head of each Academic Faculty offering programs leading to a degree. Staff

complements depend on the size of the Faculty and the nature of the discipline but include Program

Chairs and faculty (i.e. instructors) members. The degree-awarding Academic Faculties are:

Applied Communication

Business

Computer Information Science

Education

Engineering & Science

Health Sciences

Military and Security

The General Academic Requirements Division is headed by a Director and is responsible for the

following programs:

Academic Success

Arabic and Emirati Studies

Foundations

General Studies

Executive Deans Each Academic Faculty is led by an Executive Dean who is responsible for the oversight of program

curriculum, delivery, quality assurance and Improvement, finance, human resources activities. The


3.8

Executive Dean ensures that programs are internationally current and also responsive to the needs

of the UAE community.

Faculty Academic Committee (FAC)

Responsibilities Each Academic Faculty has a Faculty Academic Committee responsible to the Executive Dean for

ensuring that HCT’s curriculum development and review are consistent with approved processes and

undertaken in full compliance with educational policies. The Committee develops and recommends

curricular changes or additions to existing programs, new programs or elimination of existing

programs.

Membership The Executive Dean typically chairs the committee which includes:

Faculty members with expertise in the subject matter from each campus where program(s)

are offered

Representative number of Program Chairs and Senior Managers

Curriculum Leader The Curriculum Leader (CL) provides academic leadership and oversight for one or more courses

within their area of expertise. As courses may be offered by a number of programs, the CL ensures

that the courses offered are current with developments in the discipline and workplace.

Course Team The course team is responsible for course delivery and evaluation. The Team contributes to the

planning and on-going monitoring of the course highlighting any issues to the Course Team Leader

(see below). After instruction is complete, the Team critically evaluates the delivery of the course in

the course file and by completing the Faculty Course Evaluation Survey.

Membership The course team consists of the instructors delivering the course across the campuses

Course Team Leader (CTL) The CTL provides academic leadership to the instructors delivering the course (the course team).

CTLs are appointed based on experience and credentials in the field of study.

Programme Chair (PC) The PC supervises instructors to ensure that the syllabus, assessment, and classroom teaching

methodology complies with the approved course outline, and reviews course grades. The PC liaises

with College Dean of Academic Operations to ensure that the course is adequately resourced. The

Executive Dean appoints at least one PC at each campus delivering Faculty programs. Appointments

are based on experience and credentials.

Industry Advisory Committee (IAC) Each Academic Faculty has one or more Industry Advisory Committees (IAC's) or equivalent industry

advisory boards depending on the range and diversity of its programs/majors. IACs meet a minimum

of two times per year. The purpose of the IAC is to provide regular input from local industry

professionals and other external stakeholder into the programme and its courses from the

perspective of industry professionals and external community stakeholders. IACs are expected to

take an active role in the development of new and existing programs and curricula to ensure their

alignment with industry needs.


3.9

Membership Each IAC consists of external community stakeholders, industry professionals and representatives

from the Academic Faculty including the Executive Dean.

Campus Operations Division

Dean of Academic Operations (DAO) The DAO liaises with Program Chairs and the College Director to ensure the effective delivery of the

course through the optimal utilization of the campus’ teaching and learning, human, and physical

(e.g. labs and workshops) resources. The DAO also ensures campus support for the administration of

course examinations. DAOs are appointed at each campus by the Vice Chancellor and report directly

to the College Director.

Head Campus Operations (HCO) The Head oversees academic services and advising at the campus and supervises the campus

Academic and Student Services Department.

Health and Safety Committees

System Health and Safety Committee The System Committee has consultative, executive, and audit functions to support campuses in

ensuring that relevant policy and procedures are implemented across the system, and reviewed and

updated as required. The System Committee meets once per semester.

Membership Executive Dean of either the Faculty Engineering Technology and Science, or the Faculty of

Health Sciences (Chair)

College Director

Chief Human Resources Officer

Head of Facilities

Head of Planning and Development

System Coordinator of Health and Safety

Minimum 2 x College Health and Safety Committee Chairs

Campus Health and Safety Committee Each campus has its own Health, Safety and Environment Committee that is responsible for facilitating

compliance with policy and procedures and providing appropriate information and training to

students, staff, and other stakeholders. The Campus Committee meets at least twice per semester

Membership College Director (Chair)

Human Resources Coordinator

Facilities Coordinator

Program Chair

Faculty

Technician


3.10

Student Services, Campus Operations Department

System Registrar’s Office, Student Services Department

The System Registrar is responsible for: ensuring the integrity and accuracy of the academic records of

current and former students; student registration; the processes for transfer credits, graduation and

certification. The System Registrar’s Office also works closely with the Academic Services departments at

campuses to ensure the provision of clear and accurate information to HCT students about academic and

student policies, and regulations.

Academic Advisors Academic Advisors have a duty of care to provide academic advice and support to students with the

purpose of improving retention, progression and performance. Wherever possible a faculty member

who teaches the student is assigned as the student’s Academic Advisor. If this is not possible a

suitably qualified academic or non-academic staff will be assigned.

Education Technologies Division The Educational Technology Division at HCT’s Central Services is responsible for the sustainable provision of core IT infrastructure, application services, and knowledge management systems across all HCT campuses to support academic research, teaching and learning and administrative services.

Information Technology Steering Committee The Committee advises the Executive Committee and other standing committees of the HCT on all

issues related to technology development and implementation and to help ensure business alignment,

effective strategic IT planning and oversight of IT performance.

Membership Membership is by appointment of the Vice Chancellor and includes but is not confined to:

Chief Technology Officer

College Management overseeing IT at the colleges

Educational Technology Advisory Committee The Committee reviews and recommends to the IT Steering Committee on Ed. Tech. strategic

planning, major Ed. Tech. projects, Ed. Tech policies, Ed. Tech. performance, and priorities between

Central Services Ed. Tech unit and the campuses and assists to ensure business alignment, effective

strategic Ed. Tech. planning and oversight of Ed. Tech. Performance.

Educational Technology Unit The Unit develops and delivers technical services to enhance and support teaching and learning

across the institution including Blackboard Learn (Learning Management System), supporting

technologies (such as Creative Eye), content authoring tools. The Unit also provides support to

campus Independent Learning Centres.

The Unit collaborates with Academic Faculties in the co-creation of educational resources and

provides a range of training and professional development opportunities to train faculty in the

effective use of a wide range of educational technologies.

Teaching & Learning

Responsibilities The Teaching and Learning Department provide support in the following areas:

Providing a comprehensive range of professional development opportunities and guides that focus on improving the student learning experience;


3.11

Co-creation of educational resources and the training of faculty in the effective use of a wide range of educational technologies; and

Managing and maintaining all Library systems to ensure that students and faculty have access to resources and training they need to support learning and teaching.

Extensive professional development for new Emirati faculty, including guiding and supporting the HCT 170@17 Mentoring programme.

Staffing The Unit is headed by a Director and consists of three teams:

Professional development & Practice

Educational Technology

Library Technical Services

Central Communications Unit, Office of the Vice Chancellor. The Unit manages the HCT’s Internet site and prepares publications for release. The Unit also

monitors campus publications consulting with key stakeholders (e.g. Executive Deans) to ensure

accuracy and currency.

Policy and Procedures HCT’s Academic Policies are published on-line in its Policy and Procedures Manual. The Manual also

contains policy and procedures relating to Administration, Organizational Excellence and Human

Resources.

For further detail refer to HCT Policy and Procedures Manual

https://portal.hct.ac.ae/sites/pnp/Pages/default.aspx


4.1

Chapter 4: Design, Approval and Modification of Programs

Contents


National Qualifications Framework 4.2

Program Design 4.5

Program and Curricula Change 4.10

Accreditation 4.15


Structures & Responsibilities


Program and Curricula Department, Academic Affairs The Unit is responsible for supporting Academic Faculties in the expansion of the HCT’s educational provision

through the development of new programs and courses and in the improvement of the quality of the current

provision through the modification of existing programs and courses.

The Department has a central role in overseeing program design and modification by ensuring that proposals

follow proper processes and approvals in compliance with HCT Policy, Procedures, and Guidelines.

Academic Faculty The Academic Faculty is responsible for establishing a clear approval path involving internal curriculum and

content experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal has

been thoroughly reviewed within the Academic Faculty before being submitted to the Executive Dean for

approval or endorsement.

Faculty Academic Committee (FAC) The Committee develops and recommends curricular changes or additions to existing programs, new

programs or elimination of existing programs offered.

System-wide Curriculum Committee The Committee evaluates and reports on the appropriateness of a proposed programme/course or major

modifications to a programme in order to assure alignment with the HCT Mission, academic rigor and viability.

Academic Council The Academic Council receives and evaluates recommendations from the System-wide Curriculum Committee

and endorses them for approval by the Board of Trustees.

Board of Trustees The Board has final approval for a number of major changes such as the establishment of new programs,

length of the program, and modifications to admission requirement.

Industry Advisory Committee (IAC) IACs, or industry advisory boards, are expected to take an active role in the development of new and existing

programs and curricula to ensure their alignment with industry needs.


4.2

Commission for Academic Accreditation (CAA), Ministry of Education All academic programs of one academic year or longer beyond the UAE Secondary School Certification (or the

equivalent) leading to the award of an academic degree, certificate, or diploma, must be accredited by the CAA.

Abu Dhabi Education Council (ADEC) New programs at Baccalaureate level or above that are to be offered in the Emirate of Abu Dhabi require a

‘No Objection Certificate’ from the Abu Dhabi Education Council (ADEC) prior to submission to CAA for

accreditation.

National Qualifications Framework The HCT offers programs at five levels aligned to the National Qualifications Framework (QFE) of the UAE. The

QFE uses a ten point scale to differentiate between the level of qualifications and their associated

titles. The table below shows the ten levels and their associated qualification titles for Vocational,

Higher and General education.

Qualification Titles

(Qualifications Framework for the Emirates Handbook p40)

Credit Hour Requirement The following Table shows the minimum credits required at each QFE Level.


4.3

(Qualifications Framework for the Emirates Handbook p123)

Level Descriptors The QFE Level Descriptors consist of the 10 Levels described above and the expected learning outcomes for

each level described in five strands: Knowledge, Skills and three Competencies (Autonomy and responsibility,

Role in context and Self-development).

The ten levels and the five ‘strands’ of learning outcome statements define the Level Descriptors (see

Attachments 2 and 3), indicating the complexity of learning for each level, the expected level of achievement

for each level and how each level relates to occupations in the world of work.


4.4

Summary of QF Emirates Level Descriptors


4.5

Alignment of HCT programs with QFE Levels

The alignment of HCT programs with QFE Levels is shown in the table below.

HCT Program Example of HCT Program Title QFE Level Required

Credit Hours

Master Master of Business Administration 9 30

Bachelor Bachelor of Education 7 120

Higher Diploma Higher Diploma in Health Information

Coding 6

90

Diploma Diploma in Electrical Engineering

Technology 5

60

Certificate Technical Studies Program 4 60*

* UK National Council for Further Education (NCFE) credits: NCFE is the awarding body

The process for aligning HCT academic programs to the QFE is as follows:

Academic Faculty ensures that programs address the Knowledge, Skills, and Competencies appropriate to the level of the qualification.

External Experts review the alignment

System-wide Curriculum Committee verifies the alignment

Commission for Academic Accreditation validates that a program is aligned to the appropriate level through the initial program accreditation process. Note for the Technical Studies Program, the National Qualifications Authority validates the alignment.

Program Design

Mission of the HCT Each program is built upon a Mission Statement aligned to the Mission Statement of the HCT which

is to:

“Provide applied higher education to equip generations with knowledge, skills and

competencies that meet international standards and the future needs of the UAE industry

and society”

HCT Learning Model The Learning Model provides a framework within which HCT students receive their education. The

model is consistent with the HCT mission and offers a means by which the HCT mission is attained.

The HCT Learning Model is based on the following professional values:

Innovative practice

Continuous improvement

Professional integrity

Efficiency and effectiveness

Responsiveness to the needs of stakeholders.


4.6

It sets standards for the design of curricula, gives principles which should be followed in learning and

teaching, and guidelines for assessment within the HCT.

The learning model defines the HCT’s educational philosophy and identifies eight graduate

outcomes:

Graduate Outcome One: Communication and Information Literacy

According to their credential, HCT graduates demonstrate an appropriate level of competence in:

Communicating information, opinions, concepts and ideas effectively in English through the spoken and written mediums to a variety of audiences;

Selecting, understanding, evaluating and making effective use of information from a variety of sources presented in both spoken and written form in English; and

Acting ethically in the use and presentation of information from a variety of sources.

Graduate Outcome Two: Critical and Creative Thinking


Evaluating and analyzing knowledge and information;

Identifying and understanding problems; and

Demonstrating creativity and innovation in problem-solving.

Graduate Outcome Three: Global Awareness and Citizenship

According to their credential, HCT graduates demonstrate an appropriate level of competence in

recognizing and analyzing:

Ethical dilemmas, and practicing ethical decision-making;

The issues affecting the local, regional and global environment;

The interrelations between local, regional and global contexts and cultures; and

Recognising the role of the leaders of the UAE in developing the social, cultural, economic and political aspects of the nation.

Graduate Outcome Four: Technological Literacy


Recognizing the influence of technology upon individuals and society;

Using technology to perform effectively in their personal and professional lives and acting ethically when using technology.

Graduate Outcome Five: Self-Management and Independent Learning


Reflecting on and evaluating their own learning;

Working independently; and

Demonstrating a positive work attitude and effective work habits.


4.7

Graduate Outcome Six: Teamwork and Leadership


Understanding the functions and dynamics of groups;

Contributing effectively to teamwork;

Acting effectively in a leadership role; and

Demonstrating confidence and social maturity in interpersonal relationships.

Graduate Outcome Seven: Vocational Competencies


Applying profession-specific knowledge required for successful employment in their chosen field;

Applying profession-specific skills required for successful employment in their chosen field; and

Demonstrating the specific attributes required for successful employment in their chosen field.

Graduate Outcome Eight: Mathematical Literacy


Applying relevant numerical analytical tools to solve problems in authentic contexts; and

Analyzing and communicating mathematical concepts with confidence in authentic contexts.

(Refer: LP100 HCT Learning Model)

Industry Alignment One of the strategic goals of the HCT is to align academic programs with present and future industry

needs. To this end, industry advisory boards are involved in the development of programs and

curricula to ensure that graduates possess the knowledge, skills and competencies wanted in the

workplace.

In addition, Academic Faculties are encouraged to embed professional certification within their

programs wherever feasible with the purpose of either graduating students with certification or with

exemptions from appropriate certification requirements.

Programme Learning Outcomes Programme learning outcomes (PLOs) are derived from the Program Mission and designed to

support student achievement of the HCT Graduate Outcomes. Additionally, the PLOs are aligned

with levels of the QFE so for example the PLOs for a Bachelor program align to the QFE level

descriptors for Level 7, and PLOs for Diploma programs align to QFE Level 5.

