HCT QUALITY ASSURANCE MANUAL (DRAFT) - كليات ... 7 of 93 Commission for Academic Accreditation...

of 93

HCT QUALITY ASSURANCE

MANUAL (DRAFT)

2016-2017

of 93

Chapter 1: Higher Colleges of Technology: Overview ...................................................................................... 4

Chapter 2: Quality Assurance Framework ......................................................................................................... 6

Chapter 3: Key Structures for Quality Assurance ............................................................................................. 8

Governance ......................................................................................................................................................... 8

Organizational Effectiveness (OE) Department ................................................................................................ 11

Academic Affairs ............................................................................................................................................... 11

Campus Operations .......................................................................................................................................... 14

Educational Technology .................................................................................................................................... 15

Strategic Planning & Communications ............................................................................................................. 16

Chapter 4: Design, Approval and Modification of Programs ......................................................................... 17

Structures & Responsibilities ............................................................................................................................ 17

National Qualifications Framework .................................................................................................................. 18

Program Design ................................................................................................................................................. 22

Program and Curricula Change ......................................................................................................................... 27

Accreditation..................................................................................................................................................... 31

Policy and Procedures....................................................................................................................................... 31

Chapter 5: Academic Program Quality Review................................................................................................ 32


Programme Quality Review Framework ........................................................................................................... 33

Programme Learning Outcome Assessment .................................................................................................... 36

Annual Academic Programme Audit ................................................................................................................. 44

Cyclical Programme Review .............................................................................................................................. 48


Chapter 6: Course Quality Review .................................................................................................................... 53


Processes .......................................................................................................................................................... 54

Chapter 7: Assessment and Grading ................................................................................................................ 60


Assessment Processes ...................................................................................................................................... 62

Grading Processes ............................................................................................................................................. 65


Chapter 8: Faculty ............................................................................................................................................... 70

Structures and Responsibilities ......................................................................................................................... 70

Processes .......................................................................................................................................................... 71

Professional development ................................................................................................................................ 74

Research ........................................................................................................................................................... 75


Chapter 9: Students ............................................................................................................................................ 77

of 93


Processes .......................................................................................................................................................... 78


Chapter 10: Teaching and Learning Resources .............................................................................................. 82


Processes .......................................................................................................................................................... 83


Chapter 11: Public Information - Academic Programs ................................................................................... 86


Processes .......................................................................................................................................................... 86

Publications ....................................................................................................................................................... 87

Chapter 12: Academic Information Management ............................................................................................ 88


Information Sources ......................................................................................................................................... 88

Chapter 13: Cyclical External Quality Assurance ........................................................................................... 92


Processes .......................................................................................................................................................... 93

Policy and Procedure ........................................................................................................................................ 93

of 93

Chapter 1: Higher Colleges of Technology - Overview

Contents

History

Vision

Mission

Strategic Goals

Strategic Management Framework

History 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 17 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.

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.

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.

Strategic Goals The HCT is committed to ‘going the distance” to achieve its goals towards student, employer and community

success for the long term sustainability, advancement and stability of the UAE. Towards this end, the HCT has

5 strategic goals, to strengthen its mission, services and programmes over the next five years:

Goal 1: Empowering students with 21st century skills in a vibrant campus environment engaged with their

local communities

Goal 2: Continuous improvement of academic programs, faculty and scholarship activities to meet high quality

standards and industry requirements

http://hct2.hct.ac.ae/strategic-goals/goal-1/




of 93

Goal 3: Engagement of strategic partnerships to foster strong connections with industry, higher education

institutions, alumni and high schools

Goal 4: Provision of quality and efficient administrative services with effective governance

Goal 5: Embedding an innovation culture in the institutional environment

For further details refer to: HCT 2.0 Strategic Goals

Strategic Management Framework HCT follows a six-part framework In implementing its strategic plan which is aimed at establishing a strategy-

focused organization.

For further details refer to: HCT 2.0 Strategic Management Framework





http://hct2.hct.ac.ae/strategic-goals/

http://hct2.hct.ac.ae/about/strategic-management-framework/

of 93

Chapter 2: Quality Assurance Framework

Contents

The QA Framework

Evaluation of the QA Framework

Academic Council

Organizational Effectiveness Department (OE)

External Review

Commission for Academic Accreditation

Abu Dhabi Education Council (ADEC)

International & Professional Accrediting and Licensing Agencies

The QA 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.

