STANDARDS FOR LICENSURE AND ACCREDITATION - CAA

STANDARDS
FOR
LICENSURE AND ACCREDITATION
United Arab Emirates
Ministry of Education
Commission for Academic accreditation
2005

STANDARDS
FOR
LICENSURE AND ACCREDITATION
Third Edition
2005
United Arab Emirates
Ministry of Education
Commission for Academic Accreditation
I n d e x

Quality in Higher Education
We live in a rapidly changing world in which knowledge conveys power—the power
to shape our economy, the power to shape our society, and the power to shape our
future. The colleges and universities of the United Arab Emirates, governmentallyand
privately- supported alike, play an essential role as we seek to realize the tremendous
potential of this knowledge-based future. It is especially important, therefore,
that these institutions offer the highest quality academic programs that are recognized
both within the country and internationally for their excellence.
To verify that the colleges and universities of the United Arab Emirates operate at international
standards of quality, the Commission for Academic Accreditation of the
Ministry of Education conducts a program of licensure of colleges and universities
and accreditation of each of their academic programs. The 2005 edition of the
Standards for Licensure and Accreditation, has been prepared to match constantly
evolving world standards. This revised edition is an outcome of the continuous effort
of the Ministry of Education to refine the existing standards and procedures to ensure
that newly established institutions and programs—as well as existing ones—meet
the highest standards of quality and that graduates of accredited programs are recognized
by the Ministry of Education and by governments around the world. As a
result, students, graduates and their families can be confident that accredited programs
will deliver the high quality of education that they expect and deserve.
Nahayan Mabarak Al Nahayan
Minister of Education

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The Standards for Licensure and Accreditation is fully the province of
the Commission for Academic Accreditation, which has the sole
responsibility for its contents.
Any question regarding the Standards should be addressed to:
Commission for Academic Accreditation
Ministry of Education
P O Box 45133
Abu Dhabi
Tel. (02)6427772
Fax # (02) 6428488
www.caa.ae
This document is modified and revised from time to time to reflect
changing circumstances and conditions in the higher education
community. Each institution to which the Standards document
applies is obligated to meet all the requirements, regulations, and
stipulations of the most current edition.
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Table of Contents
Foreword Quality in Higher Education x
v
Section 1 Principles of Licensure and Accreditation 1
1.1 Licensure and Institutional Quality 5
1.1.1 Applicability 6
1.2 Accreditation and Program Quality 6
1.2.1 Applicability 7
1.3 Licensure and Accreditation Review Process 7
Section 2 Purpose, Planning, and Effectiveness 9
2.1 Institutional Purpose 9
2.2 Institutional Planning and Evaluation 10
2.3 Institutional Effectiveness 10
2.3.1 Academic Programs and Academic Support Services 11
2.3.2 Student Support Services 14
2.3.3 Administrative Services 14
2.4 Institutional Research 14
Section 3 Educational Program 17
3.1 Program Objectives 18
3.2 Undergraduate Program 19
3.2.1 Undergraduate Admission 19
3.2.2 Undergraduate Completion Graduation Requirements 21
3.2.3 Undergraduate Curriculum and Instruction 22
3.2.3.1 Remedial Programs/Courses 24
3.2.3.2 Core General Education Requirements 24
3.2.3.3 Practicum/Internship 25
3.2.4 Undergraduate Academic Advising 26
3.3 Graduate Program 26
3.3.1 Graduate Admission 27
3.3.2 Graduate Completion Requirements 28
3.3.3 Graduate Curriculum and Instruction 29
3.3.4 Distinction in Graduate Levels 32
3.3.5 Graduate Academic Advising 33
3.4 Publications and Announcements 33
3.5 Distance Learning 35
3.6 Continuing, Professional, Outreach, and Service Programs 37
3.7 Student Records 38
3.8 Faculty 39
3.8.1 Selection of Faculty 39
3.8.2 Academic and Professional Preparation 40
3.8.2.1 Remedial Programs 40
3.8.2.2 Certification, Diploma and Associate Degree Programs 40
3.8.2.3 Baccalaureate Degree Programs 41
3.8.2.4 Graduate Degree Programs 43
3.8.2.5 Distance Learning Courses 44
3.8.3 Part-Time Faculty 44
3.8.4 Graduate Teaching Assistants 45

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3.8.5 Faculty Compensation 45
3.8.6 Faculty Appointment, Promotion, and Tenure 46
3.8.7 Professional Faculty Development 46
3.8.8 The Role of the Faculty 46
3.8.9 Faculty Loads 47
3.8.10 Faculty Evaluation 47
3.8.11 Faculty Grievance 48
3.9 Contractual Agreements 48
3.9.1 Arrangements for Educational Services 49
Section 4 Educational and Student Support Services 51
4.1 Library and Other Learning Services 52
4.1.1 Purpose and Scope 52
4.1.2 Learning Resource Services 52
4.1.3 Collections 53
4.1.4 Cooperative Agreements 54
4.1.5 Staff 54
4.1.6 Resources for Distance Learning 55
4.2 Instructional Support 55
4.3 Information Technology Resources and Systems 56
4.4 Student Development Services 57
4.4.1 Programs and Services 58
4.4.2 Student Financial Aid 58
4.4.3 Counseling and Career Development 58
4.4.4 Student Transactions 59
4.4.5 Student Activities and Publications 59
4.4.6 Student Behavior 59
4.4.7 Student Grievance 59
4.4.8 Residence Halls 59
4.4.9 Health Services 60
Section 5 Administrative Process 61
5.1 Organization and Administration 61
5.1.1 Titles and Terms 61
5.1.2 Governing Entity 62
5.1.3 Official Policies 62
5.1.4 Administrative Organization 63
5.2 Institutional Relations 64
5.2.1 Alumni Affairs 65
5.2.2 Fund Raising 65
5.3 Financial Resources 65