Curriculum Mapping To facilitate effective curriculum design and to provide evidence for internal and external reviewers

that the curriculum is aligned to each programme learning outcome and that there is a clear

development of knowledge, skills and competencies, Academic Faculties are required to provide a

number of curriculum maps showing the alignment of:

https://portal.hct.ac.ae/sites/pnp/cass/Pages/LP100.aspx


4.8

Programme Learning Outcome to Graduate Outcomes

Program Learning Outcomes Mapping to the QFEmirates Level Descriptors

Courses to Programme Learning Outcomes: to clarify the sequencing of learning, the map uses the IRMA system (see below) to identify the level to which the PLOs are being addressed through the courses.

IRMA System

I - Introductory Level: Indicates that the Program Learning Outcome (PLO) is achieved

through the specified course at the introductory level, assuming limited or no prior

knowledge

R - Reinforced : Indicates that the Program Learning Outcome (PLO) is reinforced, assuming

introduction in a previous course

M - Mastered : Indicates if the Program Learning Outcome (PLO) is mastered or not, usualy

assuming introduction/reinforcement in previous courses

A - Assessed : Indicates where, within the program, the PLOs are assessed

Teaching and Learning Approach As an institution of applied education, the HCT promotes a student-centred approach in its programs

to actively engage students in their own learning through activities such as group work, problem

solving and real world experiences. This general approach is realized through the teaching and

learning strategies specified for each course in the approved course outline (see below).

Student Progression For each program, a study plan guide is provided that details student progression route through the

program specifying the courses and credits that should be taken in each semester to ensure that

students graduate on-time.

To support this Academic Faculties identify Prerequisite courses, courses that must be taken before

another course, to ensure that students have the necessary prior knowledge, skills and

competencies required for success in the new course.

Program Structure Programs consist of three components: General Studies Courses; Core Courses; Elective Courses.

General Studies Students are required to take a minimum of 33 credit units of General Studies in BAS programmes,

30 credits in Higher Diploma programmes, and 18 credits in Diploma programmes. Students must

complete one or more courses in each of the following areas:

English, Arabic or Other Languages

Humanities or Art

Information Technology or Mathematics

Natural Sciences

Social or Behavioural Sciences


4.9

Core Courses Students are required to complete each core course before they can graduate from a program. The

number of core courses varies depending on the discipline and level of award with required credits

for BAS programs ranging from 39 to 75 credit hours.

Work Experience The HCT requires that each of its programs include required credits from courses based in the

workplace. As an institute of applied education, work experience prepares students for active roles

in the workplace by providing them with the opportunity to consolidate and nurture skills learned in

the programme. Work experience courses facilitate a transition from college to work and provide

feedback into the curriculum.

Work experience courses have defined purposes, learning outcomes and credits.

Work placement is scheduled depending on the nature and length of the program.

Electives Each program contains elective courses to provide students with a range of options from which they

select the courses they wish to study. The number of Elective Courses available to students depends

on the discipline and level of award of the program.

Majors, Minors, Concentrations A Bachelor’s student must complete at least one major in their program; concentrations and minors

are optional.

The table below shows the minimum credits required by the Commission for Academic

Accreditation.

Required Credits (Minimum)

Major 30

Concentration 15

Minor 12

Course Design Courses are designed by Academic Faculties to support student progression towards the

achievement of program learning outcomes. Each course is aligned with one or more PLOs and is

mapped against the appropriate QFE Level.

Course Learning Outcomes Course learning outcomes (CLOs) are designed to support student success in achieving PLOs by the

phased development of required knowledge, skills and competencies over the length of the

program. As with PLOs, the CLOs are aligned to the level of the QFE appropriate to that of the

course. For example in a typical four year 120 credit Bachelor program, the expected alignment

would be:


4.10

CLOs QFE Level Number of

Credits

Years 1 & 2 5 60

Year 3 6 30

Year 4 7 30

Total credits 120

Course Outline For each course, there is a Course Outline approved by the Executive Dean which provides key

information to instructors and students including the following:

Course Credits and Required Contact Hours

Pre-requisite and Co-requisite courses

Course learning outcomes

Delivery Framework – a week by week schedule of teaching, learning and assessment activities

Teaching and Learning Strategies – the methodological approach adopted for the course

Assessment Strategies – details of assessment tasks and their alignment to the course learning outcomes

Educational Resources required

Students are provided with the course outline as part of the course syllabus distributed by the

instructor at the start of each course.

Program and Curricula Change

Categories and Approvals The Categories below are guidelines only and the Programme & Curriculum Department may review

any proposal regardless of its Category on account of the nature or impact of the proposal and may

submit to the System-wide Curriculum Committee for further review.

Minor Changes (Approved by Executive Dean)

Course assessment strategy

Course contact hours

Course delivery framework (Weekly schedule)

Course description

Course equivalencies – addition or removal

Course grading method

Course learning outcomes

Course learning resources

Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning)

Discontinuing/Teaching out a course


4.11

Elective course - addition or removal of one elective

Pre-Requisites / Co-requisites – addition or removal

Recommended Sequence of Study (Ideal Semester)

Title of course / course code

(Note: where a program offered by another Academic Faculty is affected, the change may be

referred to the System-wide Curriculum Committee.)

Major Changes (System Approval Required)

Curricula Changes

Changes to courses aligned to professional certification

Course credit value

Course level e.g. changing a 2000-level course to a 4000-level course

Language of instruction

Offering a course in intensive mode e.g. offering a regular 15 week course in 6 weeks

Replacing a course within a CAA accredited program Programme Changes

Adding or deleting two or more electives

Campuses offering a programme - add or discontinue

Concentrations - add or discontinue

Course - addition to or removal from a programme: core courses and General Studies courses

Concentrations, minors, track, etc. - add or discontinue

Programme completion requirements

Programme description

Programme learning outcomes

Programme Mission

Discontinuing/Teaching out a programme

Suspending a programme temporarily

Length of the programme

New programmes

Programme admission criteria

Programme financial structure (e.g. sponsored, cost recovery, government financed)

Title of credential


4.12

Minor Changes Within Academic Faculty s Power1. Course assessment strategy 2. Course contact hours3. Course delivery framework (Weekly schedule)4. Course description 5. Course equivalencies – addition or removal6. Course grading method7. Course learning outcomes8. Course learning resources 9. Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning) 10. Discontinuing/Teaching out a course 11. Elective course - addition or removal of one elective12. Pre-Requisites / Co-requisites – addition or removal 13. Recommended Sequence of Study (Ideal Semester)14. Title of course / course code

Minor Changes Within Academic Faculty s Power1. Course assessment strategy 2. Course contact hours3. Course delivery framework (Weekly schedule)4. Course description 5. Course equivalencies – addition or removal6. Course grading method7. Course learning outcomes8. Course learning resources 9. Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning) 10. Discontinuing/Teaching out a course 11. Elective course - addition or removal of one elective12. Pre-Requisites / Co-requisites – addition or removal 13. Recommended Sequence of Study (Ideal Semester)14. Title of course / course code

Major Changes Within DVCAA/Academic Council s Power15. Changes to courses aligned to professional certification 16. Course credit value17. Course level e.g. changing a 2000-level course to a 4000-level course18. Language of instruction 19. Offering a course in intensive mode20. Offering a new course for the first time 21. Adding or deleting two or more elective courses22. Campuses offering a programme - add or discontinue23. Concentrations - add or discontinue24. Course - addition to or removal from a programme: core courses and General Studies courses25. Minors - add or discontinue26. Programme completion requirements 27. Programme description 28. Programme learning outcomes 29. Programme Mission

Major Changes Within DVCAA/Academic Council s Power15. Changes to courses aligned to professional certification 16. Course credit value17. Course level e.g. changing a 2000-level course to a 4000-level course18. Language of instruction 19. Offering a course in intensive mode20. Offering a new course for the first time 21. Adding or deleting two or more elective courses22. Campuses offering a programme - add or discontinue23. Concentrations - add or discontinue24. Course - addition to or removal from a programme: core courses and General Studies courses25. Minors - add or discontinue26. Programme completion requirements 27. Programme description 28. Programme learning outcomes 29. Programme Mission

Major Changes Within Board of Trustees Power30. Discontinuing/Teaching out a programme 31. Length of the programme 32. New programmes33. Programme admission criteria34. Programme financial structure (e.g. sponsored, cost recovery, government financed)35. Suspending a programme temporarily36. Title of credential

Major Changes Within Board of Trustees Power30. Discontinuing/Teaching out a programme 31. Length of the programme 32. New programmes33. Programme admission criteria34. Programme financial structure (e.g. sponsored, cost recovery, government financed)35. Suspending a programme temporarily36. Title of credential

Proposal Development

Academic Faculty Review

Approval of Executive Dean

Programme & Curriculum Department

Academic Council

Facilitate/Implement Changes to:- Curriculum Management System - Banner- Catalogue

Changes 15-36

System-wide Curriculum Committee

Board of Trustees

Changes 30-36

Coordinate with Concerned Programmes

Course, Curriculum & Programme Change SystemCourse, Curriculum & Programme Change System

Note:Changes 1-20 are Course/Curriculum relatedChanges 21-36 are Programme related

Note:Changes 1-20 are Course/Curriculum relatedChanges 21-36 are Programme related


4.13

New Programs Proposals for a new academic program must provide convincing evidence of the need for, quality of

the curriculum and sustainability of the program including:

Alignment with the Mission of the HCT

Organizational structure to coordinate across delivery sites to ensure comparable student achievement and educational experience

Need for the proposed new program from the labour market

Potential demand from students

Programme learning outcomes appropriate to the discipline and qualification

Academic rigour appropriate to the level of the qualification and the QFE

Coherent curriculum aligned to the programme learning outcomes

Work placement provision appropriate to the nature of the program

Graduation requirements appropriate to the level of qualification and the program major and any concentrations (e.g. required credits for General Studies, Core Courses, Electives)

Teaching faculty with appropriate qualifications and experience to deliver the program across delivery sites

Teaching & learning resources to deliver the program across delivery sites

Technological infrastructure to deliver the program across delivery sites

Physical facilities including laboratories to meet expected student numbers and requirement of the program across delivery sites

Financial viability to sustain the program over time

Process for new program proposal:

Academic Faculty submits an application for initial program accreditation from CAA to the Programme and Curricula Department following the Commission for Academic Accreditation’s Standards for Licensure and Accreditation (2011), and Procedural Guidelines for Initial Accreditation (2011)

Programme and Curricula Department reviews the proposal and submits to the System-wide Curriculum Committee

System-wide Curriculum Committee reviews the proposal and recommends to the Academic Council

Academic Council endorses the proposal to the Board of Trustees

Board of Trustees approves the offering of the new program

New Courses A new course can only be developed for inclusion within an approved program. The proposal for a

new course must provide:

Rationale for the new course

Draft course outline using the approved HCT template

Curriculum Mapping showing the alignment of course learning outcomes to programme learning outcomes and the appropriate QFE Level

Impact analysis on program curriculum including prerequisites.

Process for new courses Each Academic Faculty establishes a clear approval path involving internal curriculum and content

experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal


4.14

has been thoroughly reviewed within the Academic Faculty before submission to the Programme &

Curricula Department.

After the Executive Dean approves the proposal, it is submitted to the Programme & Curricula

Department.

Programme & Curricula Department reviews the proposal and guided by the category of the change

described above does one of the following:

facilitates/processes the change

submits to the System-wide Curriculum Committee for review

Modifications to Programs & Courses Any proposed modifications to programs & courses must provide a rationale for change and impact

analyses on current students and on other programs and courses. Modifications should be:

Consistent with the HCT’s mission and strategic directions of the Higher Colleges of Technology

Aligned to Program Mission and Learning Outcomes

Appropriate in academic rigour

Cost-effective

Compatible with stakeholder requirements

Approved, where appropriate, by the Commission for Academic Accreditation in compliance with CAA Stipulation2 Substantive Change, 2011 Standards for Licensure and Accreditation.

Process Each Academic Faculty establishes a clear approval path involving internal curriculum and content

experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal

has been thoroughly reviewed within the Academic Faculty before the workflow is sent to the

Programme & Curricula Department.

After the Executive Dean approves the proposal, it is submitted to the Programme & Curricula

Department.

Programme & Curricula Department reviews the proposal and guided by the category of the change

described above does one of the following:

facilitates/processes the change

submits to the System-wide Curriculum Committee for review

System-wide Curriculum Committee reviews and makes a recommendation on approval to the Academic Council

Academic Council, depending on the category of change, either:

Approves the change

Endorses the change to the Board of Trustees

Timeline Changes made during an academic year are implemented the following academic year unless the

Academic Faculty has requested and received approval from DVCAA for an earlier implementation

date.


4.15

Changes that affect the following year’s HCT Catalogue must be formally approved by the end of the

Fall semester of the current academic year.

Curriculum Management System The curriculum management system (CMS) is an on-line facility which provides for:

Curriculum editing & approval processes

System-wide access to curriculum information such as program mission, matrix and ideal semester, learning outcomes, delivery framework, assessment strategy, teaching and learning strategy, educational resources, co/pre-requisites.

Publication of course catalogues, course outlines, and curriculum maps

The CMS is managed by the Program and Curricula Department, Academic Affairs.

Before new or modifications to programs and courses are implemented, the new information must

be entered into the CMS. The following are involved in the CMS process:

Resources Reviewer: reviews required resources for introducing or changing programs or courses

System Editor: ensures the curriculum management system is properly updated

System Registrar: enters new information for student registration, progression, and graduation into HCT systems.

Accreditation

National HCT programs are required to be accredited by the UAE’s national accreditation body, the

Commission for Academic Accreditation, Ministry of Education. Programs below Diploma level

require accreditation from the National Qualifications Authority.

As part of the accreditation process, the CAA requires programs and courses to be vetted by an

External Review Team containing experts in the field to ensure that the program and its constituent

courses are fit-for-purpose and meet the requirement of the Qualifications Framework Emirates

(QFE) for the level of award in terms of the Knowledge, Skills, and Competencies expected of

students.

Additionally, for proposed new programs at Baccalaureate level or above that are to be offered in

the Emirate of Abu Dhabi a ‘No Objection Certificate’ from the Abu Dhabi Education Council (ADEC)

is required prior to submission to CAA.

International The HCT requires that all academic programs leading to the award of a credential seek accreditation

from a recognised overseas accreditation body to verify that they meet international standards.

Details of the international accreditation status of HCT programs is publicly available on the

Accreditation page of the HCT website.