Academic Affairs Department

Design, Approval and Modification of Programs

Academic Program Quality Review

Course Quality Review

Assessment and Grading

Faculty

Students

Teaching and Learning Resources

Public Information - Academic Programs

Academic Information management

Cyclical External Quality Assurance

Evaluation of the QA Framework

Academic Council The Academic Council is a HCT management committee that reviews the academic quality assurance

framework to assure that it is effective and efficient.

Organizational Effectiveness Department (OE) OE reviews and reports to the Vice-Chancellor on the effectiveness of the academic quality assurance

framework.

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

periodic evaluation by external experts.

of 93

Commission for Academic Accreditation The Ministry of Higher Education and Scientific Research 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 Division are expected to align programs with professional certifications wherever

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

of 93

Chapter 3: Key Structures for Quality Assurance

Contents

Governance

Board of Trustees (BoT)

Executive Committee (EC)

Academic Council (AC)

Program Quality Review (PQR) Sub-Committee

Program Development and Change (PDC) Sub-Committee

Applied Research Committee

Student Council

Organizational Effectiveness (OE) Department

Academic Affairs

Office of the Deputy Vice Chancellor Academic Affairs

Program and Curricula Department (PCD)

Faculty Affairs and Applied Research Department (FAAR)

Accreditation Unit, Academic Affairs

Academic Divisions

Executive Deans

Divisional Academic Committee (DAC)

Curriculum Leader

Course Team

Programme Chair (PC)

Industry Advisory Committee (IAC)

Campus Operations

Dean of Academic Operations (DAO)

Head Campus Operations (HCO)

Health and Safety Committees

Student Services

System Registrar’s Office, Student Services Department

Academic Advisors

Information Services and Technology

Educational Technology Unit

Teaching & Learning

Strategic Planning & Communications

Central Communications Unit

Policy and Procedures

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.

of 93

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 PQR Sub-Committee and endorses them for approval by the Executive Committee

or Board of Trustees.

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

Program Quality Review (PQR) Sub-Committee

Responsibilities The PQR Sub-Committee of the Academic Council 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. Review annually the HCT policy and procedures related to academic program quality review

recommending changes, if necessary, to the Academic Council’ 2. Report annually 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.

of 93

4. Receive and act on feedback and recommendations from Academic Divisions 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. Submit biannual reports with recommendations to Deputy Vice Chancellor Academic Affairs.

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

Membership The Sub-Committee is chaired by the Assistant Deputy Vice Chancellor Programs & Curricula and includes

representatives from:

Academic Divisions

Teaching & Learning

Program and Curricula Department including the Manager, Program Review & Improvement (ex-officio)

Program Development and Change (PDC) Sub-Committee

Responsibilities The PDC Sub-Committee of the Academic Council 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 Program Development and Change 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 Divisions 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

of 93

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

8. Submits biannual reports with recommendations to the Deputy Vice Chancellor Academic Affairs

Membership

The Sub-Committee is chaired by the Assistant Deputy Vice-Chancellor Program and Curricula Department and

includes but is not limited to representatives from:

Academic Divisions

Teaching and Learning Unit

Office of the Vice-Chancellor

Program and Curricula Department including the Manager Program Development and Improvement

(ex-officio)

Applied Research Committee

Responsibilities The Applied Research Committee of the Academic Council oversees and records the implementation of the

HCT’s research strategy and policy ensuring that appropriate regulatory, academic, professional, ethical,

religious and cultural standards are observed at all times.

Membership The Dean Faculty Affairs and Applied Research chairs the Committee. Membership is drawn from academic

managers and faculty across academic divisions.

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.

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

oversee the development and administration of Faculty-Wide Assessments.

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 Divisions and campuses. The Report provides

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

Divisions and campuses on the past trends, targets and action plans for improvement. The IR Unit is also

responsible for the annual HCT Fact Book.

Academic Affairs

Organization Structure

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

of 93

Deputy Vice Chancellor

Academic Affairs

Academic Divisions

Accreditation Program & Curriculum

Faculty Affairs & Research

Applied Communications;

Business;CIS;

Education;Engineering &

Science;Health Sciences ;

Military & Security

Institutional & Program

National and International Accreditation

Curriculum Development;

Program Review & Improvement

Applied ResearchFaculty Workload

& Credentials


Program and Curricula Department (PCD)

Responsibility The Department is responsible for monitoring and supporting academic divisions 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 divisions 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.

