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Briefing on Institutional and Program Standards Review Projects

24 June 2013

Oman Academic Accreditation Authority (OAAA)Oman Academic Accreditation Authority (OAAA)

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Briefing OutlineBriefing Outline

1. Background (Salim)

2. Standards Review Projects (Salim)

3. Approach to HEI Accreditation (Tess/Anna)

4. Approach to Program Accreditation (Susan/Janice)

5. Process/Milestones (Tess)

6. Consultation Process (Tess)

7. Next steps (Salim)

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1.1. BackgroundBackground

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Background: ROSQABackground: ROSQA

• First iteration of institutional (HEI) standards and accreditation process was developed as part of Requirements for Oman’s System of Quality Assurance (ROSQA), introduced in 2004, based on an international model.

• In 2004/2005 two HEIs and their programs went through the accreditation process.

• The results of these processes and initial feedback from the sector suggested that a review of the approach was necessary.

• A review was carried out in 2006 and the outcomes suggested that the sector needed support to meet internationally-benchmarked standards.

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Background: Quality PlanBackground: Quality Plan

• In 2006, a Draft Quality Plan was developed.• It proposed a significant revision of ROSQA,

setting out a comprehensive system, OSQA, to align Oman’s HE sector with international best practice and ensure the system is appropriate to the context.

• A two-stage approach to institutional accreditation (Quality Audit and Standards Assessment) was introduced to enable HEIs to build their internal quality systems while providing a means for public accountability.

• A revised approach to program accreditation was proposed.

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2.2. Standards Review ProjectsStandards Review Projects

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Projects aims and outcomesProjects aims and outcomes • To review and revise

– the HEI and program standards as set out in ROSQA to improve its relevance to Omani context and to reflect current regional and international best practice.

– the accreditation processes outlined in ROSQA

• To produce– a revised set of HEI standards

– a set of generic standards for programs

– Standards Assessment and Program Accreditation Manuals which include process, approach to accreditation decisions and guidelines for HEIs and external reviewers

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Definition of termsDefinition of terms

• The original ROSQA document contained definitions for institutional and program accreditation, although not a definition for “standard”.

• Definitions of institutional and program accreditation were also included in the draft Quality Plan.

• While reviewing these earlier definitions, the OAAA is also looking at international benchmarks to help prepare a glossary to support a shared understanding of terminology used in the accreditation processes.

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What are standards?What are standards?

It emerged that the use of the word ‘standard’ was open to a wide range of interpretations across languages. In the UK the word refers to a level of achievement measured against a reference point. In France and Germany its translation is used to indicate an average or norm.

Crozier, F., Curvale, B., Dearlove, R., Helle, E., Hénard, F.

Terminology of quality assurance: towards shared European values?

ENQA 2006

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What are standards?What are standards?

Standards: The level of requirements and conditions that must be met by institutions or programs to be accredited or certified by a quality assurance or accrediting agency. These conditions involve expectations about quality, attainment, effectiveness, financial viability, outcomes, and

sustainability.

Glossary of Key Terms, Council for Higher Education Accreditation, USA

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Features of HEI and Features of HEI and Program StandardsProgram Standards

• Recognition that responsibility for quality lies with HEIs

• Based on ROSQA but includes standards areas not included in ROSQA

• Align with the scope of the QAM and reflect quality audit findings

• Internationally benchmarked and reviewed• Acknowledge the diversity of HE provision in Oman• Encourage good practice – HEIs can consider

developing target standards• Developed through a consultative process

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1.1. Governance & Governance & ManagementManagement

2.2. Student CourseworkStudent Coursework

3.3. Student ResearchStudent Research

4.4. Staff Research & Staff Research & ConsultancyConsultancy

5.5. Community EngagementCommunity Engagement

6.6. Academic Support ServicesAcademic Support Services

7.7. Students & Student Support Students & Student Support ServicesServices

8.8. Staff & Staff Support Staff & Staff Support ServicesServices

9.9. General Support Services & General Support Services & FacilitiesFacilities

1.1. Mission, Goals & Mission, Goals & ObjectivesObjectives

2.2. Governance & Governance & AdministrationAdministration

3.3. Learning & TeachingLearning & Teaching

4.4. Student ServicesStudent Services

5.5. Learning ResourcesLearning Resources

6.6. Facilities & EquipmentFacilities & Equipment

7.7. Financial Planning & Financial Planning & ManagementManagement

8.8. Staffing & Employment Staffing & Employment ProceduresProcedures

9.9. ResearchResearch

10.10. Community RelationshipsCommunity Relationships

QAM SCOPEQAM SCOPE ROSQA SCOPEROSQA SCOPE

QAM v ROSQA Scope QAM v ROSQA Scope OAAAOAAA

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‘Minimum standards’ set criteria that may define the minimum acceptable inputs, process designs or outputs.Complying with minimum standards may raise the quantity of activity below the standard to an acceptable level.

