National Business Education Accreditation Council(NBEAC) Regional Awareness Workshop

National Business Education National Business Education Accreditation Council(NBEAC)Accreditation Council(NBEAC)

Regional Awareness Workshop Regional Awareness Workshop

(Prof. Dr. Mukhtar Ahmed)(Prof. Dr. Mukhtar Ahmed)

Chairman, NBEACChairman, NBEAC

www.nbeac.org.pkwww.nbeac.org.pk

26th Nov 2009

AgendaAgenda

Agenda: NBEAC Awareness Workshop on Business Education Accreditation

Thursday, November 26, 2009 Venue: HEC Regional Centre Karachi (Stadium Rd, Liaqat National Library Premises, Behind T.V. Station Karachi 1) 9:00 am to 9:30 am Registration(Free) and Reception

9:30 am to 10:00 am Opening Ceremony Keynote Address: NBEAC Framework & Accreditation Process, Prof. Dr. Mukhtar Ahmed (NBEAC)

10:00 am to 10:30 am Presentation: Committees/Panel Structure, Prof. Dr. Anwar Shah (University of Sindh)

10:30 am to 11:00 am Tea Break 11:00 am to 12:00 pm Presentation: Peer Review Guidelines, Prof. Dr. Zahoor Hassan Syed (LUMS) – Video Conferencing

12:00 pm to 12:30 pm Presentation: Eligibility Guidance, Prof. M. Amanullah (RIU)

12:30 pm to 1:00 pm Presentation: Self Assessment Report, Prof. Dr. Nishat (IBA Karachi)

1:00 pm to 2:00 pm LUNCH

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NBEAC OverviewNBEAC Overview

Mission StatementMission Statement

““Enhancing the Quality of Business Education”Enhancing the Quality of Business Education”

What is NBEAC?What is NBEAC?•It is a national accrediting body for specific business degree It is a national accrediting body for specific business degree programs. programs. •Accreditation through NBEAC will mark the highest standard Accreditation through NBEAC will mark the highest standard in business education.in business education.

When was NBEAC Established?When was NBEAC Established?

Established by Higher Education Commission (HEC) on Established by Higher Education Commission (HEC) on August 15August 15thth, 2006. , 2006.

PurposePurpose• NBEAC will facilitate and enhance the quality of business NBEAC will facilitate and enhance the quality of business

education in the country.education in the country.

How will NBEAC facilitate Business Schools?How will NBEAC facilitate Business Schools?• Through Accreditation processThrough Accreditation process

International MembershipsInternational Memberships• AMDISA – affiliate membershipAMDISA – affiliate membership• AACSB, EFMD – membership in processAACSB, EFMD – membership in process• Adopt best practices of renowned accreditation bodiesAdopt best practices of renowned accreditation bodies

Course Directory DatabaseCourse Directory Database• All business related programs available to search by University, All business related programs available to search by University,

Region or Program on our website(www.nbeac.org.pk).Region or Program on our website(www.nbeac.org.pk).

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Accreditation Process/FrameworkAccreditation Process/Framework

Preliminary Eligibility Assessment•Preliminary Inquiry by Business School•Preliminary Screening by NBEAC

Preliminary Eligibility Assessment•Preliminary Inquiry by Business School•Preliminary Screening by NBEAC

Eligibility•NBEAC Accreditation likely for 3 years or more•Decision to appoint Mentor for the School

Eligibility•NBEAC Accreditation likely for 3 years or more•Decision to appoint Mentor for the School

Peer Review Panel•PR visit and report•Evaluation based on NBEAC criteria•Recommendations to institution•Report to NBEAC Board.

Peer Review Panel•PR visit and report•Evaluation based on NBEAC criteria•Recommendations to institution•Report to NBEAC Board.

Self-Assessment•Preparation of SA Report•Assisted by NBEAC Mentor•PR Team to be notified to School

Self-Assessment•Preparation of SA Report•Assisted by NBEAC Mentor•PR Team to be notified to School

NBEAC BoardChecks with School on PR Report accuracy

NBEAC BoardChecks with School on PR Report accuracy

Formal Application•Information Package Sent by NBEAC to Business School•Data Sheet from Business School•Eligibility briefing interview by NBEAC Expert•Expert report to EAC

Formal Application•Information Package Sent by NBEAC to Business School•Data Sheet from Business School•Eligibility briefing interview by NBEAC Expert•Expert report to EAC

NBEAC Accreditation Awarding Committee

Full AccreditationConditional AccreditationRejectionGuided DevelopmentReport to NBEAC Board


Full AccreditationConditional AccreditationRejectionGuided DevelopmentReport to NBEAC Board

Strategic Advice/ Guided Development


NONO

YESYES

Institutional DevelopmentInstitutional Development

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NBEAC Framework/ProcessNBEAC Framework/Process

Preliminary Eligibility Assessment

Preliminary Eligibility Assessment

EligibilityEligibility

Peer Review CommitteePeer Review Committee

Self-AssessmentSelf-Assessment

Formal ApplicationFormal Application





NONO

YESYES

NBEAC BoardNBEAC Board


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Preliminary Eligibility AssessmentPreliminary Eligibility Assessment (02 weeks)(02 weeks)

– Preliminary Inquiry by Business SchoolPreliminary Inquiry by Business School– Preliminary Screening by NBEACPreliminary Screening by NBEAC

Formal Application-Formal Application-(02 weeks)(02 weeks)

– Information Package Sent by NBEAC to Business Information Package Sent by NBEAC to Business SchoolSchool

– Eligibility Assessment Interview by NBEAC Expert Eligibility Assessment Interview by NBEAC Expert from Eligibility Assessment Committee(EAC)from Eligibility Assessment Committee(EAC)

– Expert Report to EACExpert Report to EAC

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Eligibility Eligibility (02-months)(02-months)

NBEAC Accreditation for 3 years or moreNBEAC Accreditation for 3 years or more

NBEAC Eligibility Guidance - For EvaluatorsNBEAC Eligibility Guidance - For Evaluators

Eligibility Assessment AreasEligibility Assessment Areas

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Self Assessment Report- 04 monthsSelf Assessment Report- 04 months

– Preparation of SAR by Business School Preparation of SAR by Business School – Can be assisted by NBEAC MentorCan be assisted by NBEAC Mentor