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 Unit, Academic Affairs

Responsibilities The Unit 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

of 93

involved in institutional and programmatic accreditation. The Unit 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 Divisions

Responsibilities Each academic division 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 division. Staff complements depend on the size of the

Division and the nature of the discipline but include Program Chairs and faculty (i.e. instructors) members. The

academic divisions are:

Applied Communication

Business

Computer Information Science

Education

Engineering & Science

Foundations

General Studies

Health Sciences

Military and Security

Executive Deans Each academic division 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 Executive Dean ensures

that programs are internationally current and also responsive to the needs of the UAE community.

Divisional Academic Committee (DAC)

Responsibilities Each academic division has a Divisional 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 Divisional 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.

of 93

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 divisional programs. Appointments are based on experience and credentials.

Industry Advisory Committee (IAC) Each academic divisions 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.

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

academic division including the Executive Dean.

Campus Operations

Dean of Academic Operations (DAO) The DAO liaises with divisional 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.

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

of 93

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

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.

Educational Technology

Educational Technology Department The Educational Technology Department 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

of 93

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 divisions 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;

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


Library Technical Services

Strategic Planning & Communications

Central Communications Unit, Strategic Planning and Communication. 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

of 93

Chapter 4: Design, Approval and Modification of Programs

Contents

Structures & Responsibilities

National Qualifications Framework

Alignment of HCT programs with QFE Levels

Program Design

Mission of the HCT

HCT Learning Model

Industry Alignment

Programme Learning Outcomes

Teaching and Learning Approach

Student Progression

Program Structure

Course Design

Program and Curricula Change

Categories and Approvals

New Programs

Modifications to Programs & Courses

Curriculum Management System

Accreditation




Program and Curricula Department, Academic Affairs The Unit is responsible for supporting academic divisions 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.

of 93

Academic Division The Academic Division 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 division before being submitted to the Executive Dean for

approval or endorsement.

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

programs or elimination of existing programs offered.

Program Development and Change (PDC) Sub-Committee The PDC Sub-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 PDC Sub-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.

Commission for Academic Accreditation (CAA), Ministry of Higher Education and Scientific Research 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.

of 93

Qualification Titles

(Qualifications Framework for the Emirates Handbook p40)

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

(Qualifications Framework for the Emirates Handbook p123)

of 93

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.

of 93

Summary of QF Emirates Level Descriptors

of 93

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

External Experts review the alignment

Programme Development and Change Sub-Committee (Academic Council) 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. 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:

of 93

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.

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.

of 93

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 divisions 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 divisions are required to provide a number of curriculum maps

showing the alignment of:

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

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

of 93

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 Divisions 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

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.

of 93

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 divisions 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:

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.

of 93

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

Programme Development and Change Sub-Committee of Academic Council 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

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 division is affected, the change may be referred to the

Programme Development and Change Sub-Committee of the Academic Council.)

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

of 93

Programme admission criteria

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

Title of credential

Minor Changes Within Division 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 Division 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

Divisional Review

Approval of Executive Dean

Programme & Curriculum Department

Academic Council

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

Changes 15-36

Programme Development & Change Sub- Committee

Board of Trustees

Changes 30-36

Coordinate with Concerned Programmes

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

Note:Changes 1-19 are Course/Curriculum relatedChanges 21-36 are Programme related

Note:Changes 1-19 are Course/Curriculum relatedChanges 21-36 are Programme related

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

of 93

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 Division 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 Programme Development and Change Sub-Committee

Programme Development and Change Sub-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 Divisions 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 division 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 Programme Development and Change Sub-Committee of Academic Council 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

of 93

Stipulation2 Substantive Change, 2011 Standards for Licensure and Accreditation.

Process Each Academic Divisions 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 division 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 Programme Development and Change Sub-Committee of Academic Council for review Programme Development and Change Sub-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

Division has requested and received approval from DVCAA for an earlier implementation date.

