Deanship Publications

The efficient and effective management of human and material resources to move from a given current state to a desired future state with the least harm, in the shortest time, and with the least effort.

Reasons Why Change Is Needed

• Maintaining active vitality and developing the capacity for innovation.
• Encouraging development and improvement through corrective actions and addressing defects and errors.
• Comprehensive, integrated development and alignment with changing circumstances.
• Raising performance by identifying weaknesses and gaps.
• Identifying and reinforcing strengths.

A holistic methodology based on enhancing customer satisfaction by raising the quality of products or services, with the aim of continuous improvement. Its tasks and activities rest on its own set of principles, and it is a process carried out by all employees.

The Importance of Quality Management:

Quality is achieved by following appropriate quality management approaches, such as ISO standards and the institutional and programmatic accreditation standards of the Education and Training Evaluation Commission, and by adopting Six Sigma and similar programs.

Adopting quality in the workplace leads to:

• Obtaining accreditation from the bodies that grant it.
• Improved customer satisfaction.
• Greater employee satisfaction, engagement and commitment.
• Higher productivity and operational efficiency.
• A lower likelihood of errors.
• A stronger institutional reputation and progress toward institutional excellence.

• A change proposal is submitted by a faculty member, the course coordinator or the quality coordinator to the department head, together with a copy of the relevant course or program report and the justification for the change. The reasons must be stated precisely.

Major Change

• The report containing the major change proposal is presented to the academic department's Study Plans and Programs Committee for discussion and a recommendation.
• The recommendation is submitted to the department head for presentation to the Department Council for discussion and a recommendation for approval.
• The recommendation is submitted to the college dean for presentation to the College Council for discussion and a recommendation for approval.
• The recommendation is submitted to the Standing Committee for Study Plans and Curricula (bachelor's programs) / the Standing Committee for Graduate Studies (graduate programs) for discussion and a recommendation for approval.
• The recommendation is submitted to the University Council for discussion and approval.
• The program is notified that the change has been approved and implementation begins.
• For programs accredited by the Education and Training Evaluation Commission, the National Center for Academic Accreditation and Evaluation must be notified at least one full semester before any major change is made.

Minor Change

• At the end of the academic year, the quality coordinator prepares the annual program report, including all minor changes as recommendations and improvement plans, and submits it to the department head for presentation to the Department Council with a recommendation for approval.
• The annual program report, including its improvement plan, is discussed and approved by the Department Council.
• The annual program report is submitted to the college dean for presentation to the College Council for discussion and a recommendation for approval.
• The annual program report, including the program improvement plan, is discussed and approved by the College Council.
• The annual program report is submitted to the Deanship of Development and Quality for presentation to the Standing Committee for Quality Assurance for discussion and approval.
• The program is notified that the report has been approved, and implementation of the improvement plan begins in the following academic year.

• Contingency planning: By preparing clear and specific contingency plans, response time can be reduced and business continuity maintained even in difficult times.
• Monitoring and managing operational risks: Applying best practices to reduce operational risks that may disrupt workflow or affect productivity.
• Financial risk management: Identifying financial risks early and developing strategies to address them, which helps preserve the institution's financial stability.

• Meeting beneficiaries' needs.
• Providing data and information.
• Comprehensive documentation.
• Raising productivity and work efficiency.
• Controlling processes and procedures.
• Continuously improving the quality of work and supporting decision-making.
• Risk management.

Accreditation is essential for maintaining high academic standards and enhancing the quality of education, owing to the following benefits:

• Assuring the quality of education: Programs adhere to national and international standards.
• Enhancing the institution's reputation: Accredited programs gain credibility and wider recognition.
• Expanding opportunities for students: Graduates of accredited programs obtain better job opportunities.
• Continuous improvement: Accreditation encourages ongoing evaluation and development of academic programs.

Academic accreditation is "the award to an educational institution of an official certificate from a recognized body, stating that the institution's activities, processes and procedures conform to the academic standards and good practices applied by that body."

Benefits of Academic Accreditation:

• Assuring the quality of university education or curricula.
• Ensuring continuous improvement of the educational process.
• Providing the community with accurate information that transparently shows the efficiency and quality of the education offered against qualitative academic standards.
• Strengthening public confidence in the educational institution.
• Ensuring that the educational institution works to define its objectives through a self-evaluation process and to set plans to implement and achieve its targets.
• Confirming that the educational institution meets the expectations of higher education.