– In case of institution not fulfilling the eligibility criteriaIn case of institution not fulfilling the eligibility criteria– Minimum 06 months – Maximum 03 YearsMinimum 06 months – Maximum 03 Years

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Peer Review ProcessPeer Review Process

– PR Visit PR Visit – Self Assessment Report Evaluation based on Eligibility Self Assessment Report Evaluation based on Eligibility

Criteria of NBEACCriteria of NBEAC– Peer Review Report -Includes recommendation for Peer Review Report -Includes recommendation for

Business SchoolBusiness School– Peer review Report presented before NBEAC BoardPeer review Report presented before NBEAC Board

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Types of AccreditationTypes of Accreditation

Full AccreditationFull Accreditation

Conditional AccreditationConditional Accreditation

RejectionRejection

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Committees / Panel StructureCommittees / Panel Structure

Dr. Anwar Ali Shah G SyedDr. Anwar Ali Shah G SyedDean Faculty of Commerce and Business Dean Faculty of Commerce and Business

Administration, University of Sindh, Administration, University of Sindh, JamshoroJamshoro

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Management Structure Management Structure Bodies/CommitteesBodies/Committees

• NBEAC Board NBEAC Board

–All members of Board of GovernorsAll members of Board of Governors

–Approval of Key decisions of the Approval of Key decisions of the

NBEAC secretariat NBEAC secretariat

–Two or Three Board Meetings Two or Three Board Meetings

AnnuallyAnnually1414

Eligibility Assessment Committee-Eligibility Assessment Committee-EACEAC

– 4 to 5 members (to be selected)4 to 5 members (to be selected)

– Gather preliminary information about Business school Gather preliminary information about Business school

verbally or through one day visitverbally or through one day visit

– NBEAC representative inform the Business School NBEAC representative inform the Business School

briefly about the NBEAC processbriefly about the NBEAC process

– Business School may ask questionsBusiness School may ask questions

– Business School provide preliminary information to the Business School provide preliminary information to the

NBEAC NBEAC

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Eligibility Assessment Committee - Eligibility Assessment Committee - EACEAC

– NBEAC expert(s) from EAC can offer advice during NBEAC expert(s) from EAC can offer advice during

Preliminary Inquiry for being declared eligible.Preliminary Inquiry for being declared eligible.

– Assess the Eligibility Application/Data sheet of Business Assess the Eligibility Application/Data sheet of Business

School after Preliminary InquirySchool after Preliminary Inquiry

– EAC report to NBEAC board for further necessary actions EAC report to NBEAC board for further necessary actions

i.e. appointment of mentor for Self Assessment Report i.e. appointment of mentor for Self Assessment Report

(SAR)Development (for Eligible Business schools), (SAR)Development (for Eligible Business schools),

– Guided Development(for non Eligible Business schools) Guided Development(for non Eligible Business schools)

etcetc 1616

MentorMentor– Selection based on Mutual coordination of Selection based on Mutual coordination of

NBEAC and Business School (can be a NBEAC and Business School (can be a

member of EAC)member of EAC)

– Advice and Assist Business School in Advice and Assist Business School in

preparing its SARpreparing its SAR

– Advice can be given by phone or email, or a Advice can be given by phone or email, or a

personal visitpersonal visit

– Charges are mentioned in the fee structureCharges are mentioned in the fee structure ..1717

Peer Review Panel-PRPPeer Review Panel-PRP

– Four Reviewers (to be selected)Four Reviewers (to be selected)

– Certain ratio from Academic community and Certain ratio from Academic community and

Corporate sectorCorporate sector

– Review of SAR developed by Business schoolReview of SAR developed by Business school

– Carries out the on-site visit Carries out the on-site visit

– Quality Assessment of school against the factors Quality Assessment of school against the factors

presented in Self Assessment Reportpresented in Self Assessment Report

– Provide Advisory service for betterment of schoolProvide Advisory service for betterment of school

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Peer Review Panel-PRPPeer Review Panel-PRP

– Chairman NBEAC has the authority to take decision in Chairman NBEAC has the authority to take decision in

case of any conflict of interestcase of any conflict of interest

– Member can also announce any conflict of interest with the Member can also announce any conflict of interest with the

institution before taking part in PRPinstitution before taking part in PRP

– Chairman of Peer Review Panel should have to be present Chairman of Peer Review Panel should have to be present

during visit with all membersduring visit with all members

– The participants would sign a confidential statement The participants would sign a confidential statement

regarding to the information obtained from a business regarding to the information obtained from a business

SchoolSchool

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Accreditation Awarding Committee Accreditation Awarding Committee (AAC)(AAC)

• The report and the recommendation of the Peer Review The report and the recommendation of the Peer Review

Panel will be presented to the NBEAC Accreditation Panel will be presented to the NBEAC Accreditation

Awarding Committee Awarding Committee

• Comprises of Board Members and Evaluators/Mentors Comprises of Board Members and Evaluators/Mentors

• Make the final decision on NBEAC accreditationMake the final decision on NBEAC accreditation

• The outcome will be communicated to the Business The outcome will be communicated to the Business

School within 2 days after the recommendation of the School within 2 days after the recommendation of the

Peer Review Panel is confirmed by the Awarding Peer Review Panel is confirmed by the Awarding

Committee.Committee. 2020

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Business Education Business Education AccreditationAccreditation

Peer Review GuidelinesPeer Review Guidelines

November 26, 2009November 26, 2009

Prof Dr Syed Zahoor HassanProf Dr Syed Zahoor HassanSuleman Dawood School of BusinessSuleman Dawood School of Business

Lahore University of Management Sciences Lahore University of Management Sciences (LUMS)(LUMS)

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Business Education AccreditationBusiness Education AccreditationPeer Review GuidelinesPeer Review Guidelines

OutlineOutline– Context: AccreditationContext: Accreditation– Principles and spiritPrinciples and spirit– ObjectivesObjectives– StructureStructure– Process GuidelinesProcess Guidelines– Key Success factorsKey Success factors– Philosophy of accreditationPhilosophy of accreditation

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The ContextThe Context - Accreditation- Accreditation

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Accreditation: PurposeAccreditation: Purpose

To provide market informationTo provide market informationTo provide an instrument for comparison To provide an instrument for comparison and permanent benchmarkingand permanent benchmarkingTo promote improvement ofTo promote improvement of

– The schools and national management The schools and national management systemssystems

– The profession and the international marketThe profession and the international market

Quality improvement systemQuality improvement system

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Accreditation : Some Key CharacteristicsAccreditation : Some Key Characteristics

The key features of the accreditation process and The key features of the accreditation process and standards should be:standards should be:

An international and intercultural approach to An international and intercultural approach to accreditation.accreditation.

