Index
Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
ISBN: 978-1-80262-556-1, eISBN: 978-1-80262-555-4
ISSN: 2055-3641
Publication date: 11 December 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Saeed, S.T. and Sherwani, K.H. (Ed.) Quality Assurance in Higher Education in the Middle East: Practices and Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 54), Emerald Publishing Limited, Leeds, pp. 205-214. https://doi.org/10.1108/S2055-364120230000054015
Publisher
:Emerald Publishing Limited
Copyright © 2024 Sameerah T. Saeed and Karwan H. Sherwani
INDEX
Abductive thematic analysis
, 71
Academic attainment
, 78
Academic curricula
, 57
Academic leadership
, 131–132
Academic programs
effective communication
, 167–168
fundamental factors for success of assessment of
, 167
key indicators of assessment process
, 169
planning for assessment process
, 167
selection of assessment committee
, 168–169
simplicity of model and credibility of data
, 168
Academic Quality
, 172–173
Accounting Program
, 127
Accreditation Board for Engineering and Technology (ABET)
, 27, 42, 123, 150
Accreditations
, 2–3, 91, 94, 96
background
, 117
basis of evaluation and significance of
, 62
case study
, 124–134
department
, 149
digitalization and technology
, 133–134
in Egypt
, 64
governance and academic leadership
, 131–132
initiatives to support PERMA’s well-being aspect and contribution to QAA
, 135–138
NAQAAE principles of QA and
, 61
impact of pandemic on HE
, 119–120
pandemic response by accreditation agencies
, 120–124
process
, 33, 37, 117
of programs
, 35
QAA in Saudi Arabia’s HE Sector
, 118–119
role of QAA in HE
, 117
Saudi Arabia’s HE Sector
, 117–118
in stakeholders’ involvement
, 25–28
teaching and learning
, 132
three strands of accreditation journey
, 131
Adoption process of online learning
, 103
Adult learning
, 110
Advisory Committee
, 132
Advisory friends
, 138
Advocacy
, 108–109
Agency for Monitoring and Scientific Assessment
, 149
Al-Azhar universities
, 52
Alexandria Institute of Technology (AIT)
, 56
Alumni
, 28
American University in Cairo (AUC)
, 55, 166
BI dashboards
, 181
Core Curriculum Program
, 170
Office of Budget and Financial Planning
, 182
School of Continuing Education
, 55
Arab Network for Quality Assurance in Higher Education (ANQAHE)
, 5–6, 124
Arab Open University (AOU)
, 55
Arab Organization for Quality Assurance in Education (AROQA)
, 7
Arab Spring, The
, 2
Artificial Intelligence (AI)
, 90
Assessment
academic quality
, 172–173
alignment of program with mission of institution
, 169
competitiveness of program
, 178–179
enrollment and retention
, 174–176
faculty characteristics and qualifications
, 176–177
framework for program reviews
, 169
fundamental factors for success of assessment of academic programs
, 167–169
key indicators of
, 169
planning for
, 167
process
, 15, 166
program assessment plans and reporting
, 177–178
program economics
, 179
of teacher’s portfolio
, 148
tools
, 147
Assessment committee, selection of
, 168–169
Association of Chartered Certified Accountants (ACCA)
, 37, 42
Association of Governing Boards of Universities and Colleges (AGB)
, 131
Association of Masters of Business Administration (AMBA)
, 123
Association to Advance Collegiate Schools of Business (AACSB)
, 26–27, 37, 150
Asynchronous technology
, 119
Augmented Realities (AR)
, 90
Australian curriculum design team
, 94
Australian Higher Education (Australian HE system)
, 86
Australian Qualifications Framework (AQF)
, 91
Australian quality processes
, 91–92
Australian Universities
, 91
Bahrain Chambers of Commerce and Industry (BCCI)
, 37–38
Bahrain Education and Training Quality Authority (BQA)
, 21
evaluation of review reports by
, 29
respondents
, 38
Bahrain Society of Engineers (BSE)
