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Workshop 1: Preparing the Self-Study Document

and Standards 2019

CAA Certified Reviewer Project

Commission for Academic AccreditationMinistry of Education, UAE

February 2020 1

Session 2: The Self-Study Document & Standards 2019

Dr. Dawit TekluCommissioner

Commission for Academic AccreditationMinistry of Education, UAE

February 2020

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Outline

Introduction

Definition

The Self-Study and the Standards

Summary

Practical Session/ Group Exercise

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Required Manuals

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At The End Of The Session You Will

Have a clear understanding of the Self-Study Including

Expectations of the Commission

Content of the Self-Study

Addressing the Standards

Required Evidence for each Standard

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Introduction

Presentation – 30 minutes

Practical Session/ Group Exercise – 30 minutes

Group Reports and Presentations – 30 minutes

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The Purposes of Accreditation

• To provide assurance to the public that education provided by institutions meets acceptable levels of quality,

• To maintain the high quality of higher education institutions in the UAE, and

• To promote continuous institutional improvement

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THE CAA ACCREDITATION PROCESS

The Institution Submits a Self-Study and accompanying

documents

A Commissioner and External Review Team visit the

Institution

ERT report with decision on the Program

Institutional Response

Assessment of Institutional response

One to three iterations if all requirements are not met

Recommendation to Council of Commissioners

Accreditation recommendation to the Minister

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YOUR TURN

WHAT IS A SELF-STUDY?

Self-Study Defined

“The Self-Study is a self-critical, evidence based and analytical document which clearly shows the ways in which the institution is addressing the Standards, identifies strengths and weaknesses of the academic programs, and outlines plans for addressing the weaknesses.”

Procedural Manual for Renewal of Program Accreditation page 4

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Take Away from the Definition

The Self-Study is Self-Critical, Evidence based, Analytical

The Self-Study identifies strengths and weaknesses of the academic programs.

The Self-Study outlines Plans for addressing the weaknesses.

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YOUR TURN

WHY DO INSTITUTIONS PREPARE A SELF-STUDY?

WHO SHOULD TAKE PART IN THE SELF-STUDY PROCESS?

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Purpose of the Self-Study

The Self-Study Report and the Standards serve as the basis for the onsite evaluation by External Review Teams.

The Self-Study plays a significant role in meeting the Expectations of the CAA.

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WHO SHOULD TAKE PART IN THE SELF-STUDY PROCESS

The Self-Study Process has to be inclusive. The Process should involve the participation of all stakeholders (Administration, Faculty, Staff, Governing Board, Students)

The Document that results from such an inclusive process is always a better product.

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Self-Study Weaknesses Identified by Reviewers

Lack of Analysis

Don’t follow the CAA specified format

Present very little or no evidence

Don’t tell the whole story

Poorly put together

Spelling and Grammatical Errors

Poorly labeled Appendix and Supporting Documents

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The Standards 2019

Sections of the Self-Study and the Standards Section 1: Quality Assurance (Standard 2)

Section 2 :Educational Programs (Standard 3)

Section 3:Research and Scholarly Activities (Standard 4)

Section 4: Faculty and Professional Staff (Standard 5)

Section 5: Students (Standard 6)

Section 6: Learning Resource Center (Standard 8)

(PLEASE REFER TO PP. 15-27 of Procedural Manual for Renewal of Program Accreditation)

Addressing the StandardsStandard 2 Quality Assurance

Section1: Quality Assurance (Standard 2)

1.1 Quality Assurance System

1.2 Continuous Quality Enhancement

1.3 Quality Assurance Unit

The Application for RPA includes a copy of the

institution’s current Quality Assurance Manual

Evidence that the results of institutional research are used to

improve the program.

that benchmarking is used as part of continuous

quality improvement,

that the resultant improvements are monitored and

evaluated.

Self-Study demonstrates that the institution maintains

a quality assurance unit that is adequately resourced

to perform all functions and supports the program.

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Addressing the StandardsStandard 3 Educational Programs

Section 2: Education Programs (Standard 3)

2.1 Program Planning & Development

2.2 Budgeting for Programs

2.3 Program Structure & Completion Requirements

How does the program fill the needs of students and

society? Involves feasibility study, employment

projection, student enrollment, graduation, a cohort

analysis. Goals and outcomes of the program and any

changes since the last program accreditation

Capacity to sustain the program. Detailed budget and

financial projections.

If not sustainable institution is required to provide a

plan for the phase out of the program.

Course files must be available to the Review Team

How does the program meet International standards?

Any changes since the last program accreditation

review

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2.4 National Qualifications Framework (QFEmirates)

2.5 Graduate Programs

2.6 General Education

2.7 Remedial Courses

PLOs are consistent with the defined level of the

degree/award specified in QFEmirates.

The program is designed and delivered at the

appropriate level of QFEmirates.