Looks at the performance of the School taken as a Looks at the performance of the School taken as a whole, including all its programmes and not just the whole, including all its programmes and not just the MBA programmeMBA programme

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Accreditation: Some Key CharacteristicsAccreditation: Some Key Characteristics

Must be designed to be responsive to Must be designed to be responsive to corporate concerns:corporate concerns:– Adoption of outcome-based perspectives Adoption of outcome-based perspectives

and criteriaand criteria– Use of corporate auditorsUse of corporate auditors– Corporate representation on the Corporate representation on the

Committees & Awarding BodyCommittees & Awarding Body– Corporate stakeholders involved in the Corporate stakeholders involved in the

management education processmanagement education process– Specific criteria for executive education Specific criteria for executive education

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Accreditation: Some Key CharacteristicsAccreditation: Some Key Characteristics

Must stress personal development of Must stress personal development of managers, and their entrepreneurial and managers, and their entrepreneurial and managerial skillsmanagerial skills

Should be based on a dynamic and forward Should be based on a dynamic and forward looking model for quality developmentlooking model for quality development

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Accreditation: Quality StandardsAccreditation: Quality Standards

General Quality CriteriaGeneral Quality CriteriaNational standingNational standingMissionMissionGovernanceGovernanceScopeScopeStrategy Strategy ResourcesResourcesFaculty Faculty StudentsStudentsStudent ServicesStudent ServicesPersonal DevelopmentPersonal Development

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Accreditation: National Regional & Global Accreditation: National Regional & Global IssuesIssues

School should incorporate national, regional School should incorporate national, regional and global perspectives in all its dimensionsand global perspectives in all its dimensions- Students- Students- Faculty- Faculty- Curriculum- Curriculum- Research- Research- Placement- Placement- Processes- Processes

Cultural and regional diversityCultural and regional diversity

Evolutionary process and linked to size and Evolutionary process and linked to size and diversity of own countrydiversity of own country

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Accreditation: Connections with Accreditation: Connections with Corporate WorldCorporate World

Clearly articulated policy on its relations with Clearly articulated policy on its relations with corporate world corporate world Demonstrate a strong customer orientation, Demonstrate a strong customer orientation, particularly in relations with corporate clients.particularly in relations with corporate clients.Corporate community participation in governance.Corporate community participation in governance.Needs of corporate world inherent in programme Needs of corporate world inherent in programme design.design.Should monitor the degree of recruiter satisfaction Should monitor the degree of recruiter satisfaction with the quality of its graduates.with the quality of its graduates.

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Accreditation: Connections with Accreditation: Connections with Corporate WorldCorporate World

Programs should incorporate structured opportunities Programs should incorporate structured opportunities for participants to gain direct experience of the for participants to gain direct experience of the corporate world, through internships, field work, corporate world, through internships, field work, campus visits by executives etccampus visits by executives etcProgramme delivery should include input from Programme delivery should include input from practitioners.practitioners.Faculty with business experience and abreast of Faculty with business experience and abreast of current management best practices.current management best practices.

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Principles and SpiritPrinciples and Spirit

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Core Principles and spirit of accreditationCore Principles and spirit of accreditation– Consideration of the perspectives of all stakeholders – Consideration of the perspectives of all stakeholders – students, faculty, corporate, societystudents, faculty, corporate, society– Focus on not only the outcomes but also the related Focus on not only the outcomes but also the related processes and their adherence to standardsprocesses and their adherence to standards– Assessments based on standards that are linked to best Assessments based on standards that are linked to best practices and benchmarkspractices and benchmarks– Review done by peers who possessReview done by peers who possess

Solid experience in academic leadership positions in Solid experience in academic leadership positions in previously accredited institutions or leadership positions in previously accredited institutions or leadership positions in industryindustryUnderstanding of accreditation philosophy and related Understanding of accreditation philosophy and related processesprocessesReputation for highest levels of fair-play and integrityReputation for highest levels of fair-play and integrity

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Objectives of the Peer ReviewObjectives of the Peer Review

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To assess quality of School’s activities against To assess quality of School’s activities against the established criteria and to make a the established criteria and to make a recommendation to the Accreditation Awarding recommendation to the Accreditation Awarding Committee concerning accreditation. Committee concerning accreditation. To fulfill a consultancy role leading to To fulfill a consultancy role leading to suggestions for quality improvement and to suggestions for quality improvement and to offer the School the benefits of a strategic audit offer the School the benefits of a strategic audit To confirm the claims made within the Self-To confirm the claims made within the Self-Assessment Report and to secure on-site Assessment Report and to secure on-site information sufficient to build up a information sufficient to build up a comprehensive profile of the school. comprehensive profile of the school.

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The balance between The balance between

the role of the Peer Review process in providing the role of the Peer Review process in providing sufficient information to the Accreditation Awarding sufficient information to the Accreditation Awarding Committee to arrive at a decision on accreditation Committee to arrive at a decision on accreditation andand

the wider, strategic and quality improvement role the wider, strategic and quality improvement role of the Peer Review visit is delicate. of the Peer Review visit is delicate.


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Structure of Peer ReviewStructure of Peer Review

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Detailed study of institution’s self-Detailed study of institution’s self-assessment report and review of the assessment report and review of the accreditation documents.accreditation documents.Finalization of peer review two-day visit Finalization of peer review two-day visit schedule by the peer review team schedule by the peer review team convener with the concerned school.convener with the concerned school.Pre-review discussions among the peer Pre-review discussions among the peer review team members – identify areas of review team members – identify areas of focus.focus.