, 29
Bahraini context
, 29
Blockchain
, 90
Bologna process
, 6
British Accreditation Council (BAC)
, 122
Business intelligence (BI)
, 174
Categorization of stakeholders
, 41–42
Challenges
, 124, 126, 135
Co-design process
, 93
Collaborative curriculum development process
, 88
College of Business Administration (CBA)
, 14, 125–126, 135
accreditation journey
, 127–130
case study methodology
, 131
impact of pandemic on
, 126–127
using PERMA well-being model during accreditation journey
, 130–131
QAA at CBA–PNU during pandemic
, 124–134
Research Centre
, 137
College Quality of Teaching and Learning Management (CQTLM)
, 127, 135
Commission for Academic Accreditation (CAA)
, 3, 95–96
Communication
, 89
skills
, 76
Comparative analysis on involvement of external stakeholders
, 30–35
Competitiveness of program
, 178–179
Computer-based models
, 120
Constructive learning approach
, 50
Continuous academic development (CAD)
, 148
Core Life Skills
, 90
Coronavirus outbreak
, 109
Council for Higher Education Accreditation (CHEA)
, 122
Council for the Accreditation of Educator Preparation (CAEP)
, 26
Course book
, 148
Course syllabus
, 148
COVID-19
crisis
, 126
hub
, 123
lockdown
, 107
outbreak
, 50
pandemic
, 13, 102–105, 116, 119
Curricula and working with QA processes, experience in developing
, 90–96
Curriculum
design process
, 92
development
, 86, 89, 96
projects
, 87
quality
, 73
requirements and quality process
, 94
Data collection methodologies
, 151
Deanship of Quality Assurance and Accreditation (DQAA)
, 127
Designated quality body (DQB)
, 122
Digital Transformation and Governance Network (DTGN)
, 108
Digitalization
, 133–134
Distance learning
, 111, 121
Document analysis
, 51
Documentary sources
, 151
Dubai
, 89–90
Dubai Institute of Design and Innovation (DIDI)
, 89, 95
E-Learning
AIT
, 56
American University in Cairo School of Continuing Education
, 55
AOU
, 55
EELU
, 56
Egyptian HE System
, 51–53
in Public Universities in Egypt
, 53
e-Learning Competence Centre (ELCC)
, 53
E-pedagogy
, 106
Economic Development Board (EDB)
, 37
Economics Program
, 127
EdTech Industry
, 109
Education and Training Evaluation Commission (ETEC)
, 118
Education process
, 4
Education Technology Syndicate Lebanon
, 108
Education technology tools
, 103
Educational access to marginalized communities
, 110
Educational rules and regulations
, 71–72
Educational systems
, 72–73
Educational technology
, 52
Effective communication
, 167–168
EFMD Quality Improvement System (EQUIS)
, 123
Egypt, e-learning in Public Universities in
, 53–55
Egyptian Distant Learning Open University (EDLOU)
, 51
Egyptian e-Learning University (EELU)
, 56
Egyptian Education Initiative (EEI)
, 51
Egyptian educational system
, 52
Egyptian government
, 53
Egyptian HEIs, external quality assurance and accreditation of
, 59–60
Egyptian Information and Communication Technology Trust Fund (Egypt ICT Trust Fund)
, 52
Egyptian Knowledge Bank (EKB)
, 52
Egyptian learning organization
, 51
Electronic commerce (eCommerce)
, 56
Emirates Qualifications Framework (EQF)
, 90
Employability
, 87, 89, 97
of graduates
, 94
Employers
, 75
English language proficiency
, 78–79
Entrepreneurship
, 87–89, 96–97
European Association for Quality Assurance in Higher Education (ENQA)
, 27
Evaluation process
, 150, 157
Executive decision-making entities and bodies, interviews with
, 37–40
Expatriate learning
, 110
Expenses
, 181–183
Experiential learning
, 173
tools and techniques
, 172
External accreditation process
, 92
External assessment
, 148–149
External evaluators
, 29
External examiners
, 29
External moderators
, 29
External QA
, 119
and accreditation of Egyptian HEIs
, 59–60
External quality assurance agencies (EQA agencies)
, 20, 28