5.3.1 Financial Organization 66
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5.3.2 Budget Planning 66
5.3.3 Budget Control 67
5.3.4 Accounting and Auditing 67
5.3.5 Purchasing and Inventory Control 68
5.3.6 Refund Policy 68
5.3.7 Cashiering 68
5.3.8 Risk Management 69
5.3.9 Auxiliary Enterprises 69
5.4 Physical Resources 69
5.4.1 Space Management 70
5.4.2 Upkeep 70
5.4.3 Safety 70
5.4.4 Facilities Master Plan 71
5.5 Intellectual Property and Copyright 71
5.6 Externally Funded Grants, Contracts, and Research 72
5.7 Related Corporate Entities 72
Appendix A Institutional Licensure Process 75
A.1 Steps for Initial Licensure 76
A.2 Documents Required for the Application for Initial Licensure 77
A.3 Steps for Licensure 79
A.4 Steps for Renewal of Licensure 81
A.5 Licensure Determination 81
A.6 Representation of Licensure status 82
A.7 Role and responsibility of Each Institution 83
Appendix B Program Accreditation Process 85
B.1 Accreditation Criteria 85
B.2 Steps for Initial Accreditation 85
B.3 Application for Initial Accreditation of a Proposed Program 86
B.4 Steps for Program Accreditation and Re-Accreditation 93
B.5 Application for Program Accreditation and Re-Accreditation 94
B.6 The On-Site Visitation 99
B.7 Accreditation Determination 101

1
SECTION 1
Principles of Licensure and Accreditation
Providing educational opportunities in the U.A.E. is a privilege—not a
right—a privilege which is earned on a continuous basis and which
demands of each institution continuous high quality and an effective
system of institutional effectiveness and continuous improvement. The
Commission for Academic Accreditation uses two interrelated standardsbased
quality assurance processes—institutional licensure and program
accreditation—to assess educational quality, thereby assuring members of
the public that the licensed institutions and the accredited programs they
offer indeed meet high standards. Further, the standards used have been
established so as to be at a level of quality acceptable to and recognized
by the academic community internationally. The standards are explained
in detail in this volume, Standards for Licensure and Accreditation (2005),
hereafter referred to as the Standards, published by the Commission for
Academic Accreditation of the United Arab Emirates hereafter refered to as
the Commission. The Standards and listings of licensed institutions and
accredited programs may be found on the web page of the Commission for
Academic Accreditation, www.caa.ae. The procedures and steps in the licensure
and accreditation processes are depicted in Figure 1, labeled
“Institutional Licensure and Program Accreditation Approval Process,” are
explained in the following sections of this chapter, and are described in
detail, step by step, in Appendices A and B.
Licensure signifies that the institution has a purpose statement appropriate
to higher education and possesses by-laws, regulations, policies, procedures,
resources, programs, quality assurance measures, personnel, infrastructure,
and facilities sufficient to accomplish its purpose initially and on
a continuous basis. Licensure, issued by the Ministry of Education after
successful review by the Commission for Academic Accreditation, recognizes
that students are graduating from an institution of certified quality, ac-
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FIGURE 1
2
Institutional Licensure and Program Accreditation Approval Process
Institutional Licensure
STEP 1: Apply for Initial Licensure
Approved
Receive Initial Licensure
Granted for 2 years
Denied
Reapply after 1 year
Step 2 Apply for Licensure
Schedule CAA Site-based Evaluation
CAA determines status of Licensure
Approved
MOHE public announcement of
approved institutions
Renew within
3 years
Probation
Stop admitting students: Correct
deficiencies
CAA reviews and determines
timeline
Denied
Stop admitting students
institution assists student
enroll.in other lic. instit.
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Licensure and Accreditation Review Process
3
Program Accreditation
STEP 1: Apply for Initial
Accreditation
Schedule CAA Site-based Accreditation
CAA determines status of Initial
Accreditation application
Approved
Start admitting students
Probation
Reapply within 6 months
Denied
Do not start program
Within two years of receiving Initial Licensure and if all eligible programs
have maintained their Initial Accreditation or Accreditation status
STEP 2: Apply for Accreditation
Schedule CAA Site-based Ealuation
Within 2 yrs of grad.1st cohort
CAA determines status of Accreditation
Classification
Approved
Renew within 5 years
Probation
Stop admitting students:
Correct deficiencies
CAA reviews and determines timeline
Denied
Stop admitting students
CAA determines if application allowed
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4
ademic rigor, distinction, and merit. The institution so licensed is listed
among the institutions recognized by the Ministry. Institutions so listed are
recognized internationally.
There are two stages in the Licensure process, and both demand the
highest quality from applicant institutions. The applicant institution first
applies for Initial Licensure. To be successful in this endeavor, it must
demonstrate that it has in place all policies, procedures, and human and
physical resources required to begin to offer academic programs, according
to the steps described in detail in Appendix A.
If the institution is approved for Initial Licensure, then it may seek Initial
Accreditation for its academic programs. Only after it has achieved both
Initial Licensure and Initial Accreditation of the academic degree programs
it intends to offer may the institution begin to advertise its programs and
recruit and enroll students.