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Structure of Peer ReviewStructure of Peer ReviewSchedule typically should include meetings with:Schedule typically should include meetings with:– The top executive committeeThe top executive committee– The top executive committee or boardThe top executive committee or board– Heads of departments and those responsible for Heads of departments and those responsible for

various academic programmesvarious academic programmes– Research dean/coordinatorResearch dean/coordinator– Faculty Faculty – Administrative StaffAdministrative Staff– StudentsStudents– CorporatesCorporates– AlumniAlumni

And time for internal discussions of the committeeAnd time for internal discussions of the committee

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Review and verification of the following:Review and verification of the following:– Financial situationFinancial situation– Physical infrastructure – class rooms, library, computer Physical infrastructure – class rooms, library, computer

labs, hostels, ….labs, hostels, ….– Class room learning processClass room learning process

Final debriefingFinal debriefingPreparation of final reportPreparation of final report– Individual assessment and completion of document and Individual assessment and completion of document and

scoring on the criteria check list – below, meets, abovescoring on the criteria check list – below, meets, above– Consolidation of criteria satisfaction check listConsolidation of criteria satisfaction check list– Agreement on Peer Review committee’s final decisionAgreement on Peer Review committee’s final decision– Preparation of oral debriefing reportPreparation of oral debriefing report– Preparation of final report – multiple iterationsPreparation of final report – multiple iterations

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Guidelines for Preparation of final reportGuidelines for Preparation of final report– Maintain a constructive and positive toneMaintain a constructive and positive tone– Must focus on few key messages – positives Must focus on few key messages – positives

and areas requiring improvementand areas requiring improvement– Confirm key findings and develop a concise but Confirm key findings and develop a concise but

comprehensive profile of schoolcomprehensive profile of school– Provide clear guidance on how the school can Provide clear guidance on how the school can

improve its quality.improve its quality.

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Process GuidelinesProcess Guidelines

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Process guidelines for Peer ReviewProcess guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews– Understand self assessment reportUnderstand self assessment report– Ask for additional paper work, if needed.Ask for additional paper work, if needed.– Avoid the trap of presentations by the schoolAvoid the trap of presentations by the school– Focus on the check list and ask questions to Focus on the check list and ask questions to

assess and cross-check factsassess and cross-check facts– Probe and dig for details, but retain a positive Probe and dig for details, but retain a positive

orientation – a coach approach and not a orientation – a coach approach and not a monitormonitor

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Process Guidelines for Peer ReviewProcess Guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews– All interviews should be with specific groups All interviews should be with specific groups

onlyonly– Student interviews:Student interviews:

Cross check information given by facultyCross check information given by faculty

Look for insights into workload, quality of processes, Look for insights into workload, quality of processes, professionalism, and clarify of vision and focusprofessionalism, and clarify of vision and focus

Meet students of different programmes separately – Meet students of different programmes separately – no more than 10 and representative of the mix.no more than 10 and representative of the mix.

Meet in the absence of faculty and staffMeet in the absence of faculty and staff

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Process Guidelines for Peer ReviewProcess Guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews– Interview with FacultyInterview with Faculty

Focus on discussing research, program design and developmentFocus on discussing research, program design and developmentExplore how faculty is managedExplore how faculty is managedCross-check on issues raised by studentsCross-check on issues raised by students

Ask for a base room that is used for meetings and Ask for a base room that is used for meetings and has the following:has the following:– All administrative documents – policies, manuals, All administrative documents – policies, manuals,

brochuresbrochures– Detailed faculty profilesDetailed faculty profiles– Evidence of faculty research – published books, articles, Evidence of faculty research – published books, articles,

cases, etccases, etc– Space for meetings and privacy needed for committee Space for meetings and privacy needed for committee

deliberations.deliberations.

Use forms and checklistsUse forms and checklists

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Criteria Satisfaction Checklist

CommentsComments

1.11.1 AutonomyAutonomy

1.21.2 Effectiveness of the School’s Governing Body Effectiveness of the School’s Governing Body and external advisory committeesand external advisory committees

1.31.3 Effectiveness of the School’s internal Effectiveness of the School’s internal organizational structures and decision making organizational structures and decision making processesprocesses

1.41.4 Coherence between external and internal Coherence between external and internal decision making structures.decision making structures.

1.51.5 Clear sense of missionClear sense of mission

2. Students2. Students

2.12.1 Quality of incoming studentsQuality of incoming students

Is there a match between intake profile and the Is there a match between intake profile and the target profiles graduating students?target profiles graduating students?

1. Context and Mission

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School’s Evaluation Sheet

Above StandardsThe School demonstrates outstanding quality, well above the level required to satisfy the standards and where it can be considered as a model of excellence.

Meets StandardsThe School satisfies the standards in this area as defined in the Criteria Handbook. Most positive assessments are expected to fall in this broad category. It is not to be interpreted as meaning that school is mediocre or that it barely qualifies at a minimum level.

Below StandardsThe School is judged to be below the threshold of the standards.

N/ANot considered applicable and/or relevant to the School concerned.

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School’s Evaluation Sheet

Overall Quality EvaluationOverall Quality Evaluation

Above Above StandardsStandards

Meets Meets StandardsStandards

Below Below StandardsStandards

N/AN/A

Chap. Chap. 11

Mission / Governance Mission / Governance /Strategy/Strategy

1.11.1 AutonomyAutonomy

1.21.2 External GovernanceExternal Governance

1.31.3 Internal GovernanceInternal Governance

1.41.4 Coherence between Coherence between internal & external internal & external Governance Governance

Chap. Chap. 22

Students & Students & ParticipantsParticipants

2.12.1 Quality of incoming Quality of incoming students-first Degreestudents-first Degree

Quality of incoming Quality of incoming students-post graduate students-post graduate degreedegree

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Key Success Factors for Peer Key Success Factors for Peer ReviewReview

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Success of peer review requires:Success of peer review requires:

The allocation of a trusted and acceptable Peer The allocation of a trusted and acceptable Peer Review Team to the School Review Team to the School Thorough preparation by the School through the Thorough preparation by the School through the production of a Self-Assessment Reportproduction of a Self-Assessment ReportCareful reading of the Self-Assessment Report by Careful reading of the Self-Assessment Report by the Peer Review Committeethe Peer Review CommitteeClear relationships and expectations on the part of Clear relationships and expectations on the part of all involvedall involved

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Success of Peer Review Requires:Success of Peer Review Requires:

Open discussions free of excessive formalism Open discussions free of excessive formalism between the Peer Review Committee and the key between the Peer Review Committee and the key stakeholders within the School stakeholders within the School Presentation of confidential feedback and Presentation of confidential feedback and recommendations for accreditation in a recommendations for accreditation in a professional manner, combining the requirements professional manner, combining the requirements of the Accreditation Awarding Committee with an of the Accreditation Awarding Committee with an approach that respects the needs of the School as approach that respects the needs of the School as a client. a client.