in involving professionals, professional societies, and union groups
, 42
in Kingdom of Bahrain
, 21–22
External stakeholders
, 28
comparative analysis on involvement of
, 30–35
international practices of external stakeholders’ involvement within HEIs
, 22–24
involvement
, 20
Faculty development programs (FDP)
, 137
Faculty members, quality of
, 73–74
Feedback
, 50
Financial model
, 179–180
Fourth Industrial Revolution (Industry 4.0)
, 89
General Department for Educational Testing and Accreditation (GDETA)
, 5
Globalization
, 104, 166
in HE
, 78
Governance
, 131–132
Government directives
, 50
Grade point average (GPA)
, 78
Graduate attributes
, 75, 89, 91–92, 97
Graduate satisfaction and placement survey
, 191–195
Gulf Cooperation Council (GCC)
, 69
countries
, 73
Medical Colleges Deans’ Committee
, 69
region
, 110
High-quality faculty members
, 74
High-quality medical education and graduate
interviews with medical employers in Saudi Arabia
, 70–71
quality in medical education
, 71–75
quality management in medical education in Saudi Arabia
, 68–70
quality of medical graduates
, 75–80
High-quality training program
, 74
Higher education (HE)
, 2, 68, 86, 116, 144
assessment framework for program reviews
, 169–183
beginnings of QA in
, 4–5
fundamental factors for success of assessment of academic programs
, 167–169
impact of pandemic on
, 119–120
QAA role in
, 117
system in Saudi Arabia
, 117
Higher Education Council (HEC)
, 21, 38
Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT)
, 5
Higher education institutions (HEIs)
, 51, 102–104, 116, 166, 180
international practices of external stakeholders’ involvement within
, 22–24
in Lebanon
, 111
Higher Education Standards Framework (HESF)
, 91
Hungarian Accreditation Committee (HAC)
, 122
IEEE
, 37
Improvement in decision-making policy
, 10
Indirect expenses
, 182
Industrial Design (ID)
, 13
Institutional Accreditation
, 119
Integrated Postsecondary Education Data System (IPEDS)
, 179
Intended Learning Outcomes (ILOs)
, 57
Internal QA systems
, 56–57, 119
Internal quality assurance (IQA)
, 20
in involving professionals, professional societies, and union groups
, 42
in Kingdom of Bahrain
, 21–22
of OL
, 56
International accreditation bodies
, 26, 28, 42
International Arab Conference on Quality Assurance in Higher Education
, 7
International Association for Continuing Education and Training (IACET)
, 55
International Network for Quality Assurance Agencies in Higher Education (INQAAHE)
, 37, 123
International practices of external stakeholders’ involvement within HEIs
, 22–24
International Standard Classification of Education (ISCED)
, 118
Internationalization at Home (IaH)
, 109–110
Involvement of external stakeholders, comparative analysis on
, 30–35
Involvement to purpose and to concrete objectives, streamlining level of
, 40–41
Iraq, quality assurance in
, 149–150
IT skills
, 79
Japan University Accreditation Association
, 5
Kingdom of Saudi Arabia (KSA)
, 87–89
NQF
, 93
quality processes
, 92–94
Knowledge and Human Development Authority (KHDA)
, 3
Kurdistan Region, quality assurance in
, 145–147
Kurdistan Region of Iraq (KRI)
, 146
Kurdistan Regional Government (KRG)
, 144
Leadership
, 132
Learning, 132 (see also Online learning (OL))
methods
, 119
Learning management systems (LMSs)
, 106
Learning Outcomes (LO)
, 90
Lebanon, online higher education context in
, 104–105
Legitimization
, 25
Machine Learning (ML)
, 90
Madad Tutoring Centre
, 126
Malaysian Qualifications Agency (MQA)
, 5
Management Program
, 127
Massachusetts Institute of Technology School of Architecture and Planning (MIT)
, 89, 95
Medical education
, 68
quality in
, 71–75
quality management in medical education in Saudi Arabia
, 68–70
Medical employers in Saudi Arabia, interviews with
, 70–71