Initial Licensure is for a period of two years. The institution must apply for
and receive Licensure before the end of this two-year period in order to be
able to continue to offer academic programs. Licensure is for a period up
to five years and must continue to be renewed in order for the institution to
continue to offer academic degree programs in the UAE.
In addition to Initial Licensure and Licensure, the institution must achieve
and maintain accreditation of all academic degree programs that it offers.
Accreditation of an academic program attests to the overall quality of each
program and denotes that the program is demonstrating a curriculum,
faculty competence, faculty involvement and support, pedagogical relevance,
an environment conducive to learning, all supported by adequate
resources, such that the program meets internationally accepted standards
of quality. Successful completion of an accredited program demonstrates
the student’s intellectual, personal, and professional ability to function effectively
in a technological and global society. The basic structure of the
program, including its internal evaluation system, assures that the program
is continuing to contribute significantly to the institutional purpose.
There are two stages to the program accreditation process. The first stage
is Initial Accreditation. An applicant institution is required to apply for and
be awarded Initial Accreditation of each academic degree program it offers
prior to advertising, recruiting students, or enrolling students for the
program. Once conferred, and as long as the program maintains a high
level of quality consistent with the S t a n d a rd s and verified by the
Commission for Academic Accreditation, Initial Accreditation applies to the
program until after it has graduates. Once the program has graduates, the
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Principles of Licensure and Accreditation
institution must apply for Accreditation of the program. Accreditation is
awarded for a period of five years. Both the process for Initial Accreditation
and the process for Accreditation require the review of the program by a
Visiting Committee of experts in the discipline, normally drawn from outside
the country in order to ensure that international standards of quality are
being met. Both stages of the accreditation process are described in
Appendix B.
1.1 Licensure and Institutional Quality
Licensure, whether Initial Licensure or full Licensure, results from thorough,
careful, and continuous evaluation of the educational quality of an institution,
internally by the institution itself and externally by the Commission for
Academic Accreditation. Licensure is not granted lightly. It presupposes
that the institution has established a legal identity in the UAE, has a governing
entity responsible for the institution and its policies, has primary responsibility
for all programs its offers, offers its own academic degrees in
the UAE, conducts quantitative and qualitative evaluation on a continuous
basis, meets the requirements of the Standards, and that the requirements
of the Standards pervade the entire institution. The awarding of Licensure
presupposes that each program offered or to be offered by the institution
has achieved Initial Accreditation or Accreditation by the Minister of
Education through the review process of the Commission for Academic
Accreditation. Throughout this continuous process, licensure:
extends far beyond a simple and perfunctory audit of the minimum requirements
of the Standards and
insists on continuous quality assurance.
The requirements in each section of the Standards simply codify many of
the criteria generally accepted internationally and followed as measures of
quality. Each of these requirements is preceded by the word “MUST” and
is a requirement to be met.
For every requirement in the Standards mandating a policy or procedure,
the institution is required to ensure that the policy or procedure:
exists in writing;
has been approved through the appropriate institutional processes;
is published in appropriate institutional documents accessible to those
affected by the policy or procedure; and
is implemented and enforced by the institution in a manner which can
be documented and evidenced.
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1.1.1 Applicability
Any institution located in the U.A.E. that provides in the U.A.E. regular, theoretical,
practical, or applied curricula of one academic year or longer after
the U.A.E. Secondary School Certification (or the equivalent) leading to an
academic degree is required to receive licensure in order to be officially recognized
by the U.A.E. Ministry of Education. The concept of one academic
year applies to any combination of programs (diplomas, certificates, or
courses) of any duration, if they yield what is equivalent to a program of one
academic year or longer.
Licensure is based on the requirements and the procedures of the
Standards. No institution can offer any course of study recognized by the
Ministry unless that institution has first obtained Initial Licensure or
Licensure and the programs it intends to offer have either been awarded
Initial Accreditation or Accreditation. It is the sole responsibility of the institution
to apply for licensure and accreditation and to adhere to the requirements
found in the Standards on a continuous basis.
The requirements of the Standards are applied equally, fairly, and consistently
to all institutions.
Initial Licensure is granted for two years. Licensure is granted for a period
of up to three years.
1.2 Accreditation and Program Quality
An institution having received Initial Licensure is required to begin the
program accreditation review process and receive, prior to offering any
courses leading to a degree, Initial Accreditation of each program it intends
to offer. No institution can offer an academic degree program or any
portion of such a program unless the Minister has first awarded that
program Initial Accreditation.
The determination of the accreditation status is made solely by the Minister.
The Commission is responsible for supervising the accrediting process.
The institution is responsible for attaining Initial Accreditation or
A c c reditation for all of its programs and maintaining the status of
Accreditation. The institution is also responsible for bearing the costs of international
committee reviewing its programs, for complying with all requirements
of the Commission to supply documentation and related information,
for providing access to the institution and its faculty and staff and
records to the Commission and its Visiting Committees, and for facilitating
the scheduling of visits by the external experts and cooperating fully with
the review process.
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1.2.1 Applicability
Every academic degree program proposed by an institution and all new
majors or concentrations that are recognized on a student’s graduation certificate,
diploma or transcript must have received, before being offered to
any student, the classification of Initial Accreditation. Before it applies for
Initial Accreditation status or seeks Accreditation, an institution is required
to have attained the status of Initial Licensure or Licensure as noted above.
Initial Accreditation is applicable for a program in the planning stages of development.