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Philosophy of AccreditationPhilosophy of Accreditation

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Always Remember it is about:Always Remember it is about: PurposePurpose PeoplePeople ProcessesProcesses Progress – continuous improvementProgress – continuous improvementAnd not:And not:Passing or failing, or a badge of honor or Passing or failing, or a badge of honor or recognitionrecognition

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“ “ The journey is more important that the The journey is more important that the destination”destination”

Thanks!Thanks!

Any Questions!Any Questions!

Eligibility GuidanceEligibility Guidance

Prof M. Amanullah Prof M. Amanullah (Dean, Riphah International University)(Dean, Riphah International University)

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Mushroom growth of business schoolsMushroom growth of business schools

With noble exceptions, quality is frequently With noble exceptions, quality is frequently sacrificed for quantity and profit sacrificed for quantity and profit considerations.considerations.

The accreditation system specifiesThe accreditation system specifies– standard criteria,standard criteria,– key performance indicators,key performance indicators,– measurement system for the abovemeasurement system for the above– Need for regular coordinationNeed for regular coordination– the areas that will be reviewed in accreditation the areas that will be reviewed in accreditation

process.process.5656

Eligibility GuidanceEligibility Guidance

Eligibility Assessment DimensionsEligibility Assessment DimensionsI.I. Strategic Management StandardsStrategic Management StandardsII.II. Curriculum QualityCurriculum QualityIII.III. Students (Intake, Retention & Support) Students (Intake, Retention & Support) IV.IV. Faculty Quality Faculty Quality V.V. R&D StandardsR&D StandardsVI.VI. Moral & Social ResponsibilitiesMoral & Social ResponsibilitiesVII.VII. Resource ManagementResource ManagementVIII.VIII.Int’l and Corporate RelationshipsInt’l and Corporate RelationshipsIX.IX. Personal DevelopmentPersonal Development

I. Strategic Management StandardsI. Strategic Management Standards

Each school needs to have its own vision and mission Each school needs to have its own vision and mission

statement to reflect its circumstances and history.statement to reflect its circumstances and history.

The school should define its individuality and The school should define its individuality and

authenticity within national circumstances by giving authenticity within national circumstances by giving

brief description about its history and foundation.brief description about its history and foundation.

The school should prove its autonomy of decision The school should prove its autonomy of decision

making in resource management, program initiation, making in resource management, program initiation,

development and making its own future strategies for development and making its own future strategies for

improved quality standards. improved quality standards.

The mission and vision statement has to The mission and vision statement has to be comprehensive, environmentally be comprehensive, environmentally oriented, and stakeholders’ driven .It oriented, and stakeholders’ driven .It should provide direction for decision should provide direction for decision making.making.

The school periodically reviews and The school periodically reviews and revises the mission statement as revises the mission statement as appropriate. The review process involves appropriate. The review process involves appropriate stakeholders. [AACSB]appropriate stakeholders. [AACSB]

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Strategies matches with the mission statement Strategies matches with the mission statement in terms of:in terms of:– Where will the school be active? (arenas: Where will the school be active? (arenas:

target student population, program offerings, target student population, program offerings, geo location, etc.) geo location, etc.)

– How will it get there? (priorities, phasing: How will it get there? (priorities, phasing: curriculum, faculty, academic std (s), int’l curriculum, faculty, academic std (s), int’l collaboration etc.) collaboration etc.)

– How will it finance itself? (economic logic) How will it finance itself? (economic logic)

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Curriculum Quality Criteria Curriculum Quality Criteria

The main aim of NBEAC is to create The main aim of NBEAC is to create standard policy guidelines for standard policy guidelines for curriculum providing broad parameters curriculum providing broad parameters for the course content, design and for the course content, design and method of delivery.method of delivery.

Learning goals should be defined for Learning goals should be defined for different programmes and individual different programmes and individual subjects commensurate with the subjects commensurate with the mission statement.mission statement.

Management of CurriculaManagement of Curricula

The school uses well documented, systematic The school uses well documented, systematic processes to develop, monitor, evaluate, and revise processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree the substance and delivery of the curricula of degree programs and to assess the impact of the curricula programs and to assess the impact of the curricula on learning. on learning.

Curriculum management includes inputs from all Curriculum management includes inputs from all appropriate constituencies which may include appropriate constituencies which may include faculty, staff, administrators, students, faculty from faculty, staff, administrators, students, faculty from non-business disciplines, alumni, and the business non-business disciplines, alumni, and the business community served by the school.community served by the school.

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Curriculum Quality StandardsCurriculum Quality Standards

The school establishes a comprehensive The school establishes a comprehensive

system for program selection, design, content, delivery, system for program selection, design, content, delivery,

monitoring, assessment, and revision ensuring input monitoring, assessment, and revision ensuring input

and advice from appropriate constituencies. and advice from appropriate constituencies.

In consonant with its mission , the school identifies a In consonant with its mission , the school identifies a

set of broad, management specific and / or discipline-set of broad, management specific and / or discipline-

specific, learning goals - knowledge, skills, and abilities specific, learning goals - knowledge, skills, and abilities

(“KSA”) - to be imparted through each program that it (“KSA”) - to be imparted through each program that it

offers. Such goals strike a balance among cultivating a offers. Such goals strike a balance among cultivating a

wide-ranging and in-depth general and specialist KSA wide-ranging and in-depth general and specialist KSA

helpful in forming comprehensive judgments and helpful in forming comprehensive judgments and

appreciating civic responsibility and humanism. appreciating civic responsibility and humanism.

6.6. The school appropriately differentiates The school appropriately differentiates among different levels of education that it among different levels of education that it imparts – U/G, Masters, PhD, general imparts – U/G, Masters, PhD, general mgmt vs. specialized degree programs – mgmt vs. specialized degree programs – through variation in learning goals, through variation in learning goals, curricula, assessment methods, and time curricula, assessment methods, and time and intensity of application required to and intensity of application required to obtain desired level of proficiency.obtain desired level of proficiency.