Policy and Procedures LP100 HCT Learning Model

LP223 New Programs and Courses

http://www.hct.ac.ae/programmes/accreditation/




4.16

LP226 Program Modification

LP232 Work Experience




5.1

Chapter 5: Academic Program Quality Review

Contents


Programme Quality Review Framework 5.2

Programme Learning Outcome Assessment 5.5

Annual Academic Programme Audit 5.13

Cyclical Programme Review 5.17




Program and Curricula Department, Academic Affairs The Department is responsible for supporting Academic Faculties in the continuous quality improvement of

the HCT’s educational provision, the development of the academic quality program review provision, and the

assurance of its implementation. The Department is headed by the Assistant Deputy Vice-Chancellor Program

and Curricula and contains a specialist section for Program Review and Improvement.

Academic Faculties

Faculty Academic Committees (FAC) The FAC is responsible for implementing the policy and procedure related to program review.

Industry Advisory Committee (IAC) Industry Advisory Committees (IAC's) provide input from local industry professionals and other external

stakeholder into the programme and its courses from the perspective of industry professionals and external

community stakeholders.

Academic Council The Academic Council receives and evaluates recommendations from the Curriculum Quality Assurance

Committee and endorses them for approval by the Executive Committee or Board of Trustees.

System-wide Curriculum Quality Assurance (CQA) Committee The Committee oversees and supports the implementation of the program quality review provision, and

reports annually to Academic Council on the effectiveness of program quality review processes and activities.

The Committee approves the Cyclical Program Review calendar.

Board of Trustees The Board approves the teaching-out of an academic program across the HCT.

Institutional Research Unit, Organizational Excellence Department (IR) IR provides input in terms of institutional research data and analysis, and monitors the effectiveness of the

academic program quality review provision. IR also publishes an annual Institutional Effectiveness (IE) Report

which contains Key Performance Indicators (KPIs) for Academic Faculties and campuses. The Report provides

trend analysis of institutional effectiveness indicators over the last three years, responses from Academic

Faculties and campuses on the past trends, targets and action plans for improvement.



5.2

Programme Quality Review Framework

Purpose The HCT’s academic Programme Review Policy is designed to ensure that programmes are:

Aligned to the Mission of the HCT

Regularly enhanced to meet the changing needs of the nation and its economy

Continuously improved for effective learning

Upgraded to align with new and emerging technologies

Effectively resourced in terms of instructors, teaching and learning resources, computer and information technology, physical facilities, and budgeting

Requirement

Academic Programs Process Frequency Focus Timeline

HCT 2.0 Bachelor’s, Higher

Diploma, Diploma

Program Learning

Outcome Assessment

Each PLO at least

once every 3 years

Minimum 30% of

PLOs per year

Teaching &

Learning August


Diploma, Diploma Annual Program Audit

Yearly review of key

indicators

Program

Health Check October


Diploma, Diploma Cyclical Program Review

Bachelor: every 5

years

Higher Diploma: every

4 years

Diploma: every 3

years

Program

Continuance December


Diploma, Diploma

External Accreditation of

Academic Programs

Periodically

(depending on

external accreditation

schedule)

International

Standards -



5.3

Overview of the HCT Programme Review Process

Year 1

Year 2

Year 3

Year 4

Year 5

Focus

=>30% PLOsAssessed

=>60% PLOsAssessed

100% PLOsAssessed

=>30% PLOsAssessed

=>60% PLOsAssessed

Annual Programme Audit Report



Annual Programme Report

Cyclical Review

Student LearningProgramme Modification

ProgrammeContinuance

Annual Programme Report

Responsibilities: Programme Quality Review Framework

Program

Review

Component

Program and

Curricula

Department

Academic Faculty

Curriculum Quality

Assurance

Committee

Academic Council

Program

Quality

Review

Framework

Implements the

framework

Reports on the

implementation of the

Programme Quality

Review Framework to

the CQA Committee

Recommends measures

for improvement of the

Programme Quality

Reports on the

effectiveness of the

Programme Quality

Review Framework

including Program

Learning Outcome

Assessment, Annual

Program Audits, and

Cyclical Program

Review

Recommends measures


Reviews and monitors

the effectiveness of

Programme Quality

Review Framework

Receives feedback

from Academic

Faculties regarding the


Programme Quality

Review Framework

Receives reports on the

implementation and


Programme Quality

Review Framework

from CQA Committee

Approves measures for

improvement of the

Programme Quality

Review Framework


5.4

Program

Review

Component

Program and

Curricula

Department

Academic Faculty

Curriculum Quality

Assurance

Committee

Academic Council

Review Framework to

the CQA Committee.

Programme Quality

Review Framework to

the CQA Committee.

Recommends measures


Programme Quality

Review Framework to

the Academic Council

Timeline

What When Purpose

Programme Learning

Outcome Assessment

At least once every 3 years Continuous quality improvement

Program Audit Report Annually Continuous quality improvement - evaluate

program’s effectiveness in meeting its mission, and

the needs of students and society

Cyclical Program Review Every 5 years Continuance at the HCT or at a particular campus

External Review of

Academic Programs

Periodically (depending on

external accreditation

schedule)

National and international accreditation

Program Review Site Resources and Reports related to program learning outcome assessment, annual program audit and cyclical

program review are published on-line.

For further details visit the: Program Review Site

https://portal.hct.ac.ae/sites/ProgramReview/Pages/Home.aspx


5.5

Programme Learning Outcome Assessment

Purpose The purpose of PLO Assessment is to monitor the effectiveness of the curriculum and to guide quality improvements to programs. There are two types of PLO assessment: Summative PLO Assessment The main purpose of institutional PLO Assessment is to gather evidence of the cumulative effect of the program

curriculum on student learning. ◦ Assessments selected from courses close to graduation ◦ Courses identified in the Curriculum Map as where students would be able to demonstrate their mastery of

the target PLO. Formative PLO Assessment The focus is to provide faculty and students with valuable feedback on progress towards achieving PLOs. The

Academic Faculty administers throughout the program length employing course assessments aligned to the specific PLO.

PLO Cycle

Evidence of Student Achievement There are two types of evidence collected:

Direct evidence of student achievement of programme learning outcome using embedded course assessments. Academic Faculties may also employ alternatives to embedded assessment such as specially designed assessment tasks, external examinations etc.

Indirect evidence of student achievement of programme learning outcomes is collected by means of surveys. The survey results and their analysis form part of the Annual Program Audit Report (see below). Surveys used include the Student Exit Survey, Graduate Employment Survey, Graduate Employer Survey.

Requirement For each academic program:

Each programme learning outcome is to be assessed at least once over a three year period.

A minimum of 30% of programme learning outcomes must be assessed each academic year.

Each Academic Faculty identifies assessments to provide evidence of student achievement of each Programme

Learning Outcome (PLO). Faculties then interpret the results and provide an action plan to address any

shortcomings.

Typically, the assessments used to provide evidence are assessments from towards graduation e.g. courses in

year 3 or year 4 of the programme.

The designated assessments should be common assessments i.e. the assessment instrument (oral defence,

portfolio, project, report, test etc.), marking scheme or rubric, grading and standards of achievement should

be the same for all students taking the assessment across the system.

Academic Faculties must ensure that the following are kept for example in the relevant electronic Course File

(eCAF):

Copies of the assessment instrument

Marking scheme/rubric

Details of moderation process

Samples of student work reflecting the range of performance - wherever possible

Quantitative analysis of results


5.6

Process

Academic FacultyLong Term

(3-Year) PLO Assessment Plan

Academic FacultyAnnual PLO Assessment

Plan

Academic FacultyAssess students

Academic FacultyReport ResultsAction Plan for

improving student learning

Program & Curricula Department

Review Report & Action Plan

Academic FacultyEvaluate impact of

action plan

Academic FacultyImplementActions for

improving student learning

PLO Assessment Process

Modifications to Plan


5.7

Long Term (3-Year) Assessment Plan

Continuous Quality Improvement Cycle

Sample PLO Schedule

(ABET Inc.)

Curriculum Maps Course learning outcomes are mapped to programme learning outcomes to show how each course

contributes to student achievement of the outcomes. The mappings monitor that each programme learning

outcome is adequately covered through the curriculum and that all courses are aligned to the outcomes.

Mapping reports are available from the Academic Faculty.

Sample curriculum map

ASSESSEVALUATE

Action Plans for CQICHANGE

Implement Action PlansASSESS

Evaluate Change

Year 1 Year 2 Year 3 Year 4


5.8

Course PLO1 PLO2 PLO3

Leve

l 5

HSW 1003 Introduced

HSW 1023 Introduced Introduced

HSW 1033 Introduced Introduced

HSW 1223 Introduced Reinforced


HSW 1313 Introduced Reinforced Reinforced

HSW 2013 Introduced Reinforced Reinforced


HSW 2133 Reinforced Reinforced

HSC 2203 Reinforced


HSW 2323 Reinforced Reinforced Reinforced


Leve

l 6






HSW 3943-WP Reinforced Reinforced Reinforced

Leve

l 7

HSC 4003 Reinforced

HSW 4223 Reinforced Reinforced Assessed/Mastered

HSW 4233 Assessed/Mastered Assessed/Mastered Assessed/Mastered

HSW 4033 Reinforced

HSW 4243 Reinforced


HSC 4006 Assessed/Mastered


(Bachelor of Social Work)

Method Each Academic Faculty develops a long term plan for each program to ensure that evidence is collected of

student achievement for each programme learning outcome at least once every 3-years by a:

Direct assessment in a required course such as a final assessment, capstone project, external assessment etc.

Common assessment instrument (oral defense, portfolio, project, report, test etc.), marking scheme/rubric, grading system, moderation process, and standards of achievement.

Academic Faculties select the most valid assessments to be used as evidence of student achievement of

programme learning outcomes from year 3 or year 4 BAS courses, and from year 2 Diploma courses.

Best practice indicates that Faculties should identify a number of different assessment tasks to provide for a

wider sampling of student learning allowing students to demonstrate a wider range of knowledge, skills and

competencies than can be observed from reliance on a single form of assessment such as a written

examination.


5.9

The designated assessment must provide sufficient depth and scope to produce valid evidence of student

achievement of the targeted programme learning outcome. In cases where no single assessment is sufficient,

a number of assessment may be designated.

Each designated assessment becomes a common assessment i.e. the assessment instrument (oral defence,

portfolio, project, report, test etc.), marking scheme or rubric, grading and standards of achievement are the

same for all students taking the assessment across the system.

Illustration: 3-Year PLO Assessment Plan

PLO Programme Learning Outcome 2017-18 2018-19 2019-20

1 An ability to apply knowledge of computing and

mathematics appropriate to the discipline

CIS 3003: FWA

2 An ability to analyze a problem, and identify and

define the computing requirements appropriate to its

solution

CIS 4906: Capstone

project

3 An ability to analyse a problem, and identify and define

the computing requirements appropriate to its solution. CIS 4906: Capstone

project

4 An ability to function effectively on teams to

accomplish a common goal

CIS 4103: CSA

5 An understanding of professional, ethical, legal, security

and social issues and responsibilities CIS 3103: CSA

etc

Annual Programme Learning Outcome Assessment In each academic year, it is expected that for each program, evidence of student achievement will be collected

for a minimum of 30% of each of programme’s learning outcomes.

Process

Step Process When By Action

Plan Develop assessment plans for each

PLO

Designate assessments for each

PLO

Start of academic

year

Faculty Academic

Committee

Submit to Executive Dean to review

and recommend for approval by


Do Implement assessment plan

consistently across classes and

delivery sites

Throughout

academic year

Academic Faculty

(Course Team)

Administer assessments

Collect data from direct

assessment

Throughout

academic year

Academic Faculty

(Course Team)

Mark and record results


5.10

Check Analyze data

Identify shortcomings and/or

anomalies

Each Fall and

Spring semester

Academic Faculty

and Program &

Curricula

Department

Input to Annual Program Audit

Develop action plans to address

shortcomings and/or anomalies

End of each

semester

Academic Faculty

(Course Team)

Minor modifications: submit to

Executive Dean for approval

Major modifications: submit to

Executive Dean to review and

recommend for approval by

Academic Council

Input into Annual Program Audit

Act Implement action plans e.g. modify

curriculum, assessment, resource

allocation (instructors, learning

resources, physical resources,

budget)

Following

semester

Academic Faculty

(Course Team)

Update: curriculum management

system, programme and course

documentation

Monitor effectiveness of actions.

Report effectiveness of QA process

Throughout

academic year

Academic Faculty

and Program &

Curricula

Department

Input to Annual Program Audit

Annual Programme Learning Outcome Assessment Plan and Report The Plan describes how the Long Term Plan will be implemented in the academic year and the standard to be

used for evaluating student achievement.

When completed, the Report provides the results of the assessment used as evidence, the analysis of the

results, and plans to deal with any shortfalls in meeting expectations (e.g. issues related to the assessment

task used etc.) and to improve student learning (e.g. modifications to teaching & learning strategies, materials

etc.).

Annual Program Learning Outcome Assessment Report

The template provides:

1) the assessment plan for the year

2) when completed forms the annual assessment report

The template is completed to report assessment results for the system as a whole and then to report the

results campus by campus.

Rows can be added to report multiple assessments for a single PLO including additional direct assessment or

indirect assessments (e.g. surveys).


5.11

System-wide Summary

PLO No.

PLO wording

Course code

Assessment Task/Instrument

Target Location No. of

Students Result Analysis

Areas for

Action

All

Campuses

Breakdown by Campus - add a new row(s) for each campus as required.

PLO No.

PLO wording

Course code

Assessment Task/Instrument

Target Campus No. of

Students Result Analysis

Areas for

Action

Notes

Target: the default (80% of students achieving standard) may be changed to reflect the academic judgment of the level of challenge of the assessment task.

Analysis: Focus should be on identifying areas for improving student learning e.g. curriculum, delivery, resources, student progression etc.

Areas for Action: Summarise key areas for improvement. Use the separate Action Plan Template to provide detail & timelines. Important: a 'Timeline' is required for each action. Actions to improve the assessment itself or target set affect the quality of the process and do not improve student learning. They should be noted here but not be included in the detailed Action Plan.

Areas for Action

Actions for improvement are the key outcomes of the assessment process and should be completed for the

System and separately by each campus.

The purpose of these actions is to improve student learning and provide evidence to stakeholders and

accreditation agencies of the use of assessment results to improve the quality of the academic program and to

enhance student learning.

Each area for action should have its own Action Plan which provides further details and timelines of the

actions to be taken.