Medical graduates, quality of
, 75–80
Medical training
, 74–75
Medicine
, 72, 77
Members of Bahrain’s National Vocational Commission
, 37
Memorandums of understanding (MoUs)
, 123
Mentoring program for professional development
, 136–137
Method effect
, 151
Microsoft Forms
, 151
“Middle class” families
, 106
Middle East (ME)
, 51
Middle East and North Africa (MENA)
, 86, 120
Australian quality processes
, 91–92
background
, 87
countries
, 87, 122
Dubai
, 89–90
economies
, 3
experience in developing curricula and working with QA processes
, 90
important learnings
, 96–97
KSA
, 88–89
KSA quality processes
, 92–94
region
, 105, 110
UAE quality processes
, 94–96
Minister of Higher Education (MOHE)
, 61
Ministry of Communications and Information Technology (MCIT)
, 52
Ministry of Education (MoE)
, 68, 87
Ministry of Education and Higher Education (MEHE)
, 105
Ministry of Finance (MOF)
, 118
Ministry of Health (MOH)
, 119
Ministry of Higher Education
, 58, 146
and Scientific Research website
, 147
Ministry of Higher Education and Scientific Research within the Central Government of Iraq (MHE-IQ)
, 144, 149
Ministry of Higher Education and Scientific Research within the Kurdistan Region of Iraq (MHE-KRI)
, 144–147
components of quality assurance in
, 147–149
Ministry of Labor (MoL)
, 37
Mixed approach
, 151
National Accreditation Council (NAC)
, 150
National Architectural Accrediting Board (NAAB)
, 27
National Assessment and Accreditation Council (NAAC)
, 122
National Authority for Quality Assurance and Accreditation of Education (NAQAAE)
, 12, 59, 64
basis of evaluation and significance of accreditation
, 62
governance and accreditation
, 61
principles of QA and accreditation
, 61
sustainable quality assurance system
, 62–63
National Authority of Quality Assurance and Accreditation (NAQAA)
, 3
National Commission for Academic Accreditation and Assessment (NCAAA)
, 3, 14, 69, 75, 88, 93, 116, 118
Academic Accreditation Standards for E-Learning and Distance Education Institutions and Programs
, 118
accreditation, receiving
, 133–134
Program Accreditation Standards 2018
, 118
National Committee of the QAAP, The
, 57
National Conference for HE (2000) (NCHE)
, 57
National E-learning Centre (NELC)
, 53
National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE)
, 5
National Qualification Framework (NQF-KSA)
, 118
National Qualification Framework
, 70
National Qualifications Authority
, 90
National Qualifications Frameworks (NQFs)
, 22
National Quality Assurance and Accreditation Agency (NQAAA)
, 123
National Quality Framework (NQF)
, 88
National University Ranking of Kurdistan Region (NUR-KRG)
, 146
Need-satisfaction vision
, 41
Non-academic interviewees
, 38
Occupational Outlook Handbook of the United States Bureau of Labor Statistics, The
, 179
Oman Academic Accreditation Authority (OAAA)
, 6
Oman Quality Network in Higher Education (OQNHE)
, 6
Online accreditation process
, 123
Online education
, 104
Online higher education context in Lebanon
, 104–105
Online learning (OL)
, 12, 50
internal quality assurance of
, 56
quality in
, 103–104
Online learning quality assurance (OLQA)
, 51
Online review process
, 123
Online systems
, 158
Online technologies
, 120
Pandemic
impact on CBA
, 126–127
impact on HE
, 119–120
QAA at CBA–PNU during
, 124–134
response by accreditation agencies
, 120–124
Parents
, 23
Policies
and practices
, 131
of QA in higher education
, 3
Positive emotion, engagement, relationships, meaning and accomplishment/achievement (PERMA)
, 128, 130
mentoring program for professional development
, 136–137
model
, 117
QC
, 135–136
QF
, 137–138
well-being aspect and contribution to QAA
, 135
well-being model during accreditation journey
, 130–131
Power/dynamism matrix
, 23
Practical skills
, 77–78