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Student Quality CriteriaStudent Quality Criteria

Student admissionsStudent admissions

Student retentionStudent retention

Student support Student support

Student Quality StandardsStudent Quality Standards

The policies and selection procedures for admission to the The policies and selection procedures for admission to the

degree programs offered by the school are clear, internally degree programs offered by the school are clear, internally

consistent, available to general public and in resonance with consistent, available to general public and in resonance with

the mission and the educational objectives of the School. the mission and the educational objectives of the School.

– Are eligibility and selection criteria fair, appropriate, Are eligibility and selection criteria fair, appropriate,

objective and if more than one (test + interviewing), is objective and if more than one (test + interviewing), is

prioritization and inter-relationship appropriately defined? prioritization and inter-relationship appropriately defined?

– Has the School established a system and mechanism for Has the School established a system and mechanism for

constantly verifying relation of screening methods and constantly verifying relation of screening methods and

content to performance?content to performance?

– Is the student population mix in terms of Is the student population mix in terms of gender, ethnicity, age, experience gender, ethnicity, age, experience appropriate?appropriate?

– Is experience required for MBA intake? Is experience required for MBA intake? – What is the process of credit transfer What is the process of credit transfer

and credit exemption?and credit exemption?– What is the applicants-to-admission What is the applicants-to-admission

ratio? ratio?

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RetentionRetention

8. 8. The school has clearly spelled out and well The school has clearly spelled out and well

communicated academic standards and retention communicated academic standards and retention

practices that produce quality graduatespractices that produce quality graduates

– Details of assessment mechanisms to monitor student Details of assessment mechanisms to monitor student

progress and early identification of problem areas in progress and early identification of problem areas in

learning learning

– completion, failure and drop out rates for each completion, failure and drop out rates for each

program program

Student SupportStudent Support

The school has an established support system for The school has an established support system for

students that caters for academic assistance, academic students that caters for academic assistance, academic

advisory, networking with alumni, career counseling, advisory, networking with alumni, career counseling,

counseling in general, and extracurricular activities that align counseling in general, and extracurricular activities that align

with its mission, programs, and student characteristics.with its mission, programs, and student characteristics.

NBEAC is looking for adequate tutorial support, NBEAC is looking for adequate tutorial support,

student-faculty contact (maintenance of contact hours), career student-faculty contact (maintenance of contact hours), career

counseling , and facilitation of sports, networking with alumni counseling , and facilitation of sports, networking with alumni

and other extracurricular activities. and other extracurricular activities.

IV. Faculty Quality CriteriaIV. Faculty Quality Criteria

Faculty sufficiencyFaculty sufficiency

Faculty qualificationsFaculty qualifications

Faculty supportFaculty support

Faculty Quality StandardsFaculty Quality StandardsFaculty SufficiencyFaculty Sufficiency

Number of faculty membersNumber of faculty members– The School maintains sufficient number of faculty members to The School maintains sufficient number of faculty members to

satisfactorily fulfill responsibilities related to curriculum design, satisfactorily fulfill responsibilities related to curriculum design, course development, course delivery and assessment of course development, course delivery and assessment of learning across the range of programs that the school offers. learning across the range of programs that the school offers. The proposed teacher to student ratio is 25:1. The proposed teacher to student ratio is 25:1.

Composition of facultyComposition of faculty– The faculty must have at least one specialist for each essential The faculty must have at least one specialist for each essential

field / subject area that constitutes the programfield / subject area that constitutes the program– The permanent (minimum 20 hours commitment per week) to The permanent (minimum 20 hours commitment per week) to

visiting ratio should reflect stability and ongoing quality visiting ratio should reflect stability and ongoing quality improvement. It should preferably be no less than 60:40 based improvement. It should preferably be no less than 60:40 based on annual credits taught in a program and reflect situational on annual credits taught in a program and reflect situational advantages / disadvantages. advantages / disadvantages.

Faculty supportFaculty support– A school shall endeavor, to the extent possible, to A school shall endeavor, to the extent possible, to

provide teaching assistants to assist in exercises, provide teaching assistants to assist in exercises, case studies, skills practice and other academic case studies, skills practice and other academic activities accompanying a course. The proposed activities accompanying a course. The proposed teacher support is one TA for every instructor teacher support is one TA for every instructor teaching at least 40 students.teaching at least 40 students.

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Faculty qualificationsFaculty qualifications

HEC specified criteria.HEC specified criteria.

A blend of academic and practical experienceA blend of academic and practical experience

Faculty Quality StandardsFaculty Quality Standards

In conformity with its mission, the school articulates In conformity with its mission, the school articulates a systematic organizational model for faculty a systematic organizational model for faculty management thatmanagement that– Delineates hierarchical structure for academic Delineates hierarchical structure for academic

administrationadministration– Spells out hiring policies and proceduresSpells out hiring policies and procedures– Defines expectations tailored to each faculty Defines expectations tailored to each faculty

membermember– Allocates workload balancing course Allocates workload balancing course

development, preparation, teaching, and development, preparation, teaching, and research demands research demands

– Provides faculty support in terms of tutorial Provides faculty support in terms of tutorial assistance etc.assistance etc.

– Evaluates, reviews and rewards performanceEvaluates, reviews and rewards performance– Establishes and invests in faculty training and Establishes and invests in faculty training and

development to promote a culture of learning, development to promote a culture of learning, educational responsibility, and ongoing educational responsibility, and ongoing relevance (to begin with a minimum 2% of the relevance (to begin with a minimum 2% of the gross revenues of the school to be spent gross revenues of the school to be spent equitably on individualized or aggregate equitably on individualized or aggregate faculty development programs focused on faculty development programs focused on improving general or technical skill base)improving general or technical skill base)

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Research and Development Research and Development StandardsStandards

The school has a well documented research The school has a well documented research

strategy derived from its mission statement and strategy derived from its mission statement and

appropriate for the nature, levels and intensity of appropriate for the nature, levels and intensity of

education that it imparts. The policy is reflected in education that it imparts. The policy is reflected in

budgetary allocations.budgetary allocations.

As a starting point, the school allocates 2% of As a starting point, the school allocates 2% of

gross revenues to support and promote R&D. gross revenues to support and promote R&D.