Quality Measure

Qua

ntit

y M

easu

re

ControlStandard

+

+

–

– Quality Measure

Qua

ntit

y M

easu

re

ControlStandard

+

+

– –

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‘Target standards’ can be set to stretch virtually the whole organisation.

Implementing the target standard may encourage wide-scale progress towards it, because it potentially applies to everybody.

Quality Measure

Qua

ntit

y M

easu

re

+

+

–

– Quality Measure

Qua

ntit

y M

easu

re

+

+

–

–

TargetStandard

TargetStandard

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3.3. Approach to Approach to HEI AccreditationHEI Accreditation

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HEI QA ProcessesHEI QA Processes

HEI Accreditation Stage 2: Standards

Assessment

HEI Accreditation Stage 1: Quality

Audit

HEI Standards Reassessment

Appeal

HEIAccreditationTerminated

First cyclecommenced

2008

HEI Accreditation Certificate Met

Met

HEI Licensure

4 years ≤4 years

Process

Document

Start/End

KEYNot met

1-2 years onProbation

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Standards not met, but good

progress shown

Standards not met, and insufficient progress shown

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STAGE 1: QUALITY AUDIT

HEI QA ProcessesHEI QA Processes

HEI Accreditation Stage 2: Standards

Assessment

HEI Accreditation Stage 1: Quality

Audit

HEI Accreditation Certificate Pass

4 years ≤4 years

Self Study

Quality Audit Portfolio

Self Study Activities

External Review

Quality Audit Report

External Review

Activities

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A Quality Audit Panel at work.

To date, over 50 HEIs have been through the first part of the institutional accreditation process and 33 reports have been published on the OAAA website.

By the end of 2013, 80% of HEIs will have been through Quality Audit.

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STAGE 2: STANDARDS ASSESSMENT

HEI QA ProcessesHEI QA Processes

HEI Accreditation Stage 2: Standards

Assessment

HEI Accreditation Stage 1: Quality

Audit

HEI Accreditation Certificate Pass

4 years ≤4 years

Self Assessment

AssessmentApplication

SelfAssessment

Activities

External Assessment

StandardsAssessmentReport

External Assessment

Activities

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HEI status/HEI status/accreditation outcomesaccreditation outcomes

• Licensed

• Audited

• On probation

• Accredited

• Accredited with merit

• Not accredited (after Standards Reassessment)

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Purpose of HEI StandardsPurpose of HEI StandardsOAAAOAAA

HEI Standards

Provide assurance that the HEI is competent

to provide quality higher education

OAAA

Accreditation Decisions

Students and Employers

Confidence

MOHE

Licensing Decisions

EQAs and Qualifications

Authorities

Recognition Decisions

HEIs

Organisational Developmentand Review

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Approach to developing Approach to developing HEI standards (1)HEI standards (1)

• Mapped ROSQA standards to the QAM scope

• Carried out comprehensive international benchmarking using institutional standards from seven countries

• Reviewed MoHE licensing standards• Reviewed findings from 33 published Quality

Audit Reports; these are reflected in the standards

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Approach to developing Approach to developing HEI standards (2)HEI standards (2)

• Considered role of national and ministerial protocols in development of standards e.g. health and safety, entrepreneurship, human rights

• Reviewed standards to ensure not too numerous and repetitive (Area statement/standard/criteria)

• Considered types of evidence to be submitted (both qualitative and quantitative)

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Features of the Standards Features of the Standards Assessment processAssessment process

• Takes into consideration the HEI’s response to Quality Audit Report

• Quantitative and qualitative evidence will be considered as part of the process

• Potential outcomes and a transparent approach to the decision-making process

need to be clearly communicated • Encourage the use of ADRI

• National schedule based on audit schedule with some flexibility

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4.4. Approach to Approach to Program AccreditationProgram Accreditation

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Program QA ProcessesProgram QA Processes