Action Plan Template

Objective Priority Action to be

taken Success

indicator(s) Owner

Target date

Status Evaluation


5.12

Responsibilities: Programme Learning Outcome Assessment

Program & Curricula

Department Academic Faculty

Program

Learning

Outcome

Assessment

(PLOA)

Initiates the PLO Assessment

process

Provides PLOA templates for plans

and reports

Reviews Faculty PLOA plans

Reviews PLOA Reports from

Academic Faculties

Publishes PLOA Plans and Reports

Approves any update/change to

published plans

The Faculty Executive Dean with the support of the Faculty

Academic Committee and faculty members:

Submits a 3-year PLOA plan for each program for review by

Programme and Curricula Department

Ensures that 100% of PLOs are assessed over a 3 year period

with at least 30% of all PLOs assessed in each academic year

Produces an Annual PLOA plan for each Diploma, Higher

Diploma and Bachelor program

Implements the annual assessment plan consistently across

classes and delivery sites and collects data

Analyzes data and develops action plans

Reports results and analysis and action plans to Programme

and Curricula Department

Ensures that an electronic file containing copies of each PLO

assessment and samples of student work reflecting range of

performance is maintained

Ensures that action plans to improve program quality are

implemented and evaluated

Timeline

Action Responsibility When

Annual PLO Assessment Plan Draft Academic Faculty By end of March

Plan Endorsement Program & Curriculum

Department

By end of April

PLO Assessment Administration Academic Faculty Fall & Spring Semesters

Annual PLO Assessment Report & Action

Plan completed

Academic Faculty By end of August

Review of Program Reports & Action Plans Program & Curriculum

Department

By end of September


5.13

Annual Academic Programme Audit

Purpose The purpose of the Annual Academic Program Audit is to evaluate key indicators to identify any issues and

take action to improve program quality.

Requirement Each Academic Faculty is required to complete an annual internal review for each programme and major

under its responsibility.

The report is a critical evaluation of:

Need for the programme by business and society

Demand for the programme by students

Curriculum

Student learning

Faculty

Resourcing

Continuous Quality Improvement Processes

Process

Academic FacultyAnnual PLO

Assessments

Academic FacultyAnnual Program Audit

Report Review program quality

indicatorsEvaluate actions for

quality improvement

Academic FacultyAction Plan

to improve program quality

Program & Curricula

Department Review

Report & Action PLan


Endorse Report & Action Plan

Recommend quality improvement measures

Academic FacultyImplement

Actions for quality improvement

Academic CouncilApprove

Actions for quality improvement

Annual Program Audit Report Process


5.14

Responsibilities: Annual Program Audit

Program

Review

Component

Programs and

Curricula

Department

Academic

Faculty

CQA

Committee

Academic

Council

Annual

Program Audit

Initiates the Annual

Program Audit

process

Ensures the

implementation of

the Annual Program

Audit Report process

Provides templates

for Annual Program

Audit Reports

Endorses the

nominated Audit

Team for each

programme

Reviews the Annual

Program Audit Report

for each program

Publishes all Annual

Program Audit

Reports

Recommends

academic programs

for further review to

the Programme

Quality Review

Committee

Provides an Annual

Academic Affairs


to the Programme

Quality Review

Committee

The Faculty Executive

Dean with the support

of the Faculty Academic

Committee and faculty

members:

Identify an Audit Team

for each programme

Conduct Annual

Program Audit critically

evaluating the need,

demand, resourcing and

quality for each

programme

Complete Annual


including Action Plan for

improvement for each

programme

Submits an Annual

Faculty Program Audit

Report reviewing &

summarizing

programme reports to

Program and Curricula

Department

Implements Action Plan

and recommendations

from Academic Council

for improving

programme quality

Recommends

academic programs

to undergo

immediate cyclical

program review to

the Academic

Council

Recommends

measures for

improving

programme quality

to Academic

Council

Receives reports from

the Curriculum Quality

Assurance Committee

Approves academic

programs to undergo

immediate cyclical

program review to the

Academic Council

Endorses

recommendations for

improving programme

quality


5.15

Timeline Action Responsibility By end of

Annual Programme Audit Report completed for each

active programme and major

Faculty Executive Dean October 2017

Annual Faculty Executive Summary completed Faculty Executive Dean November 2017

Review Manager Program Review and

Improvement

December 2017

Annual Academic Affairs Report completed Executive Dean Program and

Curricula

January 2018

Recommendations for improving programs and review

process

Curriculum Quality Assurance

Committee

February 2018

Endorsement of CQA Committee recommendations Academic Council March 2018

Evidence Key Focus Area Main Evidence

Student Learning Program learning outcome assessment reports

Satisfaction surveys: Exiting Students, Graduates (alumni), Graduate

Employers

Curriculum: currency & relevance Satisfaction surveys: Graduates (Alumni), Graduate Employers;

Faculty Evaluation (Program Effectiveness Survey)

Industry Advisory Committee / Industry Advisory Board Feedback

Cohort Analysis Institutional Research Data: Student enrolment, attrition, at-risk

students, CGPA, graduation rate

Demand/Need for the program Employment Rates; Satisfaction surveys: Exiting Students,

Graduates (alumni), Graduate Employers;

Industry Advisory Committee / Industry Advisory Board Feedback

Feedback from learners Satisfaction surveys: Exiting Students, Graduates (alumni

Resources: faculty, teaching &

learning, facilities

Faculty Complement analysis, Workload data

Faculty Evaluation (Program Effectiveness Survey)

Satisfaction Surveys: Student Services, Staff Services

Sources of Evidence

Programme Learning Outcome (PLO) Assessment Reports

PLO Assessment Reports are available from the Academic Faculty – refer above for further detail. The

requirement is:

Each programme learning outcome is assessed at least once over a three year period

A minimum of 30% of programme learning outcomes are assessed each academic year.


5.16

Assessment Reports Reports of student performance on course assessments are published after each Semester either on the Portal

eGradebook or the Academic Programme Review Dashboard of the IEMS. The following reports are available:

eGradebook Reports The following are available through the HCT Intranet Portal and report the median, mean, and distribution of

grades for coursework and final assessments:

CSA (Common Specification Assessment) Analysis Report by Academic Faculty

CSA Analysis Report by campus

CSA Analysis Report by course

CSA Analysis Report by CRN

Course Learning Outcome Report (under development)

Dashboard Reports The following are available through the Academic Programme Review Dashboard of the IEMS and report

grade distributions and grade point averages by course and programme:

Grade Distribution Report by Academic Faculty

Grade Distribution Report by Course

Average Course Grade Point Average

Cumulative Grade Point Average by Programme

Cohort Analysis The following data are available through the Academic Programme Review Dashboard of the IEMS:

Enrolment

Attrition rate

Average class absences

Students on probation

Graduation rate

Employment rate

Surveys The following surveys are available through the Academic Programme Review Dashboard of the IEMS:

Internal

Student Satisfaction with Programme (Every Term)

Campus Programme Chair Survey (Every Year)

External

Graduate Satisfaction Survey (Every Term)

Graduate Employer Survey (Every Year)

External Stakeholder Input The following are available from the Academic Faculty:

Industry Advisory Committee feedback

Accreditation reports

http://hctwebapps.hct.ac.ae/IEMS/Dashboard/ProgramReviewDB





5.17

Cyclical Programme Review

Purpose The purpose of the Cyclical Program Review is to decide on whether to continue offering the program or to

teach-out the program at the HCT or at particular campuses.

Requirement Each active programme and major is required to undergo a periodic review notwithstanding any national or

international accreditation. However, Academic Faculties are recommended to synchronise the HCT’s Cyclical

Program Review with external program accreditation reviews wherever feasible.

The Cyclical Program Review is a critical evaluation of the academic quality and demand for the program over

the previous years and is based on evidence and trend analysis provided by the Annual Program Audit Reports

produced in that period.

Programmes are periodically reviewed according to length of credential:

Two Year Diplomas: every 3 years

Three Year Higher Diplomas: every 4 years

Four Year Bachelors: every 5 years

Two Year Masters: every 3 years


5.18

Process

Academic Faculty Self-Study

Bachelor s: every 5 yearsHigher Diploma: every 4 years

Diploma: every 3 years

External Review Team Report


Review

Academic CouncilRecommendation

DecisionContinuance - Academic Council

Discontinue at campus(es) – Executive Committee

Close program - Board of Trustees

Academic Faculty

Annual PLO AssessmentsAnnual Program Audit

Reports

Cyclical Program Review Cycle


Review

Self-study The responsible Academic Faculty completes a Self-Study including analyses of its:

Strengths, weaknesses, opportunities, and threats (i.e. SWOT analysis);

Need by industry and society;

Demand by students;

Academic quality e.g. are students achieving the programme learning outcomes; are academic standards consistently maintained, are faculty delivering the program appropriate qualified and experienced etc;

Budget efficiency.

For further information refer to the Program Review Site

https://portal.hct.ac.ae/sites/ProgramReview/Pages/Home.aspx


5.19

External Review Team Report The External Review Team (ERT) is appointed by the Executive Dean Programme & Curriculum in consultation

with the relevant Executive Dean.

The ERT:

Verifies and evaluates the Self-study.

Makes site visits - depending on the nature of the program and the evidence presented in the self-study, the ERT, after consultation with the ADVC Programme & Curriculum, may make site visits to all or a sample of campuses and delivery sites to evaluate facilities and resources.

Interviews program managers, faculty, current students, alumni, and external stakeholders (e.g. employers), as feasible.

Makes a recommendation for continuance of the program.


5.20

Responsibilities: Cyclical Program Review (CPR)

Programs and

Curricula Department

Academic

Faculty

External Review

Team

CQA

Committee

Academic

Council

Executive

Committee

Board

of Trustees

Initiates the CPR

process

Ensures the

implementation of the

CPR process

Provides templates for

CPR

Approves the review

team responsible for

writing the Program

Self-Study Report

Approves the External

Review Team

responsible for

reviewing the Program

Self-Study Report and

conducting campus

visits

Reviews the CPR

Report for each

academic program

Recommends the internal

team to write Self-Study

Team for each

programme under review

Recommends the

External Review Team to

evaluate the program

Completes Program Self-

Study Report including

critically evaluation of

previous Annual Program

Audit Reports for each

programme under review

Makes a

recommendation on the

continuation of the

program

Implements

recommendations from

Academic Council for

improving programme

quality

Critically evaluates the

Program Self-Study

Report

Conducts campus visits

evaluating teaching and

learning resources,

facilities, and

interviewing

stakeholders including

students and faculty

Makes a

recommendation on

the continuation of the

program

Approves the timetable

for the CPR of each

academic program

Receives and reviews

CPR Reports

Makes recommendations

for program continuance

to Academic Council

Makes recommendations

for improving

programme quality to

Academic Council

Approves continuance of

an academic program

Recommends

discontinuation of an

academic program at

one or more campuses

or across the HCT

Endorses

recommendations for

improving programme

quality

Approves

discontinuation of

an academic

program at one or

more campuses

Approves

discontinuation of

an academic

program across the

HCT


5.21

Timeline

Action Responsibility By end of

Calendar for program cyclical

review CQA Committee April

Programmes nominated in addition

to the calendar cyclical review CQA Committee May

Programme Self Study Completed Faculty Executive Dean October

Programme Quality Review

Completed External Review Team November

Recommendation Programme & Curriculum Department December

Endorses recommendations Academic Council January

Programme Review Decisions

Continuance: Executive Committee

Discontinuance at a campus: Executive

Committee

Discontinuance across HCT: Board of

Trustees

February

Change and areas of improvement

made to programme and courses Faculty Executive Dean As appropriate

Policy and Procedures LP225 Course & Program Review



6.1

Chapter 6: Course Quality Review

Contents


Processes 6.3



Program and Curricula Department, Academic Affairs

Curriculum Development Section The section is responsible for supporting Academic Faculty’s in the design and development

academic courses.

Program Review and Improvement Section The section is responsible for monitoring and evaluating the effectiveness of the course review and

continuous quality improvement processes.

Academic Faculty

Faculty Academic Committee A FAC is a standing committee of Academic Council responsible for ensuring that the Faculty’s

academic courses are fit-for-purpose and viable. The FAC is responsible for reviewing each course at

least once every three years to ensure its currency and relevance.

Curriculum Leader The Curriculum Leader (CL) provides academic leadership and oversight for one or more courses

within their area of expertise. As courses may be offered by a number of programs, the CL ensures

that the courses offered are current with developments in the discipline and workplace.

Course Team The course team is responsible for course delivery and evaluation. The Team contributes to the

planning and on-going monitoring of the course highlighting any issues to the Course Team Leader

(see below). After instruction is complete, the Team critically evaluates the delivery of the course in

the course file and by completing the Faculty Course Evaluation Survey.

Course Team Leader (CTL) The CTL provides academic leadership to the instructors delivering the course (the course team).

The CTL monitors the delivery of the course and course assessments across classes and campuses,

and reviews course grades. Each semester, the CTL submits a Course Report to the Faculty

Academic Committee evaluating the delivery of the course and student success in meeting course

learning outcomes, and proposing action plans to deal with issues. CTLs are appointed by the FAC

based on experience and credentials in the field of study.

Programme Chair (PC) The PC supervises instructors to ensure that the syllabus, assessment, and classroom teaching

methodology complies with the approved course outline, and reviews course grades. The PC liaises

with College Dean of Academic Operations to ensure that the course is adequately resourced.


6.2

Campuses

Dean of Academic Operations (DAO) The DAO liaises with Faculty PCs and the College Director to ensure the effective delivery of the

course through the optimal utilization of the campus’ teaching and learning, human, and physical

(e.g. labs and workshops) resources. The DAO also ensures campus support for the administration of

course examinations. DAOs are appointed at each campus by the Vice Chancellor and report directly

to the College Director.

Students Students evaluate course delivery by completing the Course Evaluation Survey, and evaluate the

effectiveness of the instructor by completing the Student Faculty Evaluation Survey.

Timeline Semester Review: each course is reviewed to ensure that students are effectively supported in

achieving learning outcomes

Cyclical Review: each course is reviewed at least once every three years to ensure it is educationally

current and contributing effectively to the programme(s) it is part of.


6.3

Processes

Purpose The review of course delivery is designed to monitor and evaluate the curriculum, teaching, learning

resources, physical resources and to take action to improve student experience and learning.

Overview

Academic CouncilMajor Change - Approve

Executive Dean Major Change - Endorse

Faculty Academic Committee - Approve minor change

- Recommend major change

Course Team Leader - Course Report

Grade Reports

Assessment Reports

Course File Review

Surveys

Industry Advisory Committee Input

Executive Dean Programme &

Curriculum Major Change - Endorse

Inputs Process

Heads of Campus Academic Operations

Major change – Consult


6.4

Quality Assurance Cycle

Step Process When By Action

Plan Develop/Review Course Learning

Outcomes for the course aligned

to programme learning

outcomes

Start of

academic

year

Faculty Academic

Committee in

consultation with

Manager

Curriculum

Development

Submit for approval to Executive

Dean

Update: CMS, course

documentation

Allocate resources (instructors,

learning resources, physical

resources, budget) to deliver the

course curriculum consistently

across classes and delivery sites

Start of

academic

year

Faculty Academic

Committee

Submit for approval to Executive

Dean

Update: CMS, course

documentation

Develop curriculum aligned to

course learning outcomes

Start of

academic

year

Academic Faculty

(Course Team) in

consultation with

Manager

Curriculum

Development

Submit for approval to Faculty

Academic Committee

Update: CMS, course

documentation

Do Deliver curriculum consistently

across classes and delivery sites

Maintain course files

Throughout

academic

year

Academic Faculty

(Course Team

Instructors)

Deliver course

Check Evaluate course files

Analyze assessment data

Identify shortcomings and/or

anomalies

Throughout

academic

year

Academic Faculty

(Course Team

Leader)

Submit to Faculty Academic

Committee for review

Develop action plans to address

shortcomings and/or anomalies

Each Fall

and Spring

semester

Academic Faculty

(Course Team

Leader)

Modifications to course delivery,

curriculum, assessment,

resourcing etc.

