Challenges in Implementation of Standards for Licensure and Accreditation in the UAE Dr. Badr Aboul-Ela (Director – CAA) Dr. Ian Cumbus (Commissioner – CAA)

UAE Higher Education Current facts: Total HE student population: 84,000 52,000 in non-federal institutions (57) 32,000 in federal institutions (3) In private institutions overall the UAE nationals constitute 39% of the student population. Of the 57 private institutions 42 are classified as ‘for profit’ and 15 are ‘non-profit’.

Annual CAA Approval of Initial Institutional Licenses Year Number of Initial Licenses 1994 5 1999 3 2000* 8 2001 2002 1 2003 2 2004 2005 2006 9 2007 7 2008 11 Total 57 * CAA inaugurated

Federal Authority within the Ministry of Higher Education and Scientific Research Capability and authority to evaluate all existing non-federal higher education institutions in the UAE and engage in dialog to seek compliance or closure. Establishment of Standards for Licensure and Accreditation that commanded respect and attention by all institutions seeking Ministry recognition. Communications through the MOHESR website on those institutions recognized through licensure, and their programs through accreditation. Capacity to seek uniformly high quality and standards across Emirate boundaries. Authority to engage with international accrediting agencies and ministries to seek mutual recognition and to work together on common goals for quality assurance.

Institutional Licensure Licensure ensures that an institution can achieve its mission by having appropriate – Mission for higher education Governance structure Policies and procedures Physical and fiscal resources Academic programs Faculty and staff Quality assurance measures

CAA Program Accreditation The Standards for Licensure and Accreditation and the institution’s program proposal or program self-study that addresses the standards in terms of the program provide the basis for review by the Commission staff and a committee of international experts who assess each program both through paper documentation and a campus visit.

Agency Challenges: Parity of policy implementation: an ‘even playing field’ for institutions. Consultation, consistent application and transparency. Clearly defined expectations: Standards for Licensure and Accreditation (4 Editions over the nine year history of the CAA).

CAA Standards for Licensure and Accreditation (4th Edition) 2007 Sections: Mission and Institutional Effectiveness. Organization, Governance, and Leadership. The Academic Program. Faculty and Professional Staff. Students. Library and Other Information Resources. Physical and Technology Resources. Fiscal Resources. Public Disclosure and Integrity. Research.

CAA Standards for Licensure and Accreditation (4thEdition) 2007 CAA Standards for Licensure and Accreditation (4thEdition) 2007. CONTENTS: Academic Program Accreditation Introduction Applying for Accreditation Guidelines for the Program Proposal or Program Self-Study 1. Mission and Institutional Effectiveness 2. Organization, Governance, and Leadership 3. The Academic Program 4. Faculty and Professional Staff 5. Students 6. Library and Other Information Resources 7. Physical and Technology Resources 8. Fiscal Resources 9. Public Disclosure and Integrity 10. Research Appendices: Appendix A Required Documents and Their Contents Appendix B Policy on Substantive Change Appendix C Guidelines for Good Practice in Practicums or Internships Appendix D Glossary of Terms Appendix E Self-Study Guidelines for Renewal of Licensure Preface Institutional Licensure Introduction Applying for Licensure Initial Licensure Renewing Licensure Standards and Criteria 1. Mission and Institutional Effectiveness 2. Organization, Governance, and Leadership 3. The Academic Program 4. Faculty and Professional Staff 5. Students 6. Library and Other Information Resources 7. Physical and Technology Resources 8. Fiscal Resources 9. Public Disclosure and Integrity 10. Research

CAA Program Accreditation Reviews in the UAE 2008 2007 2006 2005 2004 2003 2002 2001 2000 Total Business Admin. & Management 21 24 20 14 7 6 10 4 127 Computing/IT 5 8 12 3 2 - 48 Engineering 16 13 1 67 Health Sciences 11 9 36 Design/Architecture 30 Languages/Arts/Social 25 Education Law 18 Media/Communication Sciences Hospitality/Tourism Air Transport 73 69 58 53 26 28 414

CAA Standards Section 1: Mission and Institutional Effectiveness The institution has a distinct and clearly articulated mission that is appropriate to an institution of higher education, focused upon its identity, its educational and other goals, and the students and communities it wishes to serve. The mission serves to distinguish the institution and aids in planning and resource allocation.