HEI

Program Standards

Assessment

Omani ProgramLicensing

Program Standards

Reassessment

Appeals

Program Recognition

Reassessment

Foreign Program Licensing

Program Recognition Assessment

OmaniProgram

After first cohort completes

After first cohort completes

ForeignProgram

Program Termination

Program Termination

Not met

Not met

Not met 1-2 yrs on Probation

1-2 yrs on ProbationNot met

Met

Met

Pass

MetProgram

Accreditation Certificate

5 years

Program Recognition Certificate

5 years

Met

Process

Start / End

Document

KEY

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Approach to Program Approach to Program Accreditation (1) Accreditation (1)

• Institutional Accreditation is not a pre-requisite for Program Accreditation

• All programmes to undergo national accreditation

• National schedule for Programme Accreditation to be developed

• Accreditation by Institution or by Subject Area?

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Approach to Program Approach to Program Accreditation (2) Accreditation (2)

• Standards covering the nine areas of scope used for Institutional Accreditation

• Generic standards – applicable to all programmes

• HEIs responsible for subject specific benchmarking and addressing professional requirements

• International / professional body accreditation encouraged

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Purpose of Program Standards

Program StandardsProvide assurance that graduates will achieve appropriate learning outcomes through a

quality learning experience

OAAA

Accreditation Decisions

Students and Employers

Program Information

MOHE

Licensing Decisions

EQAs and Qualifications

Authorities

Recognition Decisions

HEIs

Program Development and Review

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5.5. Process/Milestones Process/Milestones

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Key milestones (1)Key milestones (1)

1 Recruitment of QACs; development of Conceptual Design Framework (CDF)

Jan – June 2013

2 Circulation of CDF and draft of two areas of HEI standards for feedback

End June 2013

3 Circulation of CDF and draft of two areas of program standards for feedback

Aug 2013

4 Circulation of draft for all HEI standards for feedback

Sept 2013

5 Circulation of draft for all program standards for feedback

Mid-Oct 2013

6 National Symposium for Institutional and Program Standards Review

30 – 31 Oct 2013

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Key milestones (2)Key milestones (2)

1 Circulation of final draft for all HEI standards and Institutional Accreditation Stage 2: Standards Assessment Manual for feedback

Nov/Dec 2013

2 Circulation of final draft for all program standards and Program Accreditation Manual for feedback

Nov/Dec 2013

3 Approval by OAAA Board Early 2014

4 Proposed pilots and first Standards Assessment

2014

5 Proposed pilots and first Program Accreditation 2014

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6.6. Consultation processConsultation process

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International consultationInternational consultation OAAAOAAA

The OAAA has formed an external panel of experts to provide an international perspective:

Prof Malcolm Cook UK

Dr Michael Hillyard USA

Prof Debbie Clayton Australia

Prof Zita Mohammed Fahmi Malaysia

Dr Wafa Al Mansouri Bahrain

Prof Badr Abu Ela UAE

Representative from EQUIS USA

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National consultationNational consultation • What opportunities are being provided for national

consultation?– Formation of a Consultative Committee to facilitate

comprehensive consultation with the HE sector– Working in partnership with MoHE– Dialogue with external stakeholders (including

Education Council, MoM, MoH, MoD, MoE)– Publication of drafts on OAAA website with discussion

board– National Symposium 30-31 October (to which CC,

stakeholders, professional body, employer and student representatives will be invited)

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ToR for ConsultativeToR for Consultative CommitteeCommittee

• Familiarity with ROSQA and concept of standards-based assessment

• Act as a liaison between the HEI and the OAAA, soliciting views of colleagues in their institutions at all stages of the projects

• Circulate the draft versions of the standards and accreditation process and provide HEI’s feedback to the OAAA.

• Contribute to face to face meetings and online discussions

• Attend the National Symposium in October 2013

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How to disseminate draftsHow to disseminate drafts

• Through internal meetings/presentations

• Through setting up steering committee/working group with representation from departments

• Through intranet/college email

• Through internal online discussion

• Through link to OAAA discussion board

• Other ideas?

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7.7. Next stepsNext steps

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Next stepsNext steps

• Develop final drafts of standards and Manuals• Approval from OAAA Board• Dissemination of approved standards• Training for the sector on standards and the

Standards Assessment process• Pilot Standards Assessments• National schedule for Standards Assessments• Training local external reviewers• Formal Standards Assessments• Decision to be made on fees to be charged

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