Act Modify course delivery Throughout

semester

Academic Faculty

(Course Team,

Campus Program

Chair, Campus

Dean of Academic

Operations

Minor changes to sequencing of

content or assessment and

learning activities

Allocation of educational, physical

resources, instructors, support

staff

Modify curriculum, assessment,

resource allocation (instructors,

learning resources, physical

resources, budget)

Following

semester

Academic Faculty

(Course Team)

Update: CMS, programme and

course documentation


6.5

Monitor effectiveness of actions.

Report effectiveness of QA

process

Throughout

academic

year

Academic Faculty

and Manager

Program Review &

Improvement

Input to planning process

Improve QA process

Cyclical Course Review At least

once every

3 years

Faculty Academic

Team

Continue: Executive Dean

Discontinue: Academic Council

Modification or discontinuation to a

programme core course: Academic

Council (Note: major changes to or

discontinuation of a programme

core course require approval by

CAA)

Grade and Assessment Reports eGradebook: the following reports are available through the HCT Intranet Portal and report the

median, mean, and distribution of grades for coursework and final assessments:

CSA (Common Specification Assessment) Analysis Report by the Academic Faculty

CSA Analysis Report by campus

CSA Analysis Report by course

CSA Analysis Report by CRN

Course Learning Outcome Report

Academic Programme Review Dashboard: the following reports are available through the

Institutional Effectiveness Management System and provide grade distributions and grade point

averages by course:

Grade Distribution Report by Academic Faculty

Grade Distribution Report by Course

Average Course Grade Point Average

Course File Review Course files are live documents that provide information on course delivery and student

performance for input into the quality assurance process. Course files provide evidence that the

course has been delivered according to curriculum documents and academic standards, and identify

areas for improvement in terms of course delivery, teaching and learning, and assessment. They are

a key component and serve as evidence of continuous quality assurance.

Maintenance and Accessibility Course files are kept up-to-date as the course is being taught especially after each assessment

contributing to the final course mark.

The Files are electronic and accessible to internal quality assurance stakeholders including but not

limited to the Deputy Vice Chancellor Academic Affairs and the Department of Organizational

Excellence.




6.6

Content Course files must include or provide working electronic links to the following:

Syllabi for the current semester and the previous semester

Copies of all instructor teaching materials;

Copies of each assessment task;

Marking scheme or rubric plus any model answers for each assessment;

Examples of student work graded at Grades A, B, C, D, and F if available for each assessment instruments;

Instructor review covering: o appropriateness of the course learning outcomes; o extent to which the syllabus was covered; o extent to which learning outcomes were met (with evidence); o appropriateness of textbooks and other learning resources; o appropriateness of assessment tasks to course learning outcomes; o appropriateness of the balance of assessment tasks; o appropriateness of prerequisites; o general comments on any problems encountered with the course or resources;

Marks and grade distributions for each assessment and for the final course grade;

Summary of student feedback on the evaluation of the course.

Quality Assurance Process

Regular monitoring The Course Team Leader (CTL) should review course files after each scheduled assessment

contributing to the final course mark to ensure that its administration and marking has followed

course and academic standards.

Issues should be dealt with in consultation with the instructor and, where appropriate, with the

respective campus Programme Chair.

Course Report The CTL should complete a Course Report and submit to the Faculty Academic Committee (FAC)

within two weeks of the end of the course.

The Report should be as brief as possible but provide the information required to address any issues

that may require dealing with before the next delivery of the course.

The Report should:

Critically evaluate: o student achievement of course learning outcomes o the syllabus, content, learning activities o eTexts, other learning resources, and educational technology o each assessment contributing to the final course mark o instructor feedback o student feedback

Explain any problems or issues that have affected or may affect the course in the future

Recommend any changes to improve student learning, and the efficiency and effectiveness of course delivery.


6.7

FAC Review The FAC should review each CTL Report approving minor changes and recommending major changes

to the Executive Dean.

FAC reviews should be recorded and available to internal quality assurance stakeholders including

but not limited to the Office of the Deputy Vice Chancellor Academic Affairs and the Department of

Organizational Excellence.

Surveys The following surveys are used in the review of courses

Faculty Course Evaluation Survey: available from Institutional Effectiveness Management System

Student Faculty Evaluation Survey: available from the Executive Dean of the Academic Faculty

http://hctwebapps.hct.ac.ae/IEMS/Reports/SurveyResults



7.1

Chapter 7: Assessment and Grading

Contents


Assessment Processes 7.3

Grading Processes 7.6



Academic Faculties

Executive Dean (ED) The ED for each Academic Faculty is accountable for ensuring that the assessment provision meets

the requirements of HCT policy and procedure, and the academic standards appropriate to the field

and level of the course, and to the National Qualifications Framework (QFEmirates). The ED

approves final course grades prior to their release to students and has the discretion to establish a

Faculty Grade Review Committee to investigate and resolve any issues prior to finalizing results.

Faculty Academic Committee (FAC) The FAC is responsible for reviewing and approving the assessment strategy for each course.

Course Team The course team is responsible for implementing the course assessment strategy and the HCT’s

Assessment & Grading procedures and guidelines course delivery and evaluation. The Team

contributes to on-going monitoring of the course highlighting any issues related to assessment and

grading to the Course Team Leader (see below). After instruction is complete, the Team critically

evaluates the course assessments in the course file and by completing the Faculty Course Evaluation

Survey. The course team consists of the instructors delivering the course across the campuses

Course Team Leader (CTL) The CTL ensures a common understanding of assessment requirements and standards of

achievement by all instructors delivering the course and that the academic rigor of each assessment

task is aligned to the relevant level of the QFEmirates, appropriate to the field of the course. The CTL

also verifies that assessments and grades are consistent across campuses and sections.

Each semester, the CTL submits a Course Report to the Faculty Academic Committee evaluating the

course assessment provision and proposing action plans to deal with issues. CTLs are appointed by

the FAC based on experience and credentials in the field of study.

Programme Chair (PC) The PC supervises instructors to ensure that assessment complies with the approved course

assessment strategy, and reviews course grades to verify that grading at the campus is fair and

equitable identifying any anomalies for further action. The Executive Dean appoints at least one PC

at each campus delivering Faculty programs. Appointments are based on experience and credentials.


7.2

Teaching and Learning Unit (T&L), Education Technologies Division T&L designs and delivers professional development activities to promote effective assessment

practices including publishing a Faculty guide to assessment which describes the institution’s

principles and approach to assessment including task development, and marking and grading

student work. The Unit is headed by a Director and has a Professional Development and Practice team

which provides training to faculty.

Organizational Effectiveness (OE) Department OE monitors, audits and reports on assessment practices and grades across academic Faculties,

programs, courses, and campuses and oversees the development and administration of Faculty-

Wide Assessments.

Campus Operations Division The Dean of Academic Operations at each campus is responsible for the security and administration

of Faculty-Wide Assessments.


7.3

Assessment Processes

Course Learning Outcome Assessment Student achievement of course learning outcomes is assessed by embedded course assessments.

Overview

Process When By Action

Review assessment

strategy

Start of academic

year

Faculty Academic

Committee

Update: CMS, course documentation

Develop at least one

summative assessment

for each Course Learning

Outcome

Start of academic

year

Academic Faculty

(Course Team)

Prepare assessment tasks and required

resources

Implement assessment

strategy

Throughout

academic year Academic Faculty

(Course Team)

Administer assessments consistently

across classes and campuses

Collect data Throughout

academic year Academic Faculty

(Course Team)

Mark and record results

Report data End of each

semester

Organizational

Excellence

Publish assessment reports

Analyze data

Identify shortcomings

and/or anomalies

Throughout

academic year

Academic Faculty and

Organizational

Excellence

Submit for review to Faculty Academic

Committee

Develop action plans to

address shortcomings

and/or anomalies

Throughout

academic year

Academic Faculty

(Course Team)

Submit to Faculty Academic Committee to

review and recommend for approval by

Executive Dean

Implement action plans

.

Following semester Academic Faculty

(Course Team)

Actions: modify assessment task, marking

scheme or rubric, conditions of

assessment, resources etc

Update assessment documentation

Provide required training to course team

Monitor effectiveness

of actions

Report effectiveness of

QA process

Throughout

academic year

Academic Faculty and

Organizational

Excellence

Input to planning process

Assessment Strategies Faculties develop assessment strategies for each course that measure student achievement of

intended learning outcomes which instructors are required to follow. These methods of evaluation


7.4

are published on the curriculum management system (CMS). The assessment strategies are also

included in the course outlines which are given to students at the start of the course.

The Assessment Strategy stipulates each assessment that contributes to the final course mark

providing information regarding:

Assessment tasks e.g. exam, project, portfolio etc.

Weighting of each assessment i.e. percentage contribution of the task to the final course mark

Course learning outcomes addressed by each task Course teams develop and administer assessment tasks in line with the Assessment Strategies

ensuring consistency in meeting course requirements and academic standards across campuses.

Common Assessments (CA) A CA is an assessment task that is developed and marked in accordance with an assessment

specification approved by the Faculty Executive Dean. The assessment task (e.g. portfolio, project,

oral defence, written test etc.) is the same for all students and provides a means of comparing

student performance across classes and campuses. Taken together the CAs in any particular course

will assess student achievement of each course learning outcome.

Faculty-wide Assessments (FWA) A FWA is a form of Common Assessment in which all students registered in the same course sit a

common invigilated written examination. Each exam is prepared by the appropriate course team

leader and moderated by the Faculty Academic Committee and Executive Dean prior to

administration. The exams are administered under strict security. See diagram below.

The results of each FWA are analyzed by the Academic Faculty to determine if any moderation is

required prior to being finalized and released to students.


7.5

FWA development and administration process


7.6

Scheduling The schedule of assessments is provided to students at the start of the course. The schedule ensures

that the timing of assessments through the course is appropriate and manageable for students and

instructors.

Grading Processes Assessment and grading at the HCT is criterion-referenced and grades are awarded based on the

evaluation of student work using the rubric provided in LP220.1 Assessment and Grading Procedures

i.e. students must demonstrate that they have met the relevant standard required for the award of a

grade. There is no fixed allocation of grades: grades should be awarded solely on the evaluation of

student performance against relevant academic standards.

The rubric below expands on the descriptors given in LP209 Grading System Policy in order to

identify the distinguishing features of academic progression in terms of Knowledge and Skills to

guide grading scheme developers and markers, and to enhance consistency in grading between

markers across programmes.

Grading Rubric

Grade Descriptor Student performance on assessments provides evidence that

the student has:

A

Achievement that is

outstanding relative to the

course and GPA requirements

Deep comprehension of course content, and, where

appropriate to the course, has shown exceptional practical

skills, critical thinking, inquiry and analysis skills, problem

solving or creative/innovative work.

B

Achievement that is

significantly above the course

and GPA requirements

Superior knowledge of course content and, where appropriate

to the course, has shown advanced practical skills, critical

thinking, inquiry and analytical skills, or problem solving.

C

Achievement that

satisfactorily meets the

course and GPA requirements

The knowledge of facts, theories, and concepts, the practical

and thinking skills, and the competencies required by the

course learning outcomes: the student is ready to move on to

the next level of studies.

D

Achievement that minimally

meets the course

requirements but may not

meet the GPA requirements

Significant weaknesses in the knowledge, skills, and/or

competencies required by the course learning outcomes: the

student is unlikely to cope with the next level of studies.

F

Achievement that does not

meet the course

requirements

did not demonstrate adequate knowledge, skills, or

competencies to meet the course learning outcomes: the

student is not ready for the next level of studies.


7.7

Overview

When Who Action

Before Teaching

the Course

Course Team

Leader

Establish common understanding of assessment requirements

and standards of achievement by all instructors delivering the

course (and offer ongoing advice as required throughout the

semester).

Ensure that the academic rigor of each assessment task is

appropriate and aligned to the relevant level of the National

Qualification Framework of the Emirates.

Throughout the

teaching of the

course

Instructor Maintain up-to-date course file adding a copy/details of the task,

samples of student work, and grade distributions for each

assessment as it is completed.

Throughout the

duration of the

course

Course Team

Leader

Monitor course files, identifies anomalies/outliers

Take any necessary action including re-assessing students or re-

grading student work in consultation with the Instructor

concerned

Submit final course grades to the Programme Chair

After the final

assessment period

Programme

Chair

Verify final course grades in consultation with the Course Team

Leader and take necessary action to manage anomalies or

outliers

Submit final course grades to the Executive Dean

Hold a meeting with all instructors at the end of each semester

to discuss experiences and concerns, and to learn from practice.

Before the

announcement of

final course grades

Executive

Dean

Verify the final course grades and appoint ad-hoc committee to

manage anomalies or outliers.

Approve the release of the final grades to students


7.8

Grade Guidelines In order to provide guidance in awarding grades, faculty are provided with projected grade

distributions as a benchmark to review the spread of the grades they have awarded for any course.

The projections are based upon the expected average course GPAs for lower level courses

(approximately 2.6) and upper level courses (approximately 2.85) with an expected cumulative

programme GPA of approximately 2.7 (approximately B-/C+).

The projections are not prescriptive and it is expected that there will be exceptions for particular

sections or courses. However, faculty may be required to explain grade distributions that are

significantly outside of the projections.

Grade Lower level courses e.g. BAS: 100, 200 level; Upper level courses e.g. BAS 300, 400 level

A 17%-23% 22% -28%

B 27% -33% 32% -38%

C 33%-39% 27%-33%

D 11%-17%% 7%- 13%%

F There is no projected percentage of F grades: F grades are awarded when students do not

meet course requirements.

Course File Review Course files are a key element in the quality review of courses. They are the means by which the

delivery of a course, student performance and grades are recorded, and should contain sufficient

information so that internal reviewers or external accreditors can determine whether the course is

meeting its learning outcomes and grading has followed appropriate academic standards for the

field and level of the course.

The course file should also provide up-to-date information on progress through the curriculum that

would facilitate a new instructor to take over delivery of the course should need arise.

Furthermore, for the purposes of accreditation, the CAA requires that that the HCT maintains

updated course files for each course of instruction in compliance with Stipulation 7, 2011 Standards

for Licensure and Accreditation.