Practices of QA in higher education
, 3
Princess Nourah Bint AbdualRhaman University (PNU)
, 14, 124–125, 128
QS World University Ranking
, 134
Professional development, mentoring program for
, 136–137
Professional organizations
, 37–38
Professional Standards Framework (PSF)
, 24
Professionalism
, 76
Program assessment
plans and reporting
, 177–178
process
, 169
Program economics
, 179
expenses
, 181–183
financial model
, 179–180
revenues
, 180–181
Program learning outcomes (PLO)
, 158
Program margins
, 179
Program of Continuous Improvement and Qualifying for Accreditation (PCIQA)
, 12, 56, 58–59
Program review framework
, 169
Programmatic Academic Accreditation
, 119
Provisional Programmatic Accreditation
, 119
Public and private universities
, 144–146, 148–152, 159–160
Public health measures
, 116
Public Universities in Egypt, e-learning in
, 53–55
Qualitative/quantitative analysis
, 145
Quality
, 4–5
academic attainment
, 78
adult and expatriate learning
, 110
advocacy
, 108–109
challenges to
, 106
curriculum quality
, 73
EdTech Industry
, 109
educational access to marginalized communities
, 110
educational rules and regulations
, 71–72
educational systems
, 72–73
english language proficiency
, 78–79
of faculty members
, 73–74
frameworks
, 22
improvement programs
, 132
infrastructure and technical barriers
, 107
internationalization at home
, 109–110
IT skills
, 79
learners’ environment and pedagogical barriers
, 106–107
in medical education
, 71
of medical graduates
, 75
medical training
, 74–75
online higher education context in Lebanon
, 104–105
in online learning
, 103–104
opportunities and lessons learned
, 108
practical skills
, 77–78
social, psychological and personal challenges
, 107
soft skills
, 75–77
standards
, 69, 70
work experience
, 79–80
Quality assurance (QA)
, 2, 116–117, 124, 158
agencies
, 6
background and setting stage
, 2–4
beginnings of QA in higher education
, 4–5
components of quality assurance in MHE-KRI
, 147–149
continuum
, 25
data analysis
, 152–160
definitions, roles, and impacts
, 7–11
experience in developing curricula and working with QA processes
, 90–96
fuss
, 6–7
in Kurdistan Region
, 145–147
literature review
, 145
mechanisms
, 105
methods
, 151–152
NAQAAE principles of QA and accreditation
, 61
process
, 145, 152
quality assurance in Iraq
, 149–150
Quality Assurance Agency for Higher Education
, 122
Quality Assurance and Accreditation (QAA)
, 116
CBA
, 125–126
CBA’s accreditation journey
, 127–131
at CBA–PNU during pandemic
, 124
implementation
, 117
initiatives to support PERMA’s well-being aspect and contribution to
, 135–138
journey ends
, 134
impact of pandemic on CBA
, 126–127
PNU
, 124–125
role in HE
, 117
in Saudi Arabia’s HE Sector
, 118–119
three strands of accreditation journey
, 131–134
Quality Assurance and Accreditation Project (QAAP)
, 12, 56–58
Quality circles (QC)
, 14, 135–136
Quality Friends (QF)
, 14, 137–138
Quality management
, 150
in medical education in Saudi Arabia
, 68–70
models
, 151
Quality Management System (QMS)
, 127
Quality Mentor and Mentee
, 14
Ranking process
, 9
Reputation management through expanding effect of stakeholders’ involvement through social network sites and media
, 42–43
Research and Development (R&D)
, 11, 43
Revenues
, 180–181
Review process
, 33
Saudi Arabia
HE Sector
, 117–118
interviews with medical employers in
, 70–71
pandemic response by accreditation agencies in
, 124
quality management in medical education in
, 68–70
tertiary education sector
, 117
vision 2030
, 88
worldwide and in
, 119–120
Saudi Commission for Health Specialties (SCFHS)
, 68
Saudi Medical Deans Committee
, 70
SaudiMeds framework
, 70, 76
School of Continuing Education (SCE)
, 55
Self-study report (SSR)
, 127
Semi-structured interviews