Moral, Social and Ecological Moral, Social and Ecological Responsibility Standard Responsibility Standard

The school uses appropriate mix of vehicles – The school uses appropriate mix of vehicles –

circulation of mission and values, administrative circulation of mission and values, administrative

policies, curricula (CSR, Business Ethics), and policies, curricula (CSR, Business Ethics), and

extracurricular activities – to create a culture where its extracurricular activities – to create a culture where its

administrative staff, faculty and students operate with administrative staff, faculty and students operate with

integrity, attention and dedication and show concern integrity, attention and dedication and show concern

for and attend to their wider moral, social and for and attend to their wider moral, social and

environmental obligationsenvironmental obligations

Resource Management CriteriaResource Management Criteria

Governance and administrationGovernance and administration

Financial resource managementFinancial resource management

Library and research repositoryLibrary and research repository

IT facilitiesIT facilities

Promotion and community associationPromotion and community association

Resource Management StandardsResource Management Standards

The school is governed such that it has substantial The school is governed such that it has substantial

autonomy and transparency, and stakeholders autonomy and transparency, and stakeholders

involvement and respect in decision making on school-involvement and respect in decision making on school-

specific resource generation and allocation in line with specific resource generation and allocation in line with

its strategic priorities on teaching, learning, research its strategic priorities on teaching, learning, research

and promotion (adequate administrative support, and promotion (adequate administrative support,

faculty and student support, library and IT facilities, faculty and student support, library and IT facilities,

and facilitation of extracurricular activities) . and facilitation of extracurricular activities) .

International and Business International and Business LinkagesLinkages

In line with its mission, the school is expanding its links In line with its mission, the school is expanding its links

and interaction with the business world and striving to and interaction with the business world and striving to

collaborate with international institutions so as to collaborate with international institutions so as to

contextualize relevant practice and globalization tactics contextualize relevant practice and globalization tactics

for the improvement and development of the economy for the improvement and development of the economy

that it confronts and the catchment areas it relies upon. that it confronts and the catchment areas it relies upon.

ReferencesReferences

CORECORE

NBEAC draft SOPs NBEAC draft SOPs

OTHERSOTHERS

AACSB Int’l, Eligibility Procedures and Accreditation Standards for Business Accreditation AACSB Int’l, Eligibility Procedures and Accreditation Standards for Business Accreditation

(2008). (http:/www.aacsb.edu)(2008). (http:/www.aacsb.edu)

Japan University Accreditation Association, Professional Graduate Business School Japan University Accreditation Association, Professional Graduate Business School

Standards.Standards.

Quality Assurance Framework of Higher Education in Japan, Higher Education Bureau, Quality Assurance Framework of Higher Education in Japan, Higher Education Bureau,

Ministry of Education (2009).Ministry of Education (2009).

Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you have a strategy, Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you have a strategy, Academy Academy

of Management Executiveof Management Executive. .

Eligibility ProcessEligibility Process

The eligibility phase will consist of a preliminary fact-The eligibility phase will consist of a preliminary fact-finding and advisory process, and may involve a one-day finding and advisory process, and may involve a one-day visit to the Business School by a NBEAC expert from visit to the Business School by a NBEAC expert from NBEAC Eligibility Assessment Committee (EAC), NBEAC Eligibility Assessment Committee (EAC), followed by a decision by the EAC. A Business School followed by a decision by the EAC. A Business School will be declared eligible whenever the NBEAC will be declared eligible whenever the NBEAC Committee will believe that the Business School will Committee will believe that the Business School will satisfy the Eligibility Criteria, that it will expect to benefit satisfy the Eligibility Criteria, that it will expect to benefit from the quality improvement process, and that it will be from the quality improvement process, and that it will be in a position to make regular progress towards NBEAC in a position to make regular progress towards NBEAC accreditation with a significant probability of success accreditation with a significant probability of success within ten months to one year period.within ten months to one year period.

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A major objective of this initial screening of A major objective of this initial screening of a Business School's application will be to a Business School's application will be to measure the distance that will separate it measure the distance that will separate it from the desirable standard within each of from the desirable standard within each of the principal NBEAC criteria. Where the principal NBEAC criteria. Where possible, the EAC will also attempt to possible, the EAC will also attempt to provide an estimate of the time required to provide an estimate of the time required to reach the NBEAC standard if the Business reach the NBEAC standard if the Business School will devote the time, effort and School will devote the time, effort and resources that will be reasonable to expect resources that will be reasonable to expect from a Business School of its kindfrom a Business School of its kind

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It must be understood, however, that the It must be understood, however, that the declaration of eligibility to enter the declaration of eligibility to enter the process will not constitute any guarantee process will not constitute any guarantee or any formal prediction of the Business or any formal prediction of the Business School's ultimate success in achieving School's ultimate success in achieving accreditation.accreditation.

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Self Assessment ReportSelf Assessment ReportDr. Mohammed Nishat (Associate Dean, IBA)Dr. Mohammed Nishat (Associate Dean, IBA)

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Self Assessment ReportSelf Assessment Report

Basic/ key part of NBEAC Accreditation processBasic/ key part of NBEAC Accreditation process

Have wider significance for B-School and Have wider significance for B-School and NBEAC teamNBEAC team

Opportunity for school to gain greater ownership Opportunity for school to gain greater ownership of the processof the process

In a global context : Improves its own In a global context : Improves its own understanding of issues surrounding the understanding of issues surrounding the development of school as an international centre development of school as an international centre for management educationfor management education

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AIM OF SELF ASSESSMENTAIM OF SELF ASSESSMENT

Provide an opportunity for the School to Provide an opportunity for the School to get stock of its positionget stock of its position

Involve as many people in the school – all seniorsInvolve as many people in the school – all seniors

Provide added value to schoolProvide added value to school

Present a historical perspective and its futurePresent a historical perspective and its future

Learning process for school chance for everyone Learning process for school chance for everyone to gain overall view to gain overall view


Achieve a complete strategic assessmentAchieve a complete strategic assessmentProvide a comprehensive strategic audit link to Provide a comprehensive strategic audit link to AccreditationAccreditation

Evaluate overall clarity of mission and strategic Evaluate overall clarity of mission and strategic objectivesobjectives

Lead to a better understanding of the market, andLead to a better understanding of the market, and

Help the school achieve a balance between Help the school achieve a balance between ambition and realismambition and realism

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Significant critical self-examination – for Significant critical self-examination – for school’s effectiveness school’s effectiveness

Ask hard questionsAsk hard questions

Measure its activities against external normsMeasure its activities against external norms

Identify key strength and weaknessesIdentify key strength and weaknesses

Evaluate the adequacy of resources and identify Evaluate the adequacy of resources and identify key limitationskey limitations

Arrive at a clear understanding of the distance to Arrive at a clear understanding of the distance to be covered in order to achieve its strategic be covered in order to achieve its strategic objectivesobjectives

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Provision of base for peer evaluationProvision of base for peer evaluationEstablish a starting point and a balanced evaluation Establish a starting point and a balanced evaluation to be tested by the auditorsto be tested by the auditors

Provide key data and documentation to aid Provide key data and documentation to aid understanding and to establish claimsunderstanding and to establish claims

Contribution in understanding the nature of Contribution in understanding the nature of the management education quality.the management education quality.