The Self-Study must show that the program puts

emphasis on the development of research and other

competencies expected in graduate education

The Self-Study must show that General Education

programs are evaluated.

Address how General Education supports the

program outcomes

Do students who complete remedial courses progress and

succeed in academic programs?

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2.8 Internship or Practicum

2.9 Teaching and Learning Methodologies

Where applicable the Self-Study must document the

effectiveness of the program .

The Self-Study must include a detailed Internship

Manual .

The Self-Study must discuss the strategy and

philosophy for teaching in the program.

What are the institutional guidelines for optimal class

size?

How does the institution evaluate teaching and

learning in the program? How are results used to

make improvements?

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2.10 Student Assessment

2.11 Course Delivery

2.12 Course and Program Evaluation

The Self-Study must provide evidence on how a

variety of assessment approaches are used in the

program. The Review team looks at course files for

this evidence.

Are the teaching strategies used in the program

effective?

Do faculty adhere to the syllabi while delivering the

courses? Are markings accurate and consistent?

Again, the course files are the source of the evidence.

Are there appropriate policies and procedures by

which the institution evaluates the effectiveness of all

academic courses and programs?

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2.13 Program Effectiveness

2.14 Substantive Change for Programs

The Self-Study must provide evidence of a thorough

analysis and summary of the results of program

effectiveness. How were the results used to make

improvements in the program? Program graduate

outcomes including employability should be part of the

summary.

Were there any CAA approved substantive changes

to the program since the last program accreditation?

If so the Self-Study should list them in this section.

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Addressing the StandardsStandard 4 Research & Scholarly Activities

Section 3: Research & Scholarly Activities

(Standard 4)

3.1 Strategy and Policies

3.2 Support for Research and Scholarly Activity

3.3 Collaborative Research and Scholarly Activity

What it the institution’s research strategy in the

context of the program under review?

Are faculty research active? Are students engaged in

the research?

What kinds of support does the institution provide to

faculty and students in the program?

Are the facilities and equipment appropriate for the

type of research the program under review requires?

Is there evidence of collaborative research with

external agencies and organizations related to the

program? How effective is it? How does it enrich the

program?

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Addressing the StandardsStandard 4 Research & Scholarly Activities

Section 3: Research & Scholarly Activities

(Standard 4)

3.4 Expectations for Research and Scholarly Activity

3.5 Research and Scholarly Outputs

What are the research and Scholarly expectations for

faculty and students? Are these expectations being

met?

What does the research and scholarly activity of

faculty and students in the program look like?

How does it contribute to improvement in the

program?

How does it impact the community and national goals?

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Addressing the StandardsStandard 5 Faculty and Professional Staff

Section 4: Faculty and Professional Staff

(Standard 5)

4.1 Faculty Manual

4.2 Professional Staff Manual

4.3 Recruitment and Terms of Employment

4.4 Faculty Qualifications

The Institution is required to submit a current Faculty

Manual with the Self-Study

The Institution is required to submit a current Staff

Manual with the Self-Study

How does the institution recruit faculty to the

program?

What are some of the challenges and how did the

institution address the challenges?

The Self-Study provides information on faculty

qualifications including rank, degrees earned,

specialization ,institution, and demographic

information.

The review team expects to see workload and teaching

assignment data

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(Standard 5)

4.5 Graduate Faculty

4.6 Professional Staff Qualifications

4.7 Faculty Workload

Here the Self-Study needs to document research

activity, academic rank, supervisory experience, and

high level teaching experience.

Describe the composition and profile the program

professional staff.

An analysis of faculty workload is required. This

includes administrative duties and any assignments

outside the program under review

The Self-Study should talk about the adequacy of

existing full and part time faculty to fully support the

program in compliance with the Standards. Plans for

addressing any deficiencies must also be addressed.

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(Standard 5)

4.8 Part-time Faculty

4.9 The Role of Faculty

4.10 Professional Development

4.11 Employee Records

Here the focus is adherence to Stipulation 5.8 of the

Standards. (Please refer to PP 48-49 of the Standards)

Here the Self-Study must demonstrate the program’s

compliance with Stipulation 5.9 of the Standards.

(Please refer to PP 49 of the Standards)

The Self-Study must show the arrangements for

supporting faculty and staff professional development.

The professional development budget and data on

actual expenditure on PD activities must be presented

The Self-Study must document the programs

adherence to Stipulation 5.11 of the Standards. (Please

refer to p. 50 of the Standards)

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(Standard 5)

4.12 Evaluation

4.13 Code of Conduct

4.14 Disciplinary Actions and Appeals

4.15 Grievances

The Self-Study must demonstrate that the program

faculty and staff are evaluated on an annual basis and

professional development plans are derived from the

evaluations. The reviewers expect to see evidence of

this during the site visit.