Objectives of Program Accreditation

• Enhancing quality and excellence in higher education programs through evaluation and academic accreditation processes that guide planning and decision-making and the achievement of objectives.
• Activating quality systems to achieve continuous development of academic program performance within a framework of integrity, transparency, fairness and a supportive organizational climate.
• Developing, improving and controlling the educational process in line with the requirements of the National Qualifications Framework, academic and professional standards, labor market requirements and global practices.
• Striving to provide an academic system and a learning environment that motivates students, and to ensure a learning experience that meets academic accreditation standards.
• Empowering qualified faculty with the competencies and experience needed to fulfil their academic, professional, research and community responsibilities.
• Providing sufficient learning resources, facilities and equipment to meet the needs of academic programs and their courses, while continuously evaluating their effectiveness.

Recognition by the Education and Training Evaluation Commission that an educational institution has a vision, a mission and an active strategic plan linked to national directions; governance systems that ensure its administrative effectiveness and efficiency; clear policies and procedures for designing and approving its academic programs; and sufficient financial resources and physical and technical infrastructure to support its activities.

Institutional Accreditation Standards

The institutional quality assurance and academic accreditation standards of the National Center for Academic Accreditation and Evaluation:

• Vision, Mission and Strategic Planning.
• Governance, Leadership and Management.
• Teaching and Learning.
• Faculty and Staff.
• Institutional Resources.
• Research and Innovation.
• Community Partnership.

A specific, standardized approach with defined procedures for assessing student achievement on an ongoing basis, aimed at raising students' mastery of all the skills they are expected to acquire.

The Importance of Continuous Assessment

• Helps students identify learning objectives and outcomes and supports the knowledge required by the program.
• Strengthens focus and interest in course material and motivates students to develop their skills to improve academic performance.
• Informs the course instructor of students' standing against the desired results and outcomes.

Administrative quality is the foundation of any institution's or organization's success. It comprises a set of standards and practices aimed at improving performance and increasing efficiency in administrative work, and at ensuring the delivery of outstanding services and the efficient achievement of objectives.

Benefits of Administrative Quality at Work:

• Increased productivity: By following clear organizational methods, work becomes more effective and less time is wasted.
• Improved job satisfaction: Employees who work in an organized, well-planned environment achieve higher levels of satisfaction and productivity.
• Achieving institutional objectives: Administrative quality helps the institution achieve its strategic objectives and sustainable development.
• Lower costs: Improving procedures helps reduce the waste of resources, which in turn lowers costs.

Core Concepts in Administrative Quality:

• Effective leadership: The key factor in motivating employees and directing them toward achieving objectives. A good leader can provide a work environment that supports growth and motivates the team.
• Continuous improvement: Quality in administrative work rests on the principle of continuous improvement and the development of methods and procedures to simplify processes and increase efficiency.
• Time management: One of the most important skills of good management; it increases productivity, reduces errors, and helps achieve work objectives faster and better.
• Sound planning: Clear objectives must be set, resources assessed, expected risks analyzed, and a robust plan developed to ensure the objectives are achieved.
• Performance evaluation: A periodic evaluation mechanism for measuring performance and results helps determine how well processes are running against the operational plans and helps identify shortcomings so they can be improved.

Risk management is an essential part of business strategy for ensuring stability and continuity. By integrating quality into risk management, institutions can strengthen their ability to adapt to potential risks and make the right decisions at the right time.

The Importance of Quality in Risk Management:

• Balancing risks and returns.
• Continuously improving practices.
• Achieving alignment with international standards.
• Responding quickly and adapting to emergencies.
• Engaging all stakeholders.

• Total: The entire entity or institution.
• Quality: The quality of the institution's outputs and services.
• Management: Refers to the people who manage and work in the institution and the methodology by which it is managed.

Total quality management is managing the organization effectively and productively and developing current systems and procedures so that it works efficiently. It also focuses on enhancing customer satisfaction and striving to meet customer expectations, with the aim of raising the quality of outputs, achieving the institution's objectives and earning customer satisfaction.