This classification is based on the evidence that, at the time of
evaluation, the developing program has the potential for meeting the requirements
of an accredited program and the institution either has in place,
or has sufficiently documented that it will have in place, the program effectiveness
elements, the goals and objectives, the curriculum and completion
requirements, the appropriately qualified faculty, the academic support
services, the student support services, the administrative and financial requisites,
and other aspects of the program and its support that meet all requirements
of the Standards.
Once a program has achieved Initial Accreditation and within two years following
the graduation of its first cohort of students from the program, the
institution is required to apply for Accreditation classification. The classification
of Accreditation is for a period of up to five (5) years. After the specified
period following the approval of Accreditation, each academic
program is required to apply for renewal of Accreditation.
An institution offering a program that has not received and maintained
Initial Accreditation or Accreditation status is subject to losing its Initial
Licensure or Licensure, whichever is applicable, according to the determination
of the Minister.
1.3 Licensure and Accreditation Review Process
Final approval for Initial Licensure, Licensure, Initial Accreditation, or
Accreditation is granted by the Minister or by his authorized representative.
Evaluations for Initial Licensure and Licensure are conducted by the staff of
the Commission for Academic Accreditation, with the assistance, as may
be required, of external experts. Evaluations for Initial Accreditation or
Accreditation of academic programs are conducted by an international
committee of professional experts in the discipline visiting the campus for
this purpose, under the supervision of the Commission staff. The
Commission reserves the right, and has the mandate, to make both scheduled
and unscheduled visits to institutions to assess the quality of their op-
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erations and their programs and to request, and receive, any and all documentation
and data that may required.
Detailed information about the licensure and program accre d i t a t i o n
processes are contained in Appendices A and B.
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SECTION 2
Purpose, Planning, and Effectiveness
The concept of institutional effectiveness is central to all operations and activities
of an institution and is at the heart of the Commission’s licensure
and accreditation processes. Clearly articulated mission and vision statements,
goals, and measurable objectives (both educational and operational)
characterize an institution’s purpose. The purpose establishes the
foundation upon which an institution can assess and evaluate its effectiveness
and serves to inform the Commission’s actions and decisions. It
follows, therefore, that the Commission seeks clear and detailed information
about an institution’s purpose and requires the institution to define its
process for assessing and evaluating institutional effectiveness in the
context of its purpose.
2.1 Institutional Purpose
The institution is required to have a clearly defined purpose which is appropriate
to higher education and which articulates clearly and accurately the
institution’s specific educational role. The institution MUST ensure that its
purpose statement:
describes accurately and truthfully the institution and its characteristics;
includes goals and objectives (both educational and operational),
where, at the very least, objectives are defined in measurable terms;
reflects accurately and consistently the actual posture of the institution
and its actual practice;
is accurately described in appropriate publications;
is approved by its governing entity; and
is periodically reviewed to reflect any changes and differing responsibilities
to its constituencies.
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2.2 Institutional Planning and Evaluation
All evaluation activities of an institution, both educational and operational,
including educational programs (along with associated teaching and advising),
academic and administrative support services, and, where applicable,
research and outreach , must be well planned and there must be a
demonstration of how evaluation will be conducted regularly in the interest
of continuous improvement. The institution MUST:
use planning as a base for the continuous evaluation and, consequently,
the improvement of all its activities, including academic programs,
teaching and advising, academic support services, student support
services, administrative services, and, where applicable, research and
public service;
develop a strategic long-term plan that derives from its purpose statement,
as well as detailed annual plans for the institution and each of its
activities and services;
have a timed action implementation plan that relates to its strategic and
annual plans;
involve all stakeholders in the planning process;
use advisory panels, where appropriate and internationally practiced, to
guide the planning process;
ensure that the results of continuous evaluation are used as a main
input in the planning process to guide budget planning and resource allocation;
and
develop a policy that governs the planning process and the periodic
review of the institution's strategic plan.
2.3 Institutional Effectiveness
Institutional effectiveness requires that an institution be formally engaged in
evaluating its efficacy—and, consequently, its success in fulfilling its
purpose—and that it use this evaluation to drive a process of continuous
self-improvement. The expectations with respect to institutional effectiveness
herein pertain to all programs and all units of the institution. An institution
must provide a plan and indicate how it will address institutional effectiveness
in fulfilling its statement of purpose. Specifically, an institution
MUST:
for the institution as a whole and for each of its academic programs and
its academic and administrative support units, establish goals and objectives
which derive from and support the purpose of the institution;
develop a broadly based system to determine institutional effectiveness
appropriate to the specific purpose of the institution;
use the institutional purpose statement as the foundation of planning
and evaluation;
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Purpose, Planning, and Effectiveness
employ a variety of assessment methods to evaluate its success in
achieving these goals and objectives;
document the objectives of each method to be used, the time frame for
its administration, the means to be employed to integrate the results of
each method, and, on the basis of cumulative assessment results, the
extent to which educational programs and services, as well as the educational
and administrative support units, have been successful in realizing
their respective objectives and, consequently, goals; and
demonstrate the use of the results of planning and evaluation for
making appropriate modifications in resources, programs, and services
in the interest of continuous improvement.
2.3.1 Academic Programs and Academic Support Services
An institution MUST have in place and document its system for evaluating
the overall academic program and services and MUST collect, maintain,
and analyze the data supportive of this effort. This system MUST include,
but not be limited to:
a model to assess the realization of the program or service goals and
objectives by logically deriving the outcome statements in measurable
terms that are pertinent to each objective;
method of evaluation;
instruments and the objectives of each instrument;
a time-frame for the implementation of the instruments or administration
of surveys;
definition of the main responsible body/unit for implementing each instrument,
the frequency and time of its implementation, and the target
stakeholders involved;
inter-relationship of instruments in determining overall program quality;
process for authenticating data;
means by which data will be analyzed;
mechanism for integrating the results of each instrument;
process for reporting data that includes both summary information and
supporting raw data; and
procedures for using data, on a schematic, regularly scheduled basis,
to determine quality and to improve programs, curricula, courses, services,
and operations.