, 152
Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2)
, 119
Social isolation
, 107
Social network sites and media, managing reputation through expanding effect of, stakeholders’ involvement through
, 42–43
Soft skills
, 75–77
Specialized program accreditation
, 172
Stakeholders
, 11
comparative analysis on involvement of external stakeholders
, 30–35
EQAs and IQAs in Kingdom of Bahrain
, 21–22
evaluation of review reports published by BQA
, 29–30
expediting on role of EQAs and IQAs in involving professionals, professional societies, and union groups
, 42
extending categorization of
, 41–42
international practices of external stakeholders’ involvement within HEIs
, 22–24
interviews with executive decision-making entities and bodies
, 37–40
managing reputation through expanding effect of stakeholders’ involvement through social network sites and media
, 42–43
methodology
, 28
population sample
, 29
questionnaire study
, 35–36
results
, 29
role of accreditation in stakeholders’ involvement
, 25–28
streamlining level of involvement to purpose and to concrete objectives
, 40–41
study
, 28
theoretical background
, 21
Standards for QA
, 3
Strategy Management and Institutional Effectiveness (SMIE)
, 177
Structured questionnaires
, 152
Student feedback
, 157
evaluation
, 8
Student satisfaction survey
, 187–190
Supreme Council for Private Universities, The
, 58
Sustainable Development Goals (SDGs)
, 135
Sustainable quality assurance system
, 62–63
Synchronous technology
, 119
Teacher’s portfolio (TP)
, 148
Teaching
, 132
quality assurance
, 147
techniques
, 133
Teamwork
, 89
Tech education
, 133
Technology
, 133–134
Tertiary Education Quality and Standards Agency (TEQSA)
, 91
Times Higher Education-Impact Rankings
, 125
Total Credit Hours Generated from courses
, 196
Transformation process in education
, 8
Transparency
, 167
Tuscany Strategy Consulting (TSC)
, 122
UNESCO
, 7
United Arab Emirates (UAE)
, 3, 87
EQF
, 90
MOE
, 123
quality processes
, 94–96
United States of America (USA)
, 86
University Consortium for Quality Online Learning (UCQOL)
, 123
University Grants Commission (UGC)
, 122
University of Canberra
, 91
University of the West Indies (UWI)
, 10
University ranking systems
, 42
University stakeholders
, 23
US Council for Higher Education Accreditation (CHEA)
, 25
Virtual accreditation review process
, 116
Virtual exchange (VE)
, 109
Virtual Realities (VR)
, 90
Virtual simulation technologies
, 120
Vision 2030
, 118
Well-being process
, 117, 122, 130
PERMA’s five elements of
, 128
Western Association of Schools and Colleges–Senior College and University Commission (WSCUC)
, 122
Work experience
, 79–80
Work-based learning (WBL)
, 24
World Economic Forum
, 105
World Health Organization (WHO)
, 27, 119, 150
- Prelims
- Chapter 1: Introduction to Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
- Chapter 2: Quality Assurance Breaking Down Barriers with External Stakeholders: An Investigation of Current and Potential Roles of Stakeholders
- Chapter 3: Online Learning Quality Assurance and Accreditation in Egyptian Higher Education Institutions
- Chapter 4: What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective
- Chapter 5: Learning from Curriculum Development for Employability and Entrepreneurship in the Middle East
- Chapter 6: Quality in Online Education in Lebanon During the Pandemic: Challenges, Opportunities, and Lessons Learned
- Chapter 7: Riding the Waves of COVID-19: A Holistic Approach to Accreditation in Higher Education
- Chapter 8: Quality Assurance in Iraq and the Kurdistan Region: Impacts and Challenges
- Chapter 9: A Comprehensive Practical Framework for Assessing Academic Programs in Higher Education
- About the Editors
- About the Authors
- Index