1. Designating the competent body.
2. Educating staff.
3. Preparing evidence and proof.
4. Measuring achievement indicators.
5. Writing achievement reports.
6. Preparing and approving improvement plans.

The University adopts a total quality management methodology to assure the quality of all its activities, in order to fulfil its mission and objectives and to earn the satisfaction of all beneficiaries.

The University follows the Deming model (PDCA) to implement its total quality system. The model comprises the following processes:

1. Plan
2. Do
3. Check
4. Act

The University follows the Deming model (PDCA) to implement its total quality system. The model comprises the following processes:

• Plan: Defining the core features of each activity in alignment with the University's mission and strategic objectives, with the participation of all stakeholders where possible, by setting objectives, implementation methods, timeframes, and measurement tools and indicators.
• Do: Implementing what was planned during the implementation phase, with continuous statistical monitoring.
• Check: Documenting activities, collecting data and analyzing results against the objectives, performance indicators and periodic review tools, and preparing a report that includes an improvement plan.
• Act: Implementing improvement decisions and processes, then starting the cycle again.

1. Collecting the required documents (program eligibility).
2. Submitting the accreditation application to the National Center for Academic Accreditation and Evaluation.
3. Verification of the program's eligibility for accreditation by the National Center for Academic Accreditation and Evaluation.
4. Forming the review and visit team.
5. The National Center for Academic Accreditation and Evaluation makes the accreditation decision.
6. Periodic follow-up of the accredited program.

Administrative quality involves applying the principles of organization, planning and monitoring to improve efficiency and reduce errors, which shows that quality management encompasses improving both processes and administrative efficiency.

The Importance of Administrative Quality:

• Aligning organizational objectives with administrative processes: Applying quality standards helps organize administrative processes so that they align with the institution's strategic objectives, and ensures that every employee contributes effectively to achieving those objectives.
• Reducing waste and improving effectiveness: Quality management helps improve efficiency and reduce waste of time or resources by evaluating processes, identifying areas for improvement and making optimal use of resources.
• Transparency in administrative processes: Ensures that all administrative procedures and processes are clear and understood by all stakeholders.
• Periodic review and performance monitoring: Periodic review of administrative processes helps identify areas that need improvement, supporting continuous improvement of administrative performance and the development of future work plans.

The elements of a change plan work together to form a clear roadmap for a successful change process, ensuring stakeholder engagement, mitigating risks and achieving the desired objectives within a defined timeframe and budget.

• Managing stakeholder expectations: Coordinating stakeholders' expectations and needs to secure their support.
• Communication plan: Strategies for conveying information about the change to all parties.
• Risk management plan: Identifying potential risks and developing strategies to mitigate them.
• Implementation plan: Details of the implementation steps, including the timeline and resources.

To achieve successful program accreditation, institutions must submit essential documents demonstrating compliance with the standards of the Education and Training Evaluation Commission (NCAAA). The core requirements include:

1. Self-Study Report of the Program (SSRP).
2. Mandatory attachments.
3. Optional attachments.

Sound documentation promotes transparency and accountability and fosters continuous improvement in academic programs, leading to better quality of education and international recognition of educational institutions.

Self-Study Report of the Program (SSRP)

• A detailed analytical report aligned with the accreditation standards, serving as the primary evidence of compliance.
• Supporting documents that substantiate the content of the report.

Mandatory Attachments

• Student and faculty handbooks: Including admission policies, study regulations, student rights, and complaint and grievance procedures.
• Quality assurance system reports: Covering the program's quality standards, performance monitoring, course modifications, and survey results from students, graduates and employers.
• Annual program and course reports: Documenting course effectiveness and the updates made over the past two years.
• Research and academic supervision reports: Operational plans for scientific research and documentation of thesis and project supervision.*

*Mandatory for graduate programs.

Optional Attachments

• Advisory committee reports: Including the committee's composition, functions and evaluation results.
• Independent reviewer reports: External reviews and recommendations for improving the program.
• Program and course specifications: Including learning outcomes, study plans and training requirements.