As a component of this assessment system, each course that is offered
MUST be assessed. In designing the course evaluation system, an institution
MUST:
ensure courses contain learning outcomes that address both content
mastery and skills and can be described in observable, measurable,
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SECTION 2
12
and achievable terms;
ensure learning activities and modes of assessment are responsive to
the needs of individual learners;
document assessment of student achievement in each course and at
the completion of the program, by comparing student performance to
the intended learning outcomes;
include a student evaluation component for every course to assess instruction
and content;
develop procedures for the ongoing review and updating of courses to
ensure that each course is consistent with the academic program’s curriculum;
and
provide evidence for utilizing course evaluation data to identify significant
indicators for improvement.
Relying upon quantitative and qualitative methodologies, the institution
MUST determine the performance-based assessment of course, teaching,
and program effectiveness by using such criteria and measures that
include, but are not limited to, the following:
Student enrollment and retention rates with variations over time including:
analysis of admissions and enrollment records;
V results of admissions tests for students applying to graduate or
professional schools;
V completion rates;
V performance of student transfers at receiving institutions, where
applicable;
V comparison with student satisfaction data; and
V analysis of advising services and the faculty/student advising relationship;
The extent to which student learning matches intended outcomes including:
V evaluations of student performance at course- and program-levels;
V evaluation of internship or practical experience, where applicable;
and
V review of student work and archive of student activities (portfolio)
for program reviews;
Measures of student competence in fundamental skills such as communication,
comprehension, use of technology, and analysis including:
V assessment and evaluation of the general education program;
V assessment of students’ fundamental skills in communication,
comprehension, and analysis through competency-based exams
or LCMS statistics;
V results on standardized tests administered to assess specific pro-
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Purpose, Planning, and Effectiveness
fessional competencies;
V results of students’ licensure examinations, where applicable;
V results of admission tests for students applying to graduate or professional
schools;
V analysis of student program portfolios, where applicable;
V job placement rates;
V input from business and industry, as applicable, through program
advisory board, surveys, and other sources; and
V evaluation by employers;
Student satisfaction including:
V surveys of overall satisfaction with the experience of the offered
programs and services with added focus on program communications,
accessibility, reliability, stability of services and support, and
developed sense of community;
V routine end-of course content and faculty evaluations, comprehensive
end-of-program surveys, and periodic surveys focused on
program services (i.e. post-admissions, post-registration, postinquiry/use-of-any-service
process);
V follow-up with alumni;
Faculty satisfaction including:
V surveys of overall satisfaction with professional development
opportunities, instructional design and development services,
technical support, compensation and incentives for developing
courses, promotion and tenure considerations and
V formal and informal peer review processes; and
Extent to which library and learning resources are used appropriately by
students including:
V usage records concerning the use of library and learning resources
and
V analysis of instructor assignments that require such usage; and
Student satisfaction with the effectiveness of other academic support
services including:
V adequacy and appropriateness of laboratory facilitates and equipment;
V appropriateness of technical support provided in laboratory or
practical sessions;
V appropriateness of library collections, their currency, adequacy,
and accessibility;
V appropriateness of library space, hours of operation, and services
provided to students;
V effectiveness of academic advising; and
V appropriateness of IT facilities and services provided to students.
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2.3.2 Student Support Services
An institution MUST have in place and document its system for evaluating
its overall student support services and MUST collect, maintain, and
analyze the data supportive of this effort. This system MUST include, but
not be limited to:
admission services;
registration services and accessibility to and protection of student
records;
personal counseling;
career development;
financial aid;
health services;
sport, social, and cultural activities; and
residence halls, as appropriate.
2.3.3 Administrative Services
An institution MUST have in place and document its system for evaluating
its overall administrative services and MUST collect, maintain, and analyze
the data supportive of this effort. This system MUST include, but not be
limited to:
governance and organizational structure;
budget planning and control;
facilities adequacy, maintenance, and services;
safety and security; and
alumni affairs.
2.4 Institutional Research
An institutional research unit traditionally has gathered, analyzed, and disseminated
to an institution’s constituents and publics data that represent
the success of the institution in fulfilling its purpose. That role has grown
now to encompass assurance of assessment and evaluation in support of
continuous improvement throughout the institution and its programs.
To fulfill this expanded role, the institution MUST:
develop institutional research as an effective arm for assuring the collection
and analysis of data and the dissemination of results for continuously
improving, effective operation of the institution;
incorporate institutional research as an integral part of the institution’s
planning and evaluation process;
assign administrative responsibility for conducting institutional research;
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Purpose, Planning, and Effectiveness
allocate adequate resources and allow access to relevant information;
incorporate into institutional research the following activities:
V ongoing timely data collection;
V analysis for and dissemination of results;
V use of external studies and reports;
V design and implementation of internal studies, including studies
related to students, personnel, facilities, equipment, programs,
services, and fiscal resources; and
V development of longitudinal databases suitable for statistical
analysis for longitudinal effectiveness studies;
provide institutional data to individual programs and units on a timely
basis needed for the assessment of their respected units;
provide annually a "Fact Book" or similar compendium of institutional
and program effectiveness data and data related to students, faculty,
student services, and administrative functions; and
report data on the students, faculty, instruction, support services, administration,
finances, continuous improvement results (consequent to
assessments, evaluations, and changes), and other aspects of the institution
to the Commission on a continuing basis, of a type, in a format
and in accord with a schedule established by the Commission.