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.

of 93

Accreditation

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

Academic Accreditation, Ministry of Higher Education and Scientific Research. 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

LP226 Program Modification

LP232 Work Experience

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






of 93

Chapter 5: Academic Program Quality Review

Contents


Programme Quality Review Framework

Overview of the HCT Programme Review Process

Responsibilities: Programme Quality Review Framework

Programme Learning Outcome Assessment

Annual Academic Programme Audit

Cyclical Programme Review




Program and Curricula Department, Academic Affairs The Department is responsible for supporting academic divisions 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 Divisions

Divisional Academic Committees (DAC) The DAC 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 PQR Sub-Committee and endorses

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

Program Quality Review (PQR) Sub-Committee The PQR Sub-Committee of the Academic Council 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 Sub-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 Divisions and campuses. The Report provides

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

of 93

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

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

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

Programs being phased out

Program Learning

Outcome Assessment

Each PLO at least

once every 3 years

Minimum 30% of

PLOs per year

Teaching &

Learning August


Diploma, Diploma

Programs being phased out

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 -


of 93

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

of 93

Program

Review

Component

Programs and

Curricula

Department

Academic

Division

PQR

Sub-Committee

Academic

Council

Program

Quality

Review

Framework

Implements the

framework

Reports on the

implementation of the

Programme Quality

Review Framework to

the Programme Quality

Review Sub-

Committee

Recommends measures

for improvement of the

Programme Quality

Review Framework to


Review Sub-

Committee.

Reports on the

effectiveness of the

Programme Quality

Review Framework

including Program

Learning Outcome

Assessment, Annual

Program Audits, and

Cyclical Program

Review

Recommends measures


Programme Quality

Review Framework to


Review Sub-

Committee.

Reviews and monitors

the effectiveness of

Programme Quality

Review Framework

Receives feedback

from academic

divisions regarding the


Programme Quality

Review Framework

Recommends measures


Programme Quality

Review Framework to

the Academic Council

Receives reports on the

implementation and


Programme Quality

Review Framework

from the Programme

Quality Review Sub-

Committee

Approves measures for

improvement of the

Programme Quality

Review Framework

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

of 93

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. This section describes the collection of direct evidence of student achievement of programme learning outcome using embedded course assessments. Academic divisions 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)

Requirement For every academic program leading to a HCT credential:

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 Division identifies assessments to provide evidence of student achievement of each

Programme Learning Outcome (PLO). Division’s then interpret the results and provide an action plan to

address any shortcomings. Typically, the assessments used to provide evidence are final assessments from

courses in year 3 or year 4 of the programme. The designated assessments are common assessments 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.

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

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

of 93

Process

Academic DivisionLong Term

(3-Year) PLO Assessment Plan

Academic DivisionAnnual PLO Assessment

Plan

Academic DivisionAssess students

Academic DivisionReport ResultsAction Plan for

improving student learning

Program & Curricula Department

Review Report & Action Plan

Academic DivisionEvaluate impact of

action plan

Academic DivisionImplementActions for

improving student learning

PLO Assessment Process

Modifications to Plan

of 93

Long Term (3-Year) Assessment Plan

Each Academic Division 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.

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

contributes to student achievement of the outcomes. The mappings also ensure 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 curriculum management system.

Academic Divisions 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 Division’s 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.

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.

of 93

Illustration: 3-Year PLO Assessment Plan

PLO

No.

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

Divisional 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 Division

(Course Team)

Administer assessments

Collect data from direct

assessment

Throughout

academic year

Academic Division

(Course Team)

Mark and record results

Check Analyze data

Identify shortcomings and/or

anomalies

Each Fall and

Spring semester

Academic Division

and Program &

Curricula

Department

Input to Annual Program Audit

of 93

Develop action plans to address

shortcomings and/or anomalies

End of each

semester

Academic Division

(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 Division

(Course Team)

Update: curriculum management

system, programme and course

documentation

Monitor effectiveness of actions.

Report effectiveness of QA process

Throughout

academic year

Academic Division

and Program &

Curricula

Department

Input to Annual Program Audit

Annual Programme Learning Outcome Assessment Plan 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.

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.).

Illustrations

a) Annual Programme Learning Outcome Assessment Plan

PLO

Course code

Assessment

Evidence

Target

Campus

Result

Interpretation

Action/

Recommendation

Self- Rating

(1-5)

1 CIS 3003 FWA

Written exam

Entire

exam

80% of students

will be awarded

‘Satisfactory’

(Grade C)

System

4 CIS 4103 CSA

Poster

Presentation &

Oral Defence

Individual

assessment

Rubric

Criteria:

2,3,5,6

80% of students

will be awarded

‘Satisfactory’

(Grade C)

System

Notes

of 93

Evidence: if it is not possible to specify which components of the assessment will be used, enter ‘TBC’ (to

be confirmed). Update IE when the components are determined.