The Self-Study Must demonstrate adherence to

Stipulation 5.13 of the Standards. (Please refer to p. 50

of the Standards.)

The Self-Study must document there is a policy in pace

and it is followed . Stipulation 5.14 of the Standards

makes this clear (Refer to p, 51 of the Standards)

As per Stipulation 5.14,the Self-Study must document

the grievance policy and procedures (Please refer to P.

51 of the Standards)

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(Standard 5)

4.16 Graduate AssistantsThe Self-Study must demonstrate the accepted use of

graduate assistants in teaching and instruction.

Stipulation 5.16 of the Standards sets the rule. ( Please

refer to p. 51 of the Standards.)

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Addressing the StandardsStandard 6 Students


5.1 Catalog

5.2 Undergraduates Admission

5.3 Graduate Admission

5.4 Transfer Admission, Transfer credit & Advanced

Standing

The institution must submit the current catalog with

the Self-Study (Graduate or Undergraduate)

The undergraduate admissions details must be

presented in the Self-Study and demonstrate they are

in compliance with Stipulation 6.2 of the Standards.

(Please refer to p.52 of the Standards.)

The graduate admissions details must be presented in

the Self-Study and demonstrate they are in compliance

with Stipulation 6.2 of the Standards. (Please refer to

p.52 of the Standards.)

The Self-Study must demonstrate the effectiveness of

the arrangement if it applies to the program under

review

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5.5 Recognition of Prior Learning (RPL)

5.6 Registration and Records

5.7 Student Support Services

5.8 Advising Services


the arrangement if it applies to the program under

review

Here the Self-Study must show that the registration

and records of students in the program must adhere to

Stipulation 6.6 of the Standards. (Please refer to p.58

of the Standards)

The expectation here is documenting the types of

Students services provided in the program including

any financial aid and scholarship,

How effective are the advising services in helping

students progress through the program and graduate?

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5.9 Student Activities and Publications

5.10 Student Behavior and Academic Integrity

5.11 Student Appeals and Complaints

The Self-Study must document any special activities

and publications associated with the program under

review

How does the program ensure academic integrity. How

are violations handled and recorded? The review team

will ask for evidence of adherence to the policy in

place.

Here the focus is adherence to Stipulation 6.11 of the

Standards. The Self-Study must demonstrate that

there is a process in place and it is applied consistently.

(Please refer to P. 59 of the Standards)

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5.12 Student Handbook

5.13 Alumni

5.14 Feedback from students

The Self-Study submission must include a current

copy of the Student Handbook

How does the program stay on touch with Alumni? Is

there an Alumni office? How does the program under

review benefit from this connection?

Does the program systematically gather feedback from

students?

How is the feedback used to improve the program and

the institution as a whole?

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Addressing the StandardsStandard 8 Learning Resources Center

Section 6: Learning Resources Center (Standard

8)

6.1 LRC Facilities and Infrastructure

6.2 Staff

6.3 Operations

6.4 Electronic and Non-electronic Collections


the LRC to aid teaching and learning in the program.

(Please refer to Stipulation 8.1 of the Standards P.64)

Here the Self-Study must show the adequacy of the

LRC staff to support the program. (Please refer to

Stipulation 8.2 of the Standards P.64)

The Self-Study must include detailed timed-action

plans to address any deficiencies in the LRC.

The self-Study must provide an evaluation of the LRC

resources both print and electronic.

The currency and relevancy of the collection for

teaching and research must be addressed in the Self-

Study

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Addressing the StandardsStandard 8 Learning Resources Center

6: Learning Resources Center (Standard 8)

6.1 LRC Facilities and Infrastructure

6.2 Staff

6.3 Operations

6.4 Electronic and Non-electronic Collections

6.5 Cooperative Agreements

Is there adequate space? Stipulation 8.1

Sufficient number of professionallyqualified staff ? Stipulation 8.2.

Detailed plan to address any deficiencies

Evaluation of the LRC Resources. Wide involvement

in the development of collections.

What kinds of arrangements are there with other

LRCs and agencies?

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In Summary

The Self-Study is a required Document for the

Accreditation Process

It Must Address all the Standards

It has to be Analytical, Self-Critical, Evidence Based

Identifies Strengths & Weaknesses of the Program

Has to Include Plans for Addressing weaknesses of the

Program

Thank you!

Group Assignment

Section 2 Educational Programs (Standard 3)

Please refer to the Sample Self-Study section included in your workshop material.

Reflecting back on the material presented please address the following questions

Does Section 2 of the Self-Study properly address Standard 3?

What are the strengths of the Section?What are the weaknesses of the Section?Based on your reading, what changes would you make to the section?Based on your reading, is enough evidence presented in each section?Please provide an overall assessment of the Section 2 of the Self-Study

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Practical Session/ Group Exercise

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Hands On / Team Exercise

GOOD LUCK