Annual Review

 Comprehensive Review

Key Enablers of a Successful Change Plan

• 100% commitment from senior management.
• A clear vision, scope and objectives.
• Careful analysis and management of all stakeholders' expectations.
• Clear performance indicators to measure success.
• Involving all stakeholders in critical decisions and building trust.
• Selecting the change team well and providing it with intensive training.
• Preparing a detailed implementation plan.
• Availability of suitable tools and techniques for implementation.
• Managing crises wisely, effectively and decisively.
• Celebrating small wins and building on them.

Key Barriers to a Change Plan

• Unclear objectives for the change.
• Anxiety about the change's effects on work, salary or stability.
• Ignoring prevailing work traditions, patterns, habits and norms when introducing change.
• Not involving the people affected by the change.
• Persuading others to change on the basis of personal reasons.
• Weak or absent communication about the change.
• Threats to personal interests resulting from the change.
• Failure to apply the proposed change methods and approaches.

Some Common Misconceptions and Wrong Practices About Quality

Performance indicators:

A set of elements and measurements used to evaluate the performance of an individual, a unit or the institution as a whole, and to monitor their progress toward the institution's objectives.

Benefits of Performance Indicators:

• Measuring the quantity or quality of performance against predetermined objectives.
• Measuring the extent to which objectives are achieved and progress in administrative work.
• A key tool for continuous improvement and strategic decision-making.

Performance indicators vary according to the type of work and the objectives set. They are defined and measured against criteria determined by the nature of the tasks and activities of the administration / department / unit, and may cover several aspects such as efficiency, effectiveness, quality, productivity, costs and customer satisfaction. They give the entity valuable information that helps it make the right decisions and identify areas that need improvement.

The Importance of Using Performance Indicators:

• They help identify strengths and areas for improvement.
• They drive continuous improvement.
• They support strategic decisions based on objective data.
• They help measure and evaluate the performance of organizations and administrative teams.

Defining and Interpreting Indicators:

A form of evidence, defined by the entity on the basis of its outputs and the nature of its work – in line with the objectives of the institution's strategic plans – that helps in assessing and evaluating quality.

When defining indicators and conducting evaluations, the following should be considered:

• Performance indicators and results should reflect the mission and objectives of the institution or program.
• Particular circumstances must be taken into account. For example, a performance indicator result may be positive if it shows progress compared with previous figures or achievement of the target level, whereas it may be a cause for concern requiring immediate improvement plans if it shows a decline.
• Comparisons of the same results should be made internally or externally with similar entities.
• Statistics and figures should be monitored continuously, as they are a primary source of data that can be analyzed and used in assessment and evaluation procedures.

Performance indicators are part of the assessment and evaluation process, which includes setting benchmarks, analyzing them, and developing an action plan to improve performance.

Performance Indicators Table

KPI number and code: ................

Analysis — The analysis should explain the following:

• How the external benchmark was calculated, and the name of the benchmarking entity.
• Analysis of the results.
• Identifying similarities and differences between the benchmarks.
• Identifying strengths and recommendations for improvement.
• Actual performance: The actual result obtained when a performance indicator is measured or calculated; it represents the current situation. For example, if a survey result is 4 out of 5, that is the indicator's actual performance level.
• Target performance: The expected performance level or desired result (goal or target) for a performance indicator. For example, if the indicator is "employee satisfaction or student satisfaction with courses", the target benchmark for this indicator might be 4.5 out of 5 in job satisfaction surveys.
• Benchmark: The performance level for achieving a given performance indicator. There are many types of benchmarks aligned with key performance indicators, so it is necessary to specify the type of benchmark in order to understand its relationship with the performance indicator. A benchmark may be internal or external.
• Internal benchmarks: Benchmarks based on information from within the academic program or educational institution. Internal benchmarks include target benchmark data and actual results from previous years. For example, the previous year's target benchmark for the indicator "employee satisfaction with the institution / or student satisfaction with courses" may have been 4 out of 5, while the result actually achieved that year was 3.7.
• External benchmarks: Benchmarks against other academic programs or educational institutions. For example, the benchmark for the indicator "student satisfaction with courses" may compare the educational institution with another program at another local or international educational institution.
• Performance indicator analysis: Identifying similarities and differences between benchmarks in order to determine strengths and recommendations for improvement.
• New target level: Setting a new or aspired performance level for the indicator based on the results of the indicator's own analysis. For example, it may become the new benchmark for the indicator "employee satisfaction with the institution / or student satisfaction with courses".