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SECTION 3
Educational Program
This section requires the institution to focus its resources and energies on
the education of its students consistent with its purpose. The institution is
to demonstrate attention to curricular consistencies, pedagogical competence,
student accomplishment, intellectual inquisitiveness, personal and
professional development, ethical consciousness, appropriate methods of
instruction, faculty involvement and support, and an environment conducive
to learning. The institution is obligated to prepare its students to
function in an increasingly diverse, complex, and global society by imparting
to them a mastery of a body of knowledge and technical skills and by
providing opportunities for them to develop communication skills appropriate
to that society.
As a result, it is incumbent upon an institution’s faculty and administrative
officers to be actively engaged in a regular and systematic process of
review, assessment and revision of each component of its instructional programs.
The outcome of this effort is to ensure that the programs of study
consistently meet the highest standards of excellence possible and are
equivalent – irrespective of the instructional delivery approach being used,
be it face-to-face, at a distance or a combination thereof – in terms of
meeting internationally recognized standards for academic rigor, quality,
and effective pedagogical practices and for the quality of the educational
support services, instructional facilities, media, and technology under
which the program of study operates and is routinely delivered to students.
An educational institution is ultimately defined by the quality of its teaching
and learning environment. This quality is expressed through effective
strategic planning and measurable through discreet components of the educational
program, to include:
academic rigor (intellectual standards, faculty preparation, learn e r
readiness);
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models of delivery (traditional face-to-face, at a distance using new information
media and electronic technologies, or blended/hybrid use of
both print and electronic media, combining technology and face-toface
instruction); and
institutional infrastru c t u res including faculty development, student
support, information tools and resources, facilities, and staff.
A defined accountability process that must include reflective evaluation
( p o rtfolio-driven assessment grounded in quantitative and qualitative
measures) is essential to achieving and ensuring quality.
Regardless of delivery model, the essence of all instruction is linked to
standards of excellence in the process of curriculum design and development
and the appropriate integration of pedagogical best practices for instruction.
This process includes careful and deliberate attention to:
developing an in-depth understanding of and integrating the characteristics
of different learning styles into the curriculum and instructional
design efforts;
making allowances for the unique features of the instructional delivery
system and instructional media that will come into play with the teaching-learning
process; and
being mindful of the currency and accuracy of the instructional content
selected for delivery.
For those courses delivered through distance learning, it is particularly important
to tailor the distance education delivery system to the day-to-day
operating conditions under which students will access and work with the
instructional materials and media and the educational process will take
place.
3.1 Program Objectives
Of paramount importance to the area of curriculum and instruction is assuring
a level of quality in the instructional program commensurate with the
Standards.
The institution MUST ensure that:
each of its undergraduate and/or programs has well-articulated goals
and objectives;
each objective is logically derived from a given goal of the program;
program objectives are defined in measurable terms;
all curricula are directly related and appropriate to:
V the purpose and goals of the operative educational context and
the certificates or degrees awarded;
V the ability and preparation of the students admitted to the study
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programs; and
V the financial, human, and instructional resources of the educational
institution; and
V all program goals and objectives are accurately described in
appropriate publications.
3.2 Undergraduate Program
3.2.1 Undergraduate Admission
General admission policies and decisions regarding the size and character
of the student body MUST be established by the governing entity on recommendation
of the administration. However, the administration and the
faculty MUST implement the specific admission policies. The unit responsible
for administering the policies MUST be clearly identified. In those institutions
where various sub-divisions maintain separate admission requirements,
there MUST be institution-wide coordination of all admission policies
and procedures.
Admission policies MUST:
be clearly defined and published for dissemination;
be consistent with the educational purpose of the institution and
program goals;
include qualitative and quantitative requirements;
admit only applicants who have graduated with a U.A.E Secondary
School Certificate, or its equivalent, and who meet the minimum admission
requirements set in the Ministerial Decrees No. 200/year 2004 and
No. 133/year 2005, in addition to other admission requirements for each
academic program set by the institution to ensure that it admits only
students with a record which predicts the applicant’s ability to make
satisfactory progress at the institution;
for programs using English as medium of instruction, require as part of
the admission requirements a proficiency level of English language
using a minimum TOFEL score of 500 or its equivalent of standardized
English language test;
specify criteria, including high school grades, for admission into a
program that require higher proficiency in mathematics and/or sciences;
include criteria regarding the amount of credit given for advanced
standing;
include conditions governing provisional or probationary admission,
when appropriate;
be followed consistently in the admission of all students;
include safeguards whereby the institution admits only students whose
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interests and capabilities are consistent with the purpose of the institution
and the program goals;
clearly define for publication and dissemination transfer requirements
listed below, while ensuring that they apply to students transferring from
any institution in the U.A.E that is either a federal institution or licensed
by the Ministry of Education as an institution of higher learning, or that
is recognized foreign institution of higher learning:
V acceptance of students only from recognized institutions and programs;
V other specific requirements as may be appropriate to ensure success
in the program;
V submission of official transcripts of credits earned;
V criteria or transfer articulation agreement, when appropriate;
V acceptance of transfer credit for those courses only that match in
content the courses at the institution admitting the student;
V requirement that the student be in good academic standing—i.e.,
have a minimum cumulative grade point average, normally, of 2.0
on a 4.0. scale, or equivalent, for transfer to a similar program of
study from that from which the student in transferring (if the student
is not in good standing, he may be accepted in a probationary
status to a different field of study, provided that only general
education courses are accepted for transfer);
V a minimum cumulative grade point average of no less than 2.0 on
a 4.0. scale or a grade of “C”, or equivalent, for each course to be
transferred;
V a limit of total transferable credit hours of less than 50% of the
total hours required for the program completion requirements; and
V exclusion of duplicate credit for a given course;
ensure that all incoming students including transfer and re-admitted
students, prior to their enrollment, are informed in writing of the
credits earned from previous work and the course work to be completed
in order to graduate;
if distance learning programs are offered by the institution, provide criteria
and processes for assessing student capability to succeed in
those programs and apply this information to admission and recruitment
policies and decisions; and
be evaluated and assessed regularly.