Each course file must be updated throughout the delivery of the course and contain:

Name and contact details of the course instructor

Approved course outline including:

Course topics and contents on a week-by-week basis and

Details of and dates for assessments

Course outline from the last delivery of the course

Copies of assessment tasks

Marking schemes and/or model answers for all assessment tasks

Samples of student performance representing where possible grades A – F for each assessment task

Instructor review of the course including: o appropriateness of the course learning outcomes


7.9

o extent to which the syllabus was covered o extent to which learning outcomes were met (with evidence) o appropriateness of textbooks and other learning resources o appropriateness of assessment tasks in relation to learning outcomes o appropriateness of the balance of assessments o appropriateness of prerequisites

general comments on any problems encountered with the course

Grade distributions for each assessment task and for the final grade

Summary of student feedback on the evaluation of the course.

Academic Honesty Students are made aware of academic honesty rules and regulations through campus-run

orientation sessions at the beginning of the academic year dealing specifically with academic

honesty, and require students to sign an academic conduct pledge. Sections addressing academic

honesty are published in the HCT Catalogue and in the HCT Student Handbook.

Instructors have responsibility to check that work presented is the students own work. Instructors

and campuses employ a range of tools and methods to monitor and authenticate student work.

Plagiarism detection software such as Safe Assign is used for digitally submitted text based

assignments and reports. In the delivery of on-line assessments, security measures such as ‘guided

access’ in iPad environment, and the Lockdown browser in Blackboard are used by all campuses in

order to reduce the likelihood of cheating.

Assessment Guides for Faculty The Teaching and Learning Unit, Education Technologies Division, produces guidelines to faculty for

effectively assessing and grading student work.

The Education Faculty also produces a guide specifically for Education faculty members.

Education Division Assessment Handbook

Policy and Procedures

LP209.3 Grade Appeal Procedure

LP201 Unified Academic Honesty and Plagiarism Policy

LP248 Plagiarism Policy

LP 217 Special Needs Accommodation Policy

VC Directive (04) - 2016 - Assessment and Grading Procedures

https://portal.hct.ac.ae/sites/acs/educ/assessment/Shared%20Documents/Assessment%20Handbook%20-%20Education.pdf

https://portal.hct.ac.ae/sites/pnp/cass/Pages/LP209.3.aspx

https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp201.aspx

https://portal.hct.ac.ae/sites/pnp/cass/Pages/Plagiarism-Policy.aspx



8.1

Chapter 8: Faculty and Applied Research

Contents


Processes 8.3

Professional Development 8.6

Research 8.7


Structures and Responsibilities

Applied Research Council The Applied Research Council (ARC) is an Academic Governance Standing Council. The ARC is

responsible for regulating and overseeing internal and external sponsored applied research projects

undertaken by Academic Faculties or faculty members.

Terms of Reference A) Develop and oversee the following applied research strategic priorities:

Direct research funds and develop strategic alliances to enhance applied research productivity and output in areas of National focus.

Oversee the development of HCT research strategic priorities in alignment with HCT Strategic Plan.

Support building an applied research infrastructure including the development and maintenance of a research database, facilities, equipment, materials and services.

Develop research leadership through targeted recruitment, creation of research career pathways and retention with focus on early and mid-career researchers.

Collaborate with other institutions to strengthen research connections, joint ventures and resource sharing where appropriate.

Support current initiatives to promote applied research through student projects, joint research projects, innovation projects and co-location of staff across research aligned areas.

B) Govern rules and regulations:

Define the applied research themes and topics that are aligned with the national Agenda and HCT Research priorities.

Award and monitor the management of research funds.

Indirect cost recovery rate (HCT overhead)

Appointment and compensation of research assistants.

Intellectual property.

Research confidentiality.

Publish research results.

Approve requests to use HCT faculty, staff or students as research subjects.

Transform innovative ideas into successful start-ups and commercialize HCT intellectual property.

Manage the review and selection processes for all proposals.

Approve release time for faculty, if and when required.

Oversee responsible conduct in all research projects that involve the use of human, animal,


8.2

or hazardous materials.

Develop processes and templates for managing research budgeted items and expenses.

Consider how best to further HCT research outreach to the external community.

Consider ways to enhance the academic impact of research.

Seek external reviewers for research proposals.

Membership

Vice-Chancellor (Chair)

Chief Innovation Officer (Vice-Chair)

Deputy Vice-Chancellor, Academic Affairs

Deputy Vice-Chancellor, Education Technologies

Executive Dean Engineering

Director Partnerships

Chief Executive Officer of CERT

Dean of Faculty Affairs and Applied Research.

Office of the Deputy Vice-Chancellor, Academic Affairs

Faculty Affairs and Applied Research (FAAR) Department, Academic Affairs FAAR assures that policy and procedures related to faculty are followed and that the institution’s

strategy for applied research and scholarly activities is implemented. The Unit also reviews

applications from faculty members for funding for applied research activities. The Unit is headed by

a Dean who is supported by a Manager for Faculty Affairs.

Academic Faculty

Executive Deans The Executive Dean reviews and approves the evaluations of faculty members. Executive Deans also

endorse proposals for research by faculty members to the Applied Research Committee and

recommend applications for funding and reduced teaching loads for applied research and other

scholarly activities.

Programme Chair (PC) The PC ensures that each instructor within their campus department is evaluated in terms of their

t4eaching and overall contribution to academic life. The PC also reviews applications from faculty

members for the funding of scholarly activities. The Executive Dean appoints at least one PC at each

campus delivering academic faculty programs. Appointments are based on experience and

credentials.

Education Technologies Division

Teaching & Learning Unit The Unit provides support in the following areas:

Providing a comprehensive range of professional development opportunities and guides that focus on improving the student learning experience;

Co-creation of educational resources and the training of faculty in the effective use of a wide range of educational technologies;

Professional development for new Emirati faculty, including guiding and supporting the HCT 170@17 Mentoring programme.

Reviews applications from faculty members for funding for scholarly activities and professional development by external providers.


8.3

Students Students evaluate the effectiveness of the instructor by completing the Student Faculty Evaluation

Survey at the end of each course.

Processes

Recruitment

Screening Applicants are screened prior to interview to ensure that they meet the requirements for

appointment: faculty teaching Bachelor level programmes require:

PhD in a relevant discipline will receive priority

Master's Degree in a relevant discipline will be considered only if the applicant has extensive teaching/training and industry experience

Minimum of 3 years of teaching/training experience, preferably at an adult or tertiary level; industrial training and development experience may be considered as relevant experience

Minimum of 3 years of relevant industrial experience

Specialist programmes (e.g. Aviation, Maritime programmes) may emphasize industry experience

and/or professional qualifications in order to attract appropriate faculty.

Specific requirements for posts are published on the Careers webpage of the HCT Internet site.

Interview

Applicants are interviewed by a panel consisting of academics in the field, related disciplines and

areas of expertise. Interviews are captured on video to allow for verification of due process and

further evaluation of suitability for appointment

Evaluation Human Resources New Hire Survey measures the level of satisfaction with pre-employment

information and facilitation offered to new staff during the settling in period. This includes

recruitment and hiring processes, travel arrangements and accommodation. Human Resources uses

these results for necessary actions. Refer to the New Hire Survey questionnaire.

Conditions of Employment

Workload Faculty members are expected to spend at least 40 hours per week in teaching, research, service

and/or administrative duties to HCT and to the community.

The standard teaching course load is 15 CH per semester plus 3 CH in Summer Term 1. No faculty

member should teach more than 18 CH per semester unless it is approved by the Vice Chancellor.

A reduced teaching load may not be granted for assessments or tasks for which faculty members

receive financial compensation, unless otherwise stated.

Discipline and Complaints The HCT disciplinary procedures are designed to assist and encourage teaching faculty to achieve

and maintain good standards of conduct, attendance and job performance.

Breaches of any of the standards of performance and conduct set out in the Human Resources

Regulations are classified as performance, behavioural misconduct and major misconduct. Major

http://recruit.hct.ac.ae/WebForms/ViewJobList.aspx?p=Faculty

http://portal.hct.ac.ae/sites/acs/aaa/pages/surveys.aspx

https://portal.hct.ac.ae/sites/pnp/cass/Documents/Human%20Resources%20Regulation_English.pdf

https://portal.hct.ac.ae/sites/pnp/cass/Documents/Human%20Resources%20Regulation_English.pdf


8.4

misconduct is investigated by a Violation Committee chaired by the Deputy Vice-Chancellor,

Academic Affairs and including a member representing the General Counsel (Legal Affairs)

Complaints The Grievance Procedure assists employee(s) to bring to the attention of the Line Supervisor their

grievance, issues, or complaint pertaining to their employment with the HCT.

Appeals An employee may submit an appeal (against disciplinary decision) in writing, stating the grounds for

the appeal, to the Chief Human Resources Officer. An Appeal Committee will be convened by the

Chief Human Resources Officer and chaired by the Deputy Vice Chancellor. The Committee will

investigate/review and present the Committee’s findings and recommendation to the Vice

Chancellor.

Evaluation

Surveys Staff Satisfaction with Services Survey is an annual survey measuring staff satisfaction with campus

facilities, IT and educational technology support, library and cafeteria. Results are shared with

support services for necessary actions. Refer to: Staff Satisfaction Survey. Reports are available on

the Institutional Effectiveness Management System (IEMS).

Human Resources Overall Satisfaction Survey measures the level of employee satisfaction with HR

policies and procedures. It takes into account an overall view of HR services offered including the

induction program, compensation and benefits. Results of this survey are used for improvement.

Human Resources Employee Exit Survey is conducted at the time of each employee’s departure from

the HCT and measures satisfaction with their experience at the HCT including benefits, services, and

supervision. Results are used by HR for planning.

Ad hoc Surveys such the Environmental Survey are used to gather feedback from faculty regarding

specific experiences at the HCT

Instructor Review The competence of faculty members in delivering academic programs is regularly monitored and

assessed by means of:

Classroom Observation Observations serve the purpose of verifying that instructors are teaching effectively and of

identifying areas for professional development.

Regular Annual Review: each instructor’s teaching is evaluated at least once.

Probationary year or Final contract year: each instructor’s teaching is evaluated at least three times.

Student Faculty Evaluation Survey For each course, students are requested to complete an on-line evaluation of their instructor.

The reports on teaching observations and the results of the survey are taken into account by

supervisors when appraising instructors and planning professional development activities.

http://portal.hct.ac.ae/sites/acs/aaa/pages/surveys.aspx



8.5

Faculty Evaluation The faculty evaluation process has been designed to:

Shape and build the culture of HCT with a uniform set of values and skills.

Develop the performance of the employees through a periodic evaluation that aligns with the HCT objectives.

Align the individual objectives of the employees and the departments with the HCT strategic objectives.

Assist the employee and the line manager to build on existing strengths and identify and develop areas for improvement

Encourage achievement, team spirit and on time improvement Ensure continuous training and development for employees.

Full-time Faculty

Timeline Full-time faculty are evaluated annually.

What When

Performance objectives set Start of the academic year (August/September)

Mid-year review February

Final review June

Process Evaluation reviews are qualitative in nature and based on feedback from all those involved in the

teachers' working lives and presented by the teacher in a portfolio format.

Reviews are based on performance objectives set and agreed with the individual faculty.

Mid-year reviews between Program Chairs and Faculty take place in February in order to:

review progress to date

support and enhance the performance strengths

identify any weaknesses or potential issues and provide corrective measures when needed.

adjust / modify performance objectives as appropriate Completed evaluations are available to faculty and professional staff through the HCT Intranet Portal

under Employee Self Service.

New Hires Newly appointed faculty are required to successfully complete a twelve month probation.

During the probation period new faculty are evaluated four times (i.e. every 3 months) in order to

provide regular feedback on their performance.

The probation period may be extended by up to six months to provide faculty with the opportunity

to demonstrate that their performance meets standard.

Faculty who do not pass probation will have their contracts discontinued.


8.6

Faculty Awards Program The Program recognizes and honours outstanding HCT Faculty across all Campuses and Academic

Faculties who demonstrate excellent work performance in all types of academic works. Award

winners receive a certificate and a monetary gratuity.

Three different categories are included in the program:

HCT Faculty Academic Excellence Awards which honor excellence in Teaching, Applied Research, Community Services, and Academic Advising

Chancellor Distinguished Academic Awards which honor sustained and combined excellence performance in Teaching, Applied Research and Community Services

Excellence in Academic Innovation Awards which honors innovative approaches and ideas that help transform academic activities.

Professional Development Professional Development opportunities for faculty are offered throughout the academic year and in

the two dedicated system-wide Professional Development Weeks: one week is set aside for

professional development in Semester 1 (Fall) and one week in Semester 2 (Spring).

Pedagogy & Assessment Workshops and materials are provided by the Professional Development & Practice team, Teaching

& Learning Unit.

Discipline Specific Training Training is provided by each academic faculty to ensure that faculty are current with developments

in the field and maintain/update their technical proficiency.

The academic faculty may also provide training in pedagogy and assessment to address

requirements of the particular discipline, program, or accrediting agency.

Individual Professional Development Each faculty member’s personal professional development plan identifies areas for professional

development. If these are not met by the activities provided by the academic faculty or Teaching &

Learning, the academic faculty makes appropriate arrangements to ensure that faculty receive the

required professional development.

Budget The budget available to academic faculties for professional development is based upon the overall

HCT budget. The Faculty Academic Committee determines how best to use the budget based on the

identified needs of the academic faculty, its programs and faculty members.

The Teaching & Learning Department assigns funds from its own departmental budget for its

professional development activities and for faculty who require professional development by

providers external to the HCT.

National employees Emirati employees may be supported for pursuing a Masters or Ph.D. through study leave and

assistance with tuition fees depending on the relevance of the qualification to the academic or

administrative development of the HCT as defined in the National Development Programme and the

relevant procedure GP035.1.


8.7

HCT Academy for Developing Emirati Faculty (HADEF) HADEF prepares Emirati Nationals to become full-time faculty members through its programme of

focused training, mentoring, teaching assistantship and/or supervised teaching roles. Trainees who

complete the program are eligible to apply for Associate Fellowship from the Higher Education

Academy, UK.

To become full-time teaching faculty, Emirati Nationals must complete the professional

development programme designed by HCT’s Teaching and Learning Division, obtain a Masters or

PHD, and have 5 years of teaching and/or industrial experience.

Employee Handbook The HCT Employee Handbook is a single document containing information essential for all faculty

and professional staff employed by the HCT. The handbook covers the rules, regulations, practices,

expectations and responsibilities that pertain to all staff and are specific to the mission of the HCT.