Target: the same target applies across all campuses to ensure consistency of standard – by default target

for each PLO is that 80% of students will attain Satisfactory (Grade C) on the assessment. The default target

is based on the expected grade distribution for Upper Level Courses contained in the HCT Assessment and

Grading Procedures i.e. 81% of students are expected to achieve C or above. (Refer: Chapter 7: Assessment

and Grading)

Proposed changes to the default target together with a supporting rationale should be submitted for

approval to the Program & Curricula Department.

b) Annual Programme Learning Outcome Assessment Report

After the assessments have been administered and analyzed, the academic division completes the template as

illustrated below:

PLO

No.

Course

code

Assessment

Evidence

Target

System/

Campus

Result

Interpretation

Action/

Recommendation

Self-

Rating (1-

5)

1 CIS 3003 FWA

Written exam

Entire

exam

80% of

students will

be awarded

‘Satisfactory

(Grade C)

System 95% at

target

General opinion

from teaching

faculty was that

the exam was

too easy.

Review the exam

specification and exam

moderation process to

ensure that the degree

of challenge is

appropriate to the level

of the course

3 1 CIS 3003 FWA

Written exam

Entire

exam

80% of

students will

be awarded

‘Satisfactory’

(Grade C)

AAMC 87% Most students

easily met the

required

standard.

No issues

4 1 CIS 3003 FWA

Written exam

Entire

exam

80% of

students will

be awarded

‘Satisfactory’

(Grade C)

ADMC

(etc)

97% Not very

challenging for

students.

Increase the level of

challenge

5

Notes

System/ Campus: insert a new row for each campus administering the assessment

Result: results from each individual campus to be reported as evidence of comparable achievement across

the system.

Interpretation: to be completed for the System and separately by each campus. Interpretation occurs at 2

levels:

Primary - Program level

Purpose is to evaluate progressive development of knowledge, skills and competencies aligned with the

particular PLO through the length of the program.

Focus is on the range of courses mapped to the particular PLO

Secondary - Course level

Purpose is to evaluate quality of particular course’s curriculum, delivery, and assessment task.

Focus is on the particular course itself.

of 93

Action / Recommendation: to be completed for the System and separately by each campus

If performance standard is met, use result to demonstrate the objective has been achieved

If performance standard is not met, explain what actions will be taken to improve performance

If the plan itself needs to change, explain the change

Self‐Rating: rating to be given for the System and separately by each campus using the statement and scale

below

“The evidence indicates that the level of achievement of the PLO meets the Academic Division’s

expectations.”

1 2 3 4 5

Strongly Disagree Disagree Neither Agree nor

Disagree

Agree Strongly Agree

Responsibilities: Programme Learning Outcome Assessment

Programs and Curricula

Department Academic Division

Program

Learning

Outcome

Assessment

(PLOA)

Initiates the PLO Assessment

process

Provides PLOA templates for plans

and reports

Reviews Divisional PLOA plans

Reviews PLOA Reports from

academic divisions

Publishes PLOA Plans and Reports

Approves any update/change to

published plans

The Divisional Executive Dean with the support of the

Divisional 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

of 93

Action Responsibility When

Annual PLO Assessment Plan Draft Academic Division By end of March

Plan Endorsement Programme & Curriculum

Department

By end of April

PLO Assessment Administration Academic Division Fall & Spring Semesters

Annual PLO Assessment Report & Action

Plan completed

Academic Division By end of August

Review of Program Reports & Action Plans Programme & Curriculum

Department

By end of September

of 93

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 Division 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

of 93

Process

Academic DivisionAnnual PLO

Assessments

Academic DivisionAnnual Program Audit

Report Review program quality

indicatorsEvaluate actions for

quality improvement

Academic DivisionAction Plan

to improve program quality

Program & Curricula

Department Review

Report & Action PLan

Programme Quality Review Sub-Committee

Endorse Report & Action Plan

Recommend quality improvement measures

Academic DivisionImplement

Actions for quality improvement

Academic CouncilApprove

Actions for quality improvement

Annual Program Audit Report Process

Responsibilities: Annual Program Audit

Program

Review

Component

Programs and

Curricula

Department

Academic

Division

PQR

Sub-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

The Divisional Executive

Dean with the support

of the Divisional

Academic Committee

and faculty members:

Identify an Audit Team

for each programme

Conduct Annual

Program Audit critically

evaluating the need,

demand, resourcing and

Recommends

academic programs

to undergo

immediate cyclical

program review to

the Academic

Council

Recommends

measures for

improving

programme quality

Receives reports from


Review Sub-Committee

Approves academic

programs to undergo

immediate cyclical

program review to the

Academic Council

Endorses

recommendations for

of 93

Program

Review

Component

Programs and

Curricula

Department

Academic

Division

PQR

Sub-Committee

Academic

Council

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

quality for each

programme

Complete Annual


including Action Plan for

improvement for each

programme

Submits an Annual

Divisional Program Audit

Report reviewing &

summarizing

programme reports to

Program and Curricula

Department

Implements Action Plan

and recommendations

from Academic Council

for improving

programme quality

to Academic

Council

improving programme

quality

Timeline Action Responsibility By end of

Annual Programme Audit Report completed for each active

programme and major

Executive Dean October

Annual Divisional Executive Summary completed Executive Dean November

Recommendation Dean Programme &

Curriculum

December

Annual Academic Affairs Report completed Deputy Vice Chancellor,

Academic Affairs

January

Changes for improvement made to programmes and

courses

Executive Dean March

Evidence Key Focus Area Main Evidence

Student Learning Program learning outcome assessment reports

of 93

Key Focus Area Main Evidence

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 Division – 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.

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 division

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 Division

Grade Distribution Report by Course

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


of 93

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 division:

Industry Advisory Committee feedback

Accreditation reports

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 divisions 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



of 93

Process

Academic Division 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 Division

Annual PLO AssessmentsAnnual Program Audit

Reports

Cyclical Program Review Cycle

Programme Quality Review Sub-Committee

Review

Self-study The responsible Academic Division 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

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.

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

of 93

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.

of 93

Responsibilities: Cyclical Program Review (CPR)

Programs and

Curricula Department

Academic

Division

External Review

Team

PQR

Sub-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 cyclical program

review 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

of 93

Timeline

Action Responsibility By end of

Calendar for program cyclical review Executive Dean April

Programmes nominated in addition to

the calendar cyclical review Deputy Vice Chancellor Academic Affairs May

Programme Self Study Completed 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 Executive Dean May

Policy and Procedures LP225 Course & Program Review


of 93

Chapter 6: Course Quality Review Contents


Processes

Quality Assurance Cycle

Overview

Grade and Assessment Reports

Course File Review

Course Report

DAC Review

Surveys



Program and Curricula Department, Academic Affairs

Curriculum Development Section The section is responsible for supporting academic divisions 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 Division

Divisional Academic Committee A DAC is a standing committee of Academic Council responsible for ensuring that the Division’s academic

courses are fit-for-purpose and viable. The DAC 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 Divisional Academic Committee

evaluating the delivery of the course and student success in meeting course learning outcomes, and proposing

of 93

action plans to deal with issues. CTLs are appointed by the DAC 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.

Campuses

Dean of Academic Operations (DAO) The DAO liaises with divisional 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.

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.

of 93

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

Divisional 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

Divisional Academic

Committee

Submit for approval to Executive Dean


Develop curriculum aligned to

course learning outcomes

Start of

academic

year

Academic Division

(Course Team) in

consultation with

Manager Curriculum

Development

Submit for approval to Divisional

Academic Committee


Do Deliver curriculum consistently

across classes and delivery sites

Maintain course files

Throughout

academic

year

Academic Division

(Course Team

Instructors)

Deliver course

Check Evaluate course files

Analyze assessment data

Identify shortcomings and/or

anomalies

Throughout

academic

year

Academic Division

(Course Team

Leader)

Submit to Divisional Academic

Committee for review

Develop action plans to address

shortcomings and/or anomalies

Each Fall and

Spring

semester

Academic Division

(Course Team

Leader)

Modifications to course delivery,

curriculum, assessment, resourcing

etc.

Act Modify course delivery Throughout

semester

Academic Division

(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 Division

(Course Team)

Update: CMS, programme and course

documentation

Monitor effectiveness of actions.

Report effectiveness of QA process

Throughout

academic

year

Academic Division

and Manager

Program Review &

Improvement

Input to planning process

Improve QA process

of 93

Cyclical Course Review At least once

every 3 years

Divisional 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)

of 93

Overview

Academic CouncilMajor Change - Approve

Executive Dean Major Change - Endorse

Divisional 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

Dean Programme & Curriculum

Major Change - Endorse

Inputs Process

Heads of Campus Academic Operations

Major change – Consult

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 academic division

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 Division

Grade Distribution Report by Course

Average Course Grade Point Average




of 93

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.

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 Divisional Academic Committee (DAC) 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

of 93

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.