Quality improvement and continuous improvementQuality improvement and continuous improvement

Greater understanding of the global and intercultural Greater understanding of the global and intercultural issues surrounding effective management practicesissues surrounding effective management practices

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THE SELF ASSESSMENT THE SELF ASSESSMENT PROCESSPROCESS

ResponsibilitiesResponsibilitiesProject leader and Accreditation CommitteeProject leader and Accreditation Committee

CommunicationCommunicationFull explanation within the school – key stakeholdersFull explanation within the school – key stakeholders

MethodologyMethodologyDetailed plan by school for conducting SAR that meets Detailed plan by school for conducting SAR that meets its own specific needs – systematic process.6 months, its own specific needs – systematic process.6 months, objectivity and balance, and participationobjectivity and balance, and participation

THE SELF ASSESSMENT THE SELF ASSESSMENT PROCESSPROCESS

PlanningPlanningThe school needs to determine the information and The school needs to determine the information and documents to be collected – and sourcesdocuments to be collected – and sources

Association/ Liaison and mentoringAssociation/ Liaison and mentoringProper communication between NBEAC director Proper communication between NBEAC director and important partiesand important parties

Peer Review PreparationPeer Review PreparationSchool must take the responsibility to ensure that School must take the responsibility to ensure that the national environment within which it operatesis the national environment within which it operatesis fully understood by PR teamfully understood by PR team

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FORMAT OF SELF ASSESSMENT REPORTFORMAT OF SELF ASSESSMENT REPORT

Length Length – 100-150 plus support documents100-150 plus support documents

FormatFormat– Complete information required by NBEAC criteriaComplete information required by NBEAC criteria

Summary InformationSummary Information– Name of the school, name of the director, contact Name of the school, name of the director, contact

details, date of SAR, list og programs, and details of details, date of SAR, list og programs, and details of internal review teaminternal review team

Annexes and supporting Documents – Annexes and supporting Documents – – no longer than main report and limited to reportno longer than main report and limited to report

Conclusion – Conclusion – guide to conclusion for NBAEC accreditationguide to conclusion for NBAEC accreditation

GUIDANCE TO SELF GUIDANCE TO SELF ASSESSMENT REPORTASSESSMENT REPORT

Mission and BackgroundMission and Background– The Environment of school workingThe Environment of school working

– National education policy etc in which it recruits students National education policy etc in which it recruits students and awards degrees – history of the school and awards degrees – history of the school

– Law and GovernanceLaw and Governance– Public, private, regulated, non regulated etc.Public, private, regulated, non regulated etc.

– Vision (Vision (future of organizationfuture of organization) and mission () and mission (brief, broad brief, broad

statement of aimsstatement of aims))– Strategic positioning and objectivesStrategic positioning and objectives

– Details of the school’s strategic status and its national and Details of the school’s strategic status and its national and international marketinternational market


Curriculum Quality – during last five yearsCurriculum Quality – during last five years– Program SelectionProgram Selection

– Purpose, policies, objectives etcPurpose, policies, objectives etc– Program designProgram design

– Process, problems, challenges, best practices etcProcess, problems, challenges, best practices etc– Program ContentProgram Content

– Format, goals, key learning outcomes, requirementsFormat, goals, key learning outcomes, requirements– Program Delivery – Program Delivery – pedagogy, allocation of faculty and pedagogy, allocation of faculty and

monitoring mechanismmonitoring mechanism– Student assessment and program evaluationStudent assessment and program evaluation

– Developing intellectual skills to analyze, evaluate and Developing intellectual skills to analyze, evaluate and critically review complex business problems, effective critically review complex business problems, effective written, oral communication and assessment skills etc.written, oral communication and assessment skills etc.


StudentsStudents– Target ProfilesTarget Profiles– Selection/ eligibility criteria for admissionSelection/ eligibility criteria for admission– Student counseling and guidance/ Career Student counseling and guidance/ Career

development and placementdevelopment and placement– Professional and personality developmentProfessional and personality development– Individual behaviorIndividual behavior– Course research and progressionCourse research and progression– Alumni associationAlumni association– International and corporate linkagesInternational and corporate linkages


FacultyFaculty– Faculty size and compositionFaculty size and composition

– Faculty strategy and managementFaculty strategy and management

– Faculty training and Development programsFaculty training and Development programs


Research And DevelopmentResearch And Development

For last five yearsFor last five years– Research activitiesResearch activities

– Development activitiesDevelopment activities


Social Role and ResponsibilitySocial Role and Responsibility

ResourcesResources– Financial ManagementFinancial Management– Equipment and premisesEquipment and premises– Library and research servicesLibrary and research services– New technology communicationNew technology communication


Relations with business worldRelations with business world– Procedures to manage the relationshipsProcedures to manage the relationships– Review of modificationsReview of modifications– Provision of current statement of international Provision of current statement of international

policypolicy– Description of procedures to manage the Description of procedures to manage the

international school policy and relationshipsinternational school policy and relationships


Personal DevelopmentPersonal Development

– Development proceduresDevelopment procedures

– Individual Development SupportIndividual Development Support

– Development of practical skillsDevelopment of practical skills


Executive EducationExecutive Education

– Executive education within schoolExecutive education within school– Manufactured portfolioManufactured portfolio– AdvertisingAdvertising– Program StandardsProgram Standards– Faculty and recoursesFaculty and recourses

National Business Education Accreditation Council(NBEAC) Regional Awareness Workshop

Documents

Transcript of National Business Education Accreditation Council(NBEAC) Regional Awareness Workshop