The staff handbook includes, but is not limited to, the following:

Role: role and responsibilities in the institution; course or module management requirements; role in governance; organizational and managerial structures; professional ethics; intellectual property rights;

Employment: full and part-time staff; levels of appointment and qualifications; probation and contracts; evaluation; professional development; leave; orientation; supervision; research;

Promotion: promotion criteria; application procedures;

Personnel: employment requirements and job descriptions; record keeping;

Workload: limits on workload;

Teaching: academic preparation; qualifications and teaching assignments; compensation and benefits; appeals;

Working conditions: standard and non-standard working weeks; overtime, or compensatory time;

Remuneration and benefits

Discipline, grievance and appeals.

Research The HCT encourages and supports applied research and scholarly activities by faculty in line with

HCT’s research priorities and the National Agenda particularly activities involving partners from

industry, the community or other higher education institutions.

Faculty are encouraged to be actively involved in the dissemination of their research through

publications and scholarly activities.

Approval Proposals for research by faculty members must have prior endorsement from the Executive Dean

responsible for the faculty concerned and approval from the Applied Research Council (ARC) before

commencement.

Support Funding may be provided for research projects and scholarly activities. Reduced teaching loads may

be available with the approval of the ARC.

https://portal.hct.ac.ae/sites/pnp/Regulations%20and%20Governance/HCT%20Employee%20Handbook.pdf


8.8

A faculty member may apply for full or partial funding for applied research and other scholarly

activities. Proposals require:

a) Recommendation by the respective Program Chair

b) Endorsement by the Faculty Executive Dean

c) Review by Dean Faculty Affairs and Applied Research for research projects

d) Approval by the Applied Research Council


LP246 Faculty Workload

LP256 Faculty Distinguished and Excellence Awards Program Policy

LP259 Adjunct and Part-Time Faculty Policy

GP014 Verification of Qualifications

GP021.1 Performance Management

RH006.1 Conditions of Appointment

RH027.1 Code of Ethics

RH027.2 Employee Conduct & Disciplinary Process

RH027.3 Grievance & Appeal




https://portal.hct.ac.ae/sites/pnp/hr/Pages/GP014.aspx

https://portal.hct.ac.ae/sites/pnp/hr/Pages/GP021.1.aspx

https://portal.hct.ac.ae/sites/pnp/hr/Pages/RH006.1.aspx

https://portal.hct.ac.ae/sites/pnp/hr/Pages/RH027.1.aspx

https://portal.hct.ac.ae/sites/pnp/hr/Pages/RH027-2.aspx

https://portal.hct.ac.ae/sites/pnp/hr/Pages/RH027-3.aspx


9.1

Chapter 9: Students

Contents


Processes 9.2



Academic Faculty

Executive Deans The Executive Dean is responsible for monitoring student progression and graduation rates, and for

taking appropriate action to ensure that students are progressing through their studies in a timely

manner.

Program Chair The Chair monitors the performance of at-risk students in consultation with the Academic Advisor

and advises on their possible withdrawal from study.

Campus

Head Campus Operations (HCO) The Head oversees academic services and advising at the campus and supervises the campus

Academic and Student Services Department.

Academic and Student Services (ACS) Department The ACS Department at each campus supports the campus to:

Create and maintain a positive and safe learning environment

Offer equitable opportunities to access student support services at the colleges

Enhance students’ overall educational experience to achieve their academic and personal goals

Establish and maintain active connections with HCT alumni

Increase employment rates of HCT graduates

Provide Career Guidance and Counselling

Provide Personal Counselling services

Provide professional support and accommodation to students with special needs

Academic Advisor Academic Advisors have a duty of care to provide academic advice and support to students with the

purpose of improving retention, progression and performance. Wherever possible a faculty member

who teaches the student is assigned as the student’s Academic Advisor. If this is not possible a

suitably qualified academic or non-academic staff will be assigned.

System Registrar’s Office, Student Services Department The System Registrar is responsible for: ensuring the integrity and accuracy of the academic records of

current and former students; student registration; the processes for transfer credits, graduation and

certification.

The System Registrar’s Office also works closely with the Academic Services departments at campuses to

ensure the provision of clear and accurate information to HCT students about academic and student

policies, and regulations.


9.2

Institutional Research Unit, Organizational Excellence Department The Unit publishes data related to student progression and graduation rates.

Student Council Each campus has a Student Council elected by the student body to ensure student representation in

campus management and governance.

Representatives from each of the campus Councils elect a system-wide HCT Student Council which:

represents the wider HCT student body nationally and internationally at educational institutions, conferences and student forums;

advocates students’ interests;

participates in discussions of national and international issues related to students;

promotes communication between students and management.

Processes

Admission The HCT is funded by the Federal Government on a per student basis, and enrolment limits in its

undergraduate programs are set by government’s guidelines.

Priority is given to current High School graduates, continuing students, internal transfers, returning

students, and students whose admission or continuation was deferred solely due to National

Service. Second priority is given to non-current High School graduate who has never been counted in

the funding census at any federal higher education institution.

The HCT may also seek additional government grants to provide scholarships to students such as

non-current high school graduates and those students who have previously discontinued their

studies.

The Academic Council sets the academic admission standards based on academic and accreditation

requirements.

Undergraduate Admission The HCT admits only undergraduate students who:

have completed the application procedure at National Admissions and Placement Office (NAPO);

meet the HCT general admission and admission priority requirements;

have been approved by the Chancellor of the HCT.

Graduate Admission Graduate programs are cost recovery with tuition and other fees paid by students or sponsoring

companies.

Recognition of Prior Learning Advanced standing may be awarded to students transferring from other federal universities or from

a university recognised by the Ministry of Higher Education. The decision to award advanced

standing is an academic decision taken by the relevant Executive Dean and based on a review of the

course, its learning outcomes, and the grade awarded by the other institution.


9.3

Graduation To graduate with a HCT credential, a student must:

successfully complete the required number of credits and courses required by the programme/major;

achieve a minimum cumulative GPA of 2.0 for a Bachelor’s degree or a minimum cumulative GPA of 3.0 for a Master’s degree;

complete a minimum of 50% of the programme credit requirements at the HCT.

Counselling The ACS department at each campus ensures that students are provided with a range of counselling

services including:

Academic Advising Each student is assigned an Academic Advisor at the start of the academic year, wherever possible

the advisor being one of the student’s teachers. The ratio of students to Advisors should not exceed

15:1.

The Advisor meets students assigned to him/her to review and document each student’s individual

progress and advise on career goals at least once each semester. Comments on each student are

recorded in the Student Record System to enable future Advisors to review their advisees’ academic

profile and progress.

A student is classified ‘At-Risk’ if their academic standing falls below that of good standing as defined

in the HCT Academic Standing Policy. At-Risk students should be identified by week eight of the

semester. The Advisor then consults with relevant faculty and develops a learning support strategy

for the student which may include: referral to a dedicated learning support faculty to undertake an

individual learning contract (Foundations or Year 1 students only); additional one-to-one or small

group instruction; peer tutoring; structured independent tasks.

An At-Risk student’s progress is reviewed twice during the remainder of the semester. If progress

remains unsatisfactory the student may be counselled to withdraw.

Personal Counselling Counsellors offer help to students with physical or emotional issues and with personal or family

problems. Each Counsellor is responsible for tracking of their students to ensure consistency and

effectiveness of the counselling process.

Counsellors develop and maintain a wide variety of resources such as brochures, magazines, self-

developed materials, videos and software on numerous topics, which are made available to all

students.

Counselling is also provided in the form of group outreach programmes targeting key issues for the

student body. Outreach initiatives may include address issues such as stress management,

interpersonal communication and life balance.

Special Needs Counselling The Counsellor or Special Needs Support Staff assesses the level of accommodation needed

including appropriate assistive technology such as specialized software, visual magnifiers and

hearing aids. The Counsellor liaises with the campus and the Academic Faculty to ensure that

students have a comparable experience at the HCT to students without special needs.


9.4

Career Counselling Counsellors assist students by giving career information, advice and guidance in developing realistic

career goals and maintaining a career planning materials. Counsellors:

Conduct individual and group advising sessions

Provide first year students with career planning workshops.

Assist students in finding summer jobs, work placement and jobs on graduation.

Coordinate and supervise Employer events, Career Fairs and Career Awareness days.

Academic Information The HCT’s Intranet Portal provides students with access to a range of academic information and

resources including: course information; the Learning Management System (Blackboard Learn);

Library Services; academic policies and procedures. The Portal is managed by the central Information

Systems and Technology Department.

Student Services Survey Student satisfaction with student support services, including academic information, counselling,

academic advising, career centres and special needs support are monitored annually through this

survey. Results are included in annual reviews of support services.

Reports of the survey are available on the Institutional Effectiveness Management System (IEMS).

Recognition and Awards To promote and provide recognition to students with outstanding performance, the following

awards are available.

Graduation Awards Students graduate with Distinction, Distinction with Honours or Distinction with Highest Honours,

provided they meet the following criteria in their programme or major, maintained at the individual

campuses:

Distinction: a Cumulative GPA between 3.50 and 3.74;

Distinction with Honours: a Cumulative GPA between 3.75 and 4.00;

Distinction with Highest Honours: highest Cumulative GPA system-wide, provided the Cumulative GPA is between 3.75 and 4.00.

The achievement of ‘Distinction’, ‘Distinction with Honours’ and ‘Distinction with Highest Honours’

will be noted on the student’s credential and transcript.

The Executive Dean’s List Students in good standing on programmes who achieve a Grade Point Average of 3.50 or above in

any semester while taking at least 15 credit units of classes are placed on the Executive Dean’s List.

Records of the Executive Dean’s List are published and maintained on each campus.

Abu Dhabi Industry Awards The Abu Dhabi Industry Awards are awarded to top HCT graduates. Nominees for this award are in

the top 10% of the graduating class in each of the following aspects:

graduation GPA (grade point average);

grades in graduation project and work placement;

attendance record in the final year of their programme;

contributions to campus activities and community.

Company Awards Graduates may also be eligible for a variety of other awards sponsored by specific companies



9.5

Publications The HCT publishes the following annually:

Student Handbook provides information regarding Student Support Services and relevant Policies

and Procedures

‘Methaq’ Student Code of Conduct describes student rights and responsibilities of the students and

the colleges’ expectations in order to help students achieve success during their studies.


LP202 Admission Policy

LP210 Attendance Policy

LP213 Inter-Institution Student Transfers

LP228 Equivalencies & Transfer Credit

LP216 Misconduct, Non-Academic

LP235 Student Complaints Policy

LP209.3 Grade Appeal Procedure

LP217 Special Needs Students, Accommodation

LP218 Special Needs Students, Accommodation

LP233 Graduate Admission

LP234 Graduation Policy

LP234.1 Graduation ProcedureLP235 Student Complaints Policy

LP236 Student Support Services Policy

LP237 English Language Requirements

LP249 Academic Advising Policy

http://www.hct.ac.ae/content/uploads/STUDENTHANBOOK201516-Final.pdf

http://www.hct.ac.ae/content/uploads/HCT_CC_English-final-2.pdf







https://portal.hct.ac.ae/sites/pnp/cass/Pages/LP209.3.aspx





https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp234.1.aspx

https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp234.1.aspx





10.1

Chapter 10: Teaching and Learning Resources

Contents


Processes 10.2




Program and Curricula Department The Curriculum Development section is responsible for verifying that the teaching and learning

resources identified by the Faculty Academic Committee (FAC) are appropriate and current for

proposed new courses or changes to existing courses the course.

Academic Faculty

Faculty Academic Committee (FAC) The FAC is responsible for the identification of e-textbooks, Library Resource Center (LRC) materials,

facilities, software, and hardware requirements for program content courses.

Program Chair The Chair liaises with campus Heads to ensure that educational resources and facilities are adequate

for the effective delivery of courses.

Course Team The Course Team evaluates the educational resources required to deliver a course, identifying

issues, and recommending improvements to the FAC.

Campuses

Dean of Academic Operations (DAO) The DAO is responsible for ensuring that the campus infrastructure is adequate to support effective

academic program delivery. This includes oversight of the learning resources, labs, and workshops

provided by the campus.

Head of Campus Operations (HCO) The HCO is responsible for overseeing and supporting non-academic support services at the campus

including IT services and facilities.

Health and Safety Committees System Health and Safety Committee

The System Committee has consultative, executive, and audit functions to support campuses in

ensuring that relevant policy and procedures are implemented across the system, and reviewed and

updated as required. The System Committee meets once per semester.

Campus Health and Safety Committee Each campus has its own Health, Safety and Environment Committee that is responsible for

facilitating compliance with policy and procedures and providing appropriate information and


10.2

training to students, staff, and other stakeholders. The Campus Committee meets at least twice per

semester

Teaching and Learning Department, Education Technologies Division The Department develops and delivers technical services to enhance and support teaching and

learning across the institution including Blackboard Learn (Learning Management System),

supporting technologies (such as Creative Eye), content authoring tools. The Department also

provides support to campus Independent Learning Centres.

The Department collaborates with academic faculties in the co-creation of educational resources

and provides a range of training and professional development opportunities to train faculty in the

effective use of a wide range of educational technologies.

Educational Technology Advisory Committee The Committee reviews and recommends to the IT Steering Committee on Educational Technology

strategic planning, major projects, policies, performance, and priorities between Central Services

and the campuses and assists to ensure business alignment, effective strategic planning and

oversight of Educational Technology Performance.

Information Technology Steering Committee The Committee advises the Executive Committee and other standing committees of the HCT on all

issues related to technology development and implementation and to help ensure business

alignment, effective strategic IT planning and oversight of IT performance.

Processes

Course Educational Resources

Course Outline The respective Course Outline stipulates the Required Educational Resources and Additional

Educational Resources for each course. Course Outlines are developed by faculty and approved by

the Faculty Academic Committee.

Course Quality Review Process The Process involves a critical evaluation of the teaching and learning resources for each course. For

further information refer to the section ‘Course Quality Review’ in this manual.

Surveys

Program Chair Survey The Survey requires Program Chairs to evaluate and give feedback including recommendations on

the adequacy of educational resources for each program offered by their respective academic

faculty at the campus. The survey is run at the end of each academic year.

Faculty Course Evaluation Survey The Survey provides an opportunity for faculty to evaluate and give feedback including

recommendations on the adequacy of course resources. The survey is open to all faculty teaching

the course (i.e. the course team) and is run at the end of each semester.

Library Technical Services

Budgeting Electronic resource budgets are based on core databases that are required for programs, secondary

databases that are reviewed annually, and projected electronic resource purchases that fill gaps or

are deemed as necessary additions for programs


10.3

Databases The HCT libraries select and maintain databases for a variety of levels. Each database is broken down

into its subject level with a brief description of what the database offers. The HCT central library staff

work with teaching faculty and academic deans to review databases and select content based on the

needs of academic programs.

The HCT offers a trial database selection form as well as a method for students and teaching faculty

to comment and review current resources being trialled. Resources are reviewed on an annual basis

in conjunction with Academic Deans and librarians with decisions on renewal based on feedback and

cost per use data created from the libraries central system

Surveys

Student Services Survey The Survey provides an opportunity for student to express their satisfaction with Library resources

and services.