DAC Review The DAC should review each CTL Report approving minor changes and recommending major changes to the

Executive Dean.

DAC 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 division

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

of 93

Chapter 7: Assessment and Grading

Contents


Assessment Processes

Course Learning Outcome Assessment

Assessment Strategies

Common Assessments (CA)

Faculty-wide Assessments (FWA)

Grading Processes

Grading Rubric

Overview

Grading Guidelines

Course File Review

Academic Honesty

Assessment Guides for Faculty



Academic Divisions

Executive Dean (ED) The ED for each academic division 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 divisional Grade Review Committee to

investigate and resolve any issues prior to finalizing results.

Divisional Academic Committee (DAC) The DAC 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

of 93

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 Divisional Academic Committee evaluating the course

assessment provision and proposing action plans to deal with issues. CTLs are appointed by the DAC 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 divisional

programs. Appointments are based on experience and credentials.

Teaching and Learning Unit (T&L), Academic Affairs 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 divisions, programs,

courses, and campuses and oversees the development and administration of Faculty-Wide Assessments.

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

Faculty-Wide Assessments.

of 93

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

Divisional Academic

Committee


Develop at least one

summative assessment

for each Course Learning

Outcome

Start of academic

year

Academic Division

(Course Team)

Prepare assessment tasks and required

resources

Implement assessment

strategy

Throughout

academic year Academic Division

(Course Team)

Administer assessments consistently

across classes and campuses

Collect data Throughout

academic year Academic Division

(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 Division and

Organizational

Excellence

Submit for review to Divisional Academic

Committee

Develop action plans to

address shortcomings

and/or anomalies

Throughout

academic year

Academic Division

(Course Team)

Submit to Divisional Academic Committee

to review and recommend for approval by

Executive Dean

Implement action plans

.

Following semester Academic Division

(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 Division and

Organizational

Excellence

Input to planning process

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

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

of 93

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 divisional 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 Divisional 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 Division to determine if any moderation is required

prior to being finalized and released to students.

of 93

FWA development and administration process

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.

of 93

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.

of 93

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

of 93

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 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

of 93

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 Catalog 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, Academic Affairs, produces guidelines to faculty for effectively assessing and

grading student work.

The Education Division also produces a guide specifically for Education Division faculty.

Education Division Assessment Handbook

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

of 93


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/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


of 93

Chapter 8: Faculty

Contents

Structures and Responsibilities

Processes

Recruitment

Evaluation

Conditions of Employment

Workload

Discipline and Complaints

Appeals

Evaluation

Instructor Review

Faculty Evaluation

Faculty Awards Program

Professional Development

National Employees

HCT Academy for Developing Emirati Faculty (HADEF)

Research

Employee Handbook



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 Division

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.

of 93

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

divisional programs. Appointments are based on experience and credentials.

Educational Technology 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.

Academic Council

Applied Research Committee, Academic Affairs The Applied Research Committee of the Academic Council oversees and records the implementation of the

HCT’s research strategy and policy ensuring that appropriate regulatory, academic, professional, ethical,

religious and cultural standards are observed at all times.

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

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

of 93

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 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

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

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



of 93

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.

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

of 93

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.

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

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 PD 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, Academic Affairs.

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

field and maintain/update their technical proficiency.

The academic division 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 division or Teaching & Learning, the academic division

makes appropriate arrangements to ensure that faculty receive the required professional development.

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

budget. The Divisional Academic Committee determines how best to use the budget based on the identified

needs of the division, its programs and faculty.

of 93

The Teaching & Learning Division 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.

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.

Research The HCT encourages and supports applied research and scholarly activities by faculty 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 HCT Research Committee before commencement. The

Committee may, at its discretion, suspend an approved research activity for investigation, and may require its

termination.

Support Funding may be provided for research projects and scholarly activities. Reduced teaching loads may be

available at the discretion of the relevant Executive Dean.

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 Divisional Executive Dean

c) Review by:

Dean Faculty Affairs and Applied Research for research projects

Director Teaching and Learning for other scholarly activities d) Approval by Deputy Vice-Chancellor, Academic Affairs

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:

https://portal.hct.ac.ae/sites/pnp/Regulations%20and%20Governance/HCT%20Employee%20Handbook.pdf

of 93

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.