The institution MUST ensure that its recruiting activities, materials, and advertisements
accurately and truthfully portray, without creating any doubt
about its autonomy, the institution and its licensure status with the Ministry.
An institution MUST show evidence that its admission and retention policies
and pertinent announcements are not compromised to maintain or
achieve a desired enrollment.
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An institution MUST not award credit through experiential learning or training
provided by non-collegiate institutions or professional certification.
3.2.2 Undergraduate Completion / Graduation Requirements
An institution MUST:
be a U.A.E. licensed institution that has primary responsibility for
awarding the degree recognized in the U.A.E. and for the integrity, rigor,
outcome, and management of the academic program while ensuring
compliance with the Commission’s requirements;
in each degree program provide an appropriate sequence of courses
leading to the degree;
ensure that the total credit hours required for the degree completion is
consistent with the international practice in the discipline;
publish, for each of its programs, requirements appropriate to the
program specifying the total credits, the number and distribution of
credits in general education courses, major or area of concentration,
and electives;
publish standards for satisfactory progress such as a minimum cumulative
GPA, minimum and maximum period allowed, and other pertinent
degree requirements;
provide policies governing probation and suspension of students who
are unable to demonstrate satisfactory progress;
provide a basic core of general education as specified in section
3.2.3.2;
demonstrate that, in accordance with the institutional purpose and
program goals, its graduates of all degree programs have attained effective
skills in reading and writing English, in oral communication in
English, in mathematics, and in the use of computers;
clearly define what is meant by a major, minor, or area of concentration
and state the number of credits required for each, including an adequate
number of hours with appropriate prerequisites required in
courses above the elementary level;
ensure that a minimum of 50 percent of the credit hours, including the
majority of the final academic year course credit for the program, is
earned through instruction by the institution located in the U.A.E. offering
the program;
require minimum cumulative grade point average of 2.0 (C) on a 4.0
point scale, or its equivalent; and
ensure that each of its courses, except those clearly identified by the institution
as remedial, is applicable as a requirement or elective in at
least one of its degree or certificate programs.
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3.2.3 Undergraduate Curriculum and Instruction
The institution MUST:
prior to the development of any new degree program or specialization,
complete a full scale needs assessment and identify resource requirements
of support and proceed only after careful review by appropriate
faculty and administrative bodies, approval by the governing entity, and
attainment of Initial Accreditation from the Ministry;
prior to the introduction of a minor ensure that the institution has a
major or a degree program in the subject area of the minor;
ensure that each program curriculum is directly related to and appropriate
to institutional purpose and program goals and is applicable of the
curriculum in the contemporary world;
ensure that courses of study forming the program and the instructional
design elements used in the course materials provide for timely and appropriate
faculty-student and student-student interaction that facilitates
effective learning;
ensure that instructional media, techniques and policies operate in accordance
with the stated purpose of the educational programs and be
appropriate to the specific goals and objectives of the individual instructional
courses forming the programs;
have a clearly defined process by which each curriculum is established,
regularly reviewed, evaluated, and updated as part of a systematic
process which recognizes the various roles of the faculty, the administration,
and the governing entity;
use regular evaluations of all courses, instructional pedagogy, and the
feedback and results obtained from the assessment process effectively
in revising the curriculum to ensure quality and excellence in both the
curriculum and instructional pedagogy;
provide a frequent, systematic evaluation of instruction, revising –
where appropriate – the instructional process based on the results of
this evaluation;
evaluate the effectiveness of the instruction of each course through
student surveys and other means;
ensure that each curriculum of applied oriented programs provides adequate
practical or practicum/internship experience;
assign for each major or concentration responsibility for program coordination,
curriculum development, and review to a specific person who
is employed full-time and is fully academically qualified;
clearly and accurately describe its curricular offerings in published materials;
ensure that each student enrolled in a course receives a syllabus on the
first day of the class that includes the following:
V goals and objectives/outcomes of the course;
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V course topics and contents distributed over a semester weeks;
V credit hours, specifying lecture and practical hours, as appropriate;
V pre-requisite(s) or co-requisite(s), as appropriate;
V methods for monitoring and authenticating student work, interactions,
and examinations in distance learning;
V instructional materials and resources including required textbook,
additional readings, software, websites, laboratory experiences,
and field trips; and
V methods of evaluation including proportional distribution of marks
assigned to tests, projects, practical work, reports, term papers,
and other graded assignments;
provide methods of monitoring students’ active participation in the
learning process and of their taking of examinations to ensure the authenticity
of their work, including on-site proctored examinations for
distance learning students;
ensure the instructional tools, technology, and media being used for the
delivery of the curriculum are current and appropriate to the nature and
objectives of the instructional programs;
ensure a reasonable infusion of information technology into the curricula;
ensure that methods of instruction including information technology
and other resources used are appropriate to the goals, objectives,
nature, and contents of each course;
adequately support and critically evaluate all experimentation in teaching
to improve instruction;
use a variety of means to evaluate student performance, the evaluation
to reflect concern for quality and to properly discern levels of student
performance;
publish its grading policies, including grading scales, and ensure that its
grading practices are consistent with its policies;
ensure the opportunity, in all courses offered in concentrated or abbreviated
time periods, for preparation, reflection, and analysis concerning
the subject matter by providing at least one calendar week of reflection
and analysis for each hour of credit awarded and demonstrate that students
completing such courses have acquired equivalent levels of
knowledge and competencies to those acquired in traditional formats;
exert ultimate control and supervision of all learning experiences including
those conducted with outside agencies and for which credit is
awarded;
demonstrate that program length, clock hours or credit hours, and
tuition and fee charges are appropriate for the curricula and the degrees
and credentials offered;
publish, and disseminate in appropriate publications its regulations and
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procedures whereby the student is given the opportunity to appeal for
hearing his/her grievance regarding any matter dealing with instruction;
and
publish and disseminate in appropriate publications its regulations and
procedures regarding the student’s re-sitting an examination; and
provide specific guidelines for independent study, if offered, that
ensure:
V adequate supervision and control;
V content and assessment that is comparable to regular courses;
V a limit of a maximum of nine semester hours during the entire span
of a baccalaureate program and six semester hours for other
undergraduate programs;
V a limit of three semester hours during a semester; and
V that such instruction occurs only during the later half of the program.