Staff Services Survey The Survey provides an opportunity for faculty to express their satisfaction with Library resources

and services.

Educational Technology

Surveys

Student Services Survey The Survey provides an opportunity for student to express their satisfaction with Classroom

technology (e.g. computer, projector, smartboard).

Staff Services Survey The Survey provides an opportunity for faculty to express their satisfaction with Educational

Technology resources and support services.

Information Technology

Security The HCT gives high priority to the integrity and confidentiality of its systems and data. The HCT’s

Enterprise application team and the Infrastructure team have taken all possible measures to ensure

security:

HCT’s network has 2 layers of firewall to protect its enterprise applications.

Every HCT employee is given a username and password to access the systems, applications, servers, services, domain, etc. on a ‘need-to-know’ basis after the approval/authorization from the HR department.

Users are authenticated using Active Directory.

All staff and students access to any enterprise applications are based on their login and the roles assigned.

Access is withdrawn when the employee leaves the organization and/or if a user’s contract comes to an end, and/or upon a request from the manager of the concerned department.

Services and Support

Help Desk The HCT has implemented a service desk application, to capture the customer's request and to

ensure that all the stakeholders are supported.


10.4

For any service request the HCT staff and students can use the HCT Help desk applications. The IT

team continuously monitors the system and assigns the task to any relevant engineer to assist the

user immediately.

Surveys

Student Services Survey The Survey provides an opportunity for student to express their satisfaction with IT services and

support, and access to HCT/Portal applications e.g. SharePoint, Blackboard, Library, Gradebook, and

Attendance.

Staff Services Survey The Survey provides an opportunity for faculty to express their satisfaction with IT services and

support

Educational Facilities

Health & Safety There is a Health and Safety Coordinator at each campus to facilitate and ensure compliance with

policy and procedures, and to communicate on related matters with students and staff.

All HCT campuses are inspected by the Civil Defence Authority regarding building code compliance

and safety.

Special Needs Accommodation All buildings in the campuses are provided with ramp access and disabled friendly facilities in toilets

in line with local statutory authorities’ rules/ regulations. Two story and above buildings in the

campuses are equipped with elevators.

Security guards and helpers are suitably trained to help people with disability to go about their

movement at the campus.

Surveys

Student Services Survey The Survey provides the opportunity for students to rate their satisfaction and give feedback on the

adequacy of special needs accommodation.

Staff Services Survey The Survey provides the opportunity for faculty to rate their satisfaction and give feedback on the

adequacy of facilities (such as classrooms) used in delivering programs.


GP304 Environment Health and Safety

GP 404 Information Technology Security

GP404.6 IT Equipment Hardware Procedure

GP404.7 Software Upgrade Procedure

https://portal.hct.ac.ae/sites/pnp/Admin/facilities/Pages/GP304.aspx

https://portal.hct.ac.ae/sites/pnp/Admin/technology/Pages/GP404.aspx

https://portal.hct.ac.ae/sites/pnp/Admin/technology/Pages/GP404-6.aspx

https://portal.hct.ac.ae/sites/pnp/Admin/technology/Pages/404-7.aspx


11.1

Chapter 11: Public Information - Academic Programs

Contents


Processes 11.1

Publications 11.2


Office of the Vice-Chancellor Publications providing information about HCT, its programs and services require approval from the

Office of the Vice Chancellor prior to publication.

Institutional Research (IR) Unit, Organizational Excellence Department The IR Unit publishes the annual HCT Fact Book.

Student Services Unit, Campus Operations Department The Unit is responsible for publishing the HCT Catalogue.

System Registrar The System Registrar is responsible for ensuring that public information regarding admissions is

accurate and current.

Academic Faculties The Executive Dean of each Academic Faculty is responsible for ensuring the accuracy and currency

of public information related to its programs.

Central Communications Unit, Office of the Vice-Chancellor. The Unit manages the HCT’s Internet site and prepares publications for release. The Unit also

monitors campus publications consulting with key stakeholders (e.g. Executive Deans) to ensure

accuracy and currency.

Education Technologies Division The Division maintains the HCT’s Intranet Portal.

Processes

Approvals The HCT’s ‘Delegation of Authority’ (DoA) document specifies the process through which public

information and other official communications must pass prior to publication. This process requires

key stakeholders in vetting proposed publications to ensure accuracy, clarity, and fitness for

purpose.

Key stakeholders as appropriate to the publication may include: the Central Communications Unit;

representatives from academic faculties, colleges, administrative units, services; senior

management; and the HCT’s general counsel legal.

All publications providing information about HCT, its programs and services require approval from

the Office of the Vice Chancellor prior to publication


11.2

Principles All publications and social media must accurately and fairly represent the HCT, its employees,

programmes, and services.

All employees are required to comply with HCT policies, procedures and regulations, and relevant

government decrees when publishing material in print or electronically, and when operating social

media

Publications

HCT Internet Site The HCT’s internet site provides an overview of the institution and information about academic

programs, admissions, student life, and campuses to the public.

HCT Catalogue The Catalogue includes: an overview of the HCT organization; key academic policies and procedures

including admissions; details of programmes open for registration including programme learning

outcomes, program structure and course sequence (ideal semester), completion requirements and

course descriptions.

Fact Book The Fact Book contains information about the HCT including enrollment as of the 20th teaching day,

enrollment trends by campus and academic faculties, demographic profile of students, graduation

statistics by program, discipline & distinction categories, graduate employment rate and staff.

http://www.hct.ac.ae/en/

http://www.hct.ac.ae/content/uploads/Fact-Book-2014-2015.pdf


12.1

Chapter 12: Academic Information Management

Contents


Information Sources 12.1


Education Technologies Division The Division is responsible for the sustainable provision of core IT infrastructure, application

services, and knowledge management systems across all HCT campuses to support academic

research, teaching and learning and administrative services. Key responsibilities of the Division

include:

IT operations and infrastructure support

IT Applications development and quality assurance

IT planning, coordination and Enterprise System support

Teaching and Learning Department The Unit maintains the Blackboard Learning Management System used by Academic Faculties.

Institutional Research (IR) Unit, Organizational Effectiveness Department The IR Unit develops and maintains the on-line Institutional Effectiveness Management System.

Programme and Curricula Department, Academic Affairs The Department manages the curriculum management system used for academic programs and

courses.

Information Sources

Intranet Portal The point of access for the HCT’s information systems for students and staff is the Intranet Portal.

The Portal provides access to Academic and Administrative Unit information; hosts the policy and

procedure manual, HCT catalogue, and Student Handbook; and provides links to the key information

systems below.

Curriculum Management System (CMS) The curriculum management system (CMS) is an on-line facility managed by the Program and

Curricula Department, Academic Affairs. The CMS provides for:

Curriculum editing & approval processes

System-wide access to curriculum information such as program mission, matrix and ideal semester, learning outcomes, delivery framework, assessment strategy, teaching and learning strategy, educational resources, co/pre-requisites.

Publication of course catalogues, course outlines, and curriculum maps


12.2

Before new or modifications to programs and courses are implemented, the new information must

be entered into the CMS. The following are involved in the CMS process:

Resources Reviewer: reviews required resources for introducing or changing programs or courses

System Editor: ensures the curriculum management system is properly updated

System Registrar: enters new information for student registration, progression, and graduation into HCT systems.

Learning Management System (LMS)

The LMS, Blackboard Learn, apart from providing on-line delivery and learning also contains a

collection of administrative tools and reports to monitor retention, student performance on goals,

student access and activity, student participation, and access logs - managed by the Teaching and

Learning Department, Education Technologies Division.

Student Information System (Banner)

The Education Technologies Division is responsible for the Banner software application to maintain

its student, alumni, financial and personnel data with the objective of empowering stakeholders with

the information they need and to facilitate evidence-based decision making processes at the

campuses. To provide data to stakeholders the HCT employs standalone reporting solutions (SAP

Business Objects and Tableau) providing integrated business intelligence and analytics for decision

makers. Business Intelligence provides a number of Finance and HR reports from Banner.

Gradebook

The Gradebook is an on-line system for recording the results of course assessments. The course

assessments contained in Grade Book are downloaded from the assessment strategy in the

approved Course Outline.

When downloaded to Gradebook, the assessment strategy is submitted to the program chair for

verification and approval. Once approved, the assessment strategy may not be changed, unless

opened for editing by the program chair. Course leaders may add appropriate sub-assessments for

an assessment.

Reports The Education Technologies Division has developed dashboards and various operational reports that

the campuses run on demand. These reports were developed in consultation with key stakeholders.

The following are examples of reports available on the HCT portal:

student attendance

admission

student grades

assessment reports

schedules

course registration

mid-semester progress

program choice

at-risk students

graduation details


12.3

Institutional Effectiveness Management System (IEMS) IEMS is an on-line resource developed and maintained by the Institutional Research Unit. The IEMS

contains a number of dashboards and reports providing results and analysis in key areas to inform

decision making, planning, and quality reviews of programmes and services. All staff ranked

Programme Chair or above have access to the IEMS.

Dashboards

Academic Dashboard This dashboard includes data in the following areas:

Admissions

Scheduling (Timetabling)

Enrolment

Revenue from Federal Government

Faculty Workload

Sections (Classes)

Market Share

Yield Rates

Foundations Programme

On-time graduation

Graduate employment

Administration Dashboard This dashboard includes data in the following areas:

Information Systems and Technology

Emiratization

Employee Turnover

HR Metrics

Classroom Utilization

Budget utilization

Academic Programme Review Dashboard This dashboard includes data in the following areas:

Instructors with doctorates

Student enrolment

Student attrition

Class absences

GPA

Graduate numbers

Graduate employment

IEMS System Surveys Reports As input to its continuous quality improvement and planning processes, the HCT regularly conducts a

number of system wide surveys to collect stakeholder feedback. All system-wide surveys are

administered on-line by the Office of Organizational Excellence.

The system wide surveys are controlled by the System Survey Review Committee (SSRC), a sub-

committee of the Institutional Effectiveness Committee (IEC). The committee regularly reviews the

system surveys and makes necessary modifications as required. The SSRC is composed of

representatives from colleges, Academic Faculties, and Central Services.

http://hctwebapps.hct.ac.ae/IEMS/


12.4

The IEMS contains results and analysis for the following:

Satisfaction Surveys Survey Frequency Industry / Employer Satisfaction Annual Graduates Every Semester Student Exit (graduating students) Every Semester Faculty course evaluation Every Semester

Services Survey (Students)

Areas Frequency Student Support and Academic Services Annual Library Services Annual Facility Services Annual IT Support Services Annual Special Needs Students Survey Annual

Services Survey (Staff)

Areas Frequency Educational Technology Annual Library Services Annual Facility Services Annual IT Support Services Annual


13.1

Chapter 13: Cyclical External Quality Assurance

Contents


Processes 13.2

Policy and Procedure 13.2


Accreditation Department, Academic Affairs The Department leads and guides all stakeholders in the processes related to institutional and

program accreditation. The Dean of Accreditation collaborates with HCT stakeholders, and liaises

with accreditors, as well as agencies involved in institutional and programmatic accreditation. The

Department ensures timely completion of self-study reports, on-site reviews, follow-up reports up to

final award of accreditation.

Academic Faculties Each academic faculty is responsible for developing, implementing, and improving programs and

courses ensuring that the educational provision aligns with national and international accreditation

standards.

Commission for Academic Accreditation The Ministry of Education requires that each program of one academic year or longer leading to

the award of an academic degree, certificate, or diploma is approved by the Commission for

Academic Accreditation (CAA).

Accreditation for new programs lasts up to two years after the first cohort of students graduate from

the program. Renewal of accreditation is required every five years.

Department of Education and Knowledge Abu Dhabi (ADEK) ADEK is Government Department which has a quality assurance role to assess that academic

programs above the level of Diploma to be offered within the Abu Dhabi Emirate have a positive

impact on and value added to the Abu Dhabi’s economic development.

By Memorandum of Understanding with Ministry of Education, new programs above the

level of Diploma must obtain a “No Objection” letter from ADEK to function in the Emirate

of Abu Dhabi prior to the submission of the application for program accreditation to CAA.

International & Professional Accrediting and Licensing Agencies In order to ensure that programs meet accepted international or professional standards, each

academic program is expected to seek and obtain international or professional accreditation /

licensure from an appropriate agency.

Furthermore, Academic Faculties are expected to align programs with professional certifications

wherever possible to ensure currency with developments and standards within the field.


13.2

Processes

Institutional Accreditation The HCT is required by the UAE Government to maintain licensure form the Commission for

Academic Accreditation (CAA), Ministry of Education

The HCT is officially licensed by from 1 May 2014 to 30 April 2019 to award degrees/qualifications in

higher education. Licensure requires renewal on a five year cycle and during the period of licensure,

the CAA reserves the right to conduct unscheduled visits to verify that the Standards are continued

to be met.

Academic Program Accreditation The HCT is committed to obtaining national and international accreditation or benchmarking for

each of its academic programmes.

National HCT programs are required to be accredited by the CAA. The responsible Academic Faculty prepares

a Self-Study Report which is reviewed by the System-wide Curriculum Committee before submission.

As part of the accreditation process, the CAA require programs and courses to be vetted by an

External Review Team containing experts in the field to ensure that the program and its constituent

courses are fit-for-purpose and meet the requirement of the Qualifications Framework Emirates

(QFE) for the level of award in terms of the Knowledge, Skills, and Competencies expected of

students.

Emirate of Abu Dhabi Additionally, for proposed new programs at Baccalaureate level or above that are to be offered in

the Emirate of Abu Dhabi a ‘No Objection Certificate’ from ADEK is required prior to submission to

CAA. Thus, all the proposals submitted to ADEK for authorization of HE institutions and

programs as well as re-authorization of HEIs to function in the Abu Dhabi higher education

market should underpin fitness-to-the- labor market-needs frame of reference with an

explicit emphasis on the value added and impact.

International The HCT requires that all academic programs leading to the award of a credential seek accreditation

from a recognised overseas accreditation body to verify that they meet international standards. The

academic faculty is responsible for completing the required academic documentation with the

oversight of the Accreditation Department.

A number of HCT programmes of study are accredited by organisations recognised by the Council for

Higher Education Accreditation (CHEA) USA, and a further number are accredited by nationally-

recognised organisations from Australia, Canada, the United Kingdom, and the United States.

Programmes of study that are currently accredited are listed on the HCT Website

Academic Quality Assurance Framework Review To ensure that it is fit-for-purpose, the academic quality assurance framework for academic

programs will undergo evaluation by external experts at least once every three years.

Policy and Procedure LP229 Accreditation and Benchmarking with External Bodies

http://www.chea.org/

http://www.chea.org/

http://www.hct.ac.ae/programmes/accreditation/

https://portal.hct.ac.ae/sites/pnp/IRP/Pages/lp229.aspx

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