Feasibility Study/Needs Analysis What is the need for the program, based on market survey of prospective students and of prospective employers of graduates? Who will the students be? –including numbers, backgrounds, and other pertinent information. Where will they come from? Which are the competing institutions offering comparable programs in the same geographic area? Why will students select the proposed institution or program rather than its competitors? Who will hire the graduates of the proposed programs? What is the demonstrated need for graduates who have the learning outcomes the programs propose to provide?

The elusive ‘quality culture’ In many cases observed by the CAA there is a: Lack of trained personnel in quality assurance methodologies Lack of top level commitment to the ethos of quality assurance Lack of understanding of outcomes-based assessment Lack of engagement across all academic and non-academic units Lack of direct measures and an over-abundance of indirect survey methodologies Lack of evident linkage between data acquisition and quality improvement plans

Institutional Governance CAA Standards Appendix A By-Laws of the Governing Body Membership and protocol. The board: a. consists of duly appointed or elected members in accordance with the institution’s policies and procedures; b. has a membership that ensures an appropriate balance of individuals with the range of expertise necessary to guide the policies and strategic planning of the institution; c. has members representing the U.A.E. community; d. ensures that investors in the institution do not form the majority of board members; e. stipulates the term of office for board members; f. establishes a policy concerning conflict of interest including prohibitions and limitations on financial dealings between board members and the institution; g. approves the institution’s by-laws; h. meets at least twice annually; i. maintains official records of all meetings.

Agency Challenges Public Transparency: Website (www.caa.ae) updated on a routine basis. Includes the lists of recognized institutions and programs, the CAA’s Strategic Plan, staff details, Standards and institutional data. Program Reviews: Peer review process with site visits.

Benefits of Program Review Visits Detailed review of curriculum in relation to best international practice and norms. Site visits used to evaluate program-related learning resources, equipment and facilities. Full accreditation reviews evaluate the achievement of program outcomes through scrutiny of course files, interviews with students, faculty, alumni and employers. Full accreditation reviews are able to assess the academic level in relation to international framework standards, through the above instruments. Visiting Committees can experience at first hand the learning environment and student support systems. First hand experience of the local environment to inform recommendations on program contextualization. Full accreditation reviews can include visits to internship sites – hospitals, industries and organizations, to evaluate the student experience.

Agency Challenges Outcomes-Based Assessment: A widespread shift across accreditation agencies. CAA tackles through the vehicle of program accreditation using contextualized examples. Admission Requirements: a constant challenge!

CAA Standards Section 5: Students. 5.3: Undergraduate Admission 5.3.4 Undergraduate admissions requirements include qualitative and quantitative measures, completion of secondary school, and other preparation that is consistent with the current requirements of the Ministry and with the curriculum of the academic program in which the student wishes to enroll. (Minimum of 60% Secondary School Cert., TOEFL 500(173CBT) or IELTS 5.0)

Register of External Reviewers In 2008 the Commission deployed 135 reviewers in accrediting 71 programs. This was achieved partly by clustering related programs within the expertise range of the Visiting Committees. Agencies must have capacity to maintain a register, manage logistics and review the operations.

Course Files/Portfolios – a cornerstone of good practice A readily evaluated source of current course information for external examiners or accreditation reviewers A set of material to inform the internal annual course and program review process and the quality improvement plans A set of material to inform additional or replacement faculty members as they prepare for course delivery

e-Learning Standards for Licensure and Accreditation (CAA, 2007) “The Commission recognizes that the continuing development of e-learning and its worldwide acceptance depend upon rigorous quality assurance and diverse ways of ensuring comparability in learning outcomes with an on-campus experience” CAA Standards, 2007

External Review of the CAA (2004) Reported benefits of licensure and accreditation from institutions: Mission and goals: Assisted with articulating accurate and realistic mission statements. Admissions: Improved definition and transparency of criteria, and increased compliance. Curriculum: Better benchmarking against international standards and professional expectations. Instruction: Improved methods of instruction, including syllabi and course web sites. More faculty professional development. Faculty: More regular and effective evaluation processes. More highly qualified faculty acquired from diverse backgrounds. Library: More electronic systems and resources and improved access. Physical Facilities: Improved teaching space and faculty offices.

HE Diversity - One size no longer fits all Standards Branch Campus Online Learning Vocational Programs New Universities and Colleges Increased number of entry & exit points (certificates)