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

of 93

Chapter 9: Students

Contents


Admission

Undergraduate Admission

Graduate Admission

Recognition of Prior Learning

Graduation

Counselling

Academic Advising

Personal Counselling

Special Needs Counselling

Career Counselling

Academic Information

Recognition and Awards

Publications



Academic Division

Executive Deans The Divisional 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

of 93

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.

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.

of 93

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.

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.

of 93

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 division to ensure that students have a comparable

experience at the HCT to students without special needs.

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;


of 93

contributions to campus activities and community.

Company Awards Graduates may also be eligible for a variety of other awards sponsored by specific companies

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




of 93

Chapter 10: Teaching and Learning Resources

Contents


Processes

Course Educational Resources



Information Technology

Security

Services and Support

Educational Facilities

Health & Safety

Special Needs Accommodation




Program and Curricula Department The Curriculum Development section is responsible for verifying that the teaching and learning resources

identified by the DAC are appropriate and current for proposed new courses or changes to existing courses

the course.

Academic Division

Divisional Academic Committee (DAC) The DAC 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 DAC.

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.

of 93

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 training to students, staff,

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

Educational Technology Unit, Teaching and Learning 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 divisions 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 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.

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 Divisional 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 division at the

campus. The survey is run at the end of each academic year.

of 93

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.


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

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.


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

of 93

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.

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 Defense 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

of 93

Chapter 11: Public Information - Academic Programs

Contents


Processes

Approvals

Principles

Publications

HCT Internet Site

HCT Catalogue

Fact Book


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 Divisions The Executive Dean of each Academic Division is responsible for ensuring the accuracy and currency of public

information related to its programs.

Central Communications Unit, Strategic Planning and Communication. 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.

Information Services and Technology Department The Department 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.

of 93

Key stakeholders as appropriate to the publication may include: the Central Communications Unit;

representatives from academic divisions, 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

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 (divisions), 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

of 93

Chapter 12: Academic Information Management

Contents


Information Sources

Intranet Portal

Curriculum Management System (CMS)

Learning Management System (LMS)

Student Information System (Banner)

Gradebook

Reports

Institutional Effectiveness Management System


Educational Technology Department The Educational Technology Department 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. Key responsibilities of the

Department include:

IT operations and infrastructure support

IT Applications development and quality assurance

IT planning, coordination and Enterprise System support

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.

Teaching and Learning Unit, Academic Affairs The Unit maintains the Blackboard Learning Management System used by academic divisions.

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,

of 93

educational resources, co/pre-requisites.

Publication of course catalogues, course outlines, and curriculum maps

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, Academic

Affairs.

Student Information System (Banner)

Central Services IT Department 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 Educational Technology Department 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

of 93

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

divisions, and Central Services.

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

of 93

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

of 93

Chapter 13: Cyclical External Quality Assurance

Contents


Processes

Institutional Accreditation

Academic Program Accreditation

National

Emirate of Abu Dhabi

International

Academic Quality Assurance Framework Review

Policy and Procedure


Accreditation Unit, Academic Affairs The Unit 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 Unit ensures timely completion of self-study

reports, on-site reviews, follow-up reports up to final award of accreditation.

Academic Divisions Each academic division 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 Higher Education and Scientific Research 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 approved 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) ADEC is an agency of the Government of the Abu Dhabi Emirate and has a quality assurance role to assess that

academic programs above the level of Diploma to be offered within the Emirate have a positive impact on

and value added to the Abu Dhabi’s economic development.

By Memorandum of Understanding with Ministry of Higher Education, new programs above the level

of Diploma must obtain a “No Objection” letter from ADEC 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.

of 93

Furthermore, Academic Division are expected to align programs with professional certifications wherever

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

Processes

Institutional Accreditation The HCT is required by the UAE Government to maintain licensure form the Commission for Academic

Accreditation (CAA), Ministry of Higher Education and Scientific Research of the United Arab Emirates

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 division prepares a Self-

Study Report which is reviewed by the Programme Development and Change Sub-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 the Abu Dhabi Education Council (ADEC) is required prior to

submission to CAA. Thus, all the proposals submitted to ADEC 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

division is responsible for completing the required academic documentation with the oversight of the

Accreditation Unit.

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/


https://portal.hct.ac.ae/sites/pnp/IRP/Pages/lp229.aspx

HCT QUALITY ASSURANCE MANUAL (DRAFT) - كليات ... 7 of 93 Commission for Academic Accreditation...

Documents

Transcript of HCT QUALITY ASSURANCE MANUAL (DRAFT) - كليات ... 7 of 93 Commission for Academic Accreditation...