3.2.3.1 Remedial Programs/Courses
Remedial programs or courses are those that are designed to treat certain
deficiencies in a student's competencies that need to be addressed before
the student is qualified for study for academic credit at the post-secondary
level. An institution MUST not award credits for any remedial courses or
credits. An institution may design placement tests to identify a student’s
competencies in these areas. The institution MUST ensure that such
placement tests are evaluated regularly against standardized tests that are
recognized internationally. The institution MUST maintain accurate records
of students' performance on placement tests and students' enrollment in
and performance in remedial programs or courses. The institution MUST
evaluate regularly the effectiveness of its remedial program or courses.
3.2.3.2 Core General Education Requirements
Each institution MUST develop a general education program consisting of
core general education courses. The institution MUST:
describe the general education program and its requirements in its
Catalog and other appropriate publications;
have clearly defined outcomes of the program and describe these in its
Catalog and other appropriate publications;
have in place a system to evaluate regularly the general education
program and the courses that comprise it and make improvements as
may be required;
provide an orientation to the program for faculty who teach courses in
the program;
include within the undergraduate academic degree program a minimum
of
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V 30% of the total hours in the certificate, diploma, associate
degree, or higher diploma program, or
V 30 hours of the total semester hours required in the baccalaureate
program; and
include within the undergraduate degree programs of two or more academic
years the following three-credit courses:
V one or more courses in Islamic studies, history, or culture;
V one or more courses in humanities or arts;
V one or more courses in English or Arabic or other languages;
V one or more courses in social or behavioral sciences;
V one or more courses in natural or physical sciences; and
V one or more courses in mathematics, information technology, or
both.
Exceptions to the immediately preceding bullets may be granted to exclusively
technical or occupational programs.
3.2.3.3 Practicum/Internship
Long accepted for its intrinsic educational value in disciplines such as medicine
and other health sciences, engineering, and education, the
practicum/internship is recognized in most academic disciplines as a vital
learning experience, enriching the undergraduate curriculum and bridging
program theory and its application in the work force, consistent with the
program objectives. Adequate practicum or internship opportunity MUST
be offered as an effective tool of instruction in such applied oriented programs.
In providing the practicum/internship, the institution MUST:
develop, publish, and disseminate to all involved with the practicum/internship
specific guidelines stated in an Internship Manual indicating:
V the objectives, the learning experiences, and the expected outcomes
to be derived;
V the responsibilities of the training supervisor, if appropriate, in
supervising and evaluating the student; the amount of academic
credit hours to be earned, if applicable;
V whether the practicum/internship is a curriculum requirement;
V when in the student’s curriculum the practicum/internship should
be taken;
V the total number of hours required;
V the method by which the student is evaluated; and
V the process of site selection;
keep on file the justification for the total hours required; for the number
of credit hours granted, if applicable; and for its being a requirement in
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the curriculum, if applicable;
ensure that the practicum/internship is supervised by faculty responsible
for the program to which the practicum/internship applies;
document, keep current, and have on file the official agreement with
each training site, defining the responsibilities and obligations of both
the institution and the training site;
assume full responsibility for the appropriateness of the training site and
the educational quality of its environment;
interweave the training experience of the practicum/internship with the
theory taught in the program; and
regularly evaluate the practicum/internship program, using the results to
improve that program and, where appropriate, the total academic
program to which the practicum/internship applies.
3.2.4 Undergraduate Academic Advising
Each institution is required to have a systematic, effective program of undergraduate
advising. Such a program MUST:
assign early in the student’s program a qualified advisor to recognize
the individuality and the particular needs and goals of each student;
provide advisors who are proficient in using data to help determine students’
major fields of interest and academic capabilities, who have
access to each advisee’s records, who have adequate knowledge of
the student’s field of study, who remain current with the changes taking
place in the student's area of study, and who have appropriate background,
training, and experience to carry out their responsibilities effectively;
ensure that the number of advisees assigned to faculty or professional
staff is reasonable;
include an effective orientation program available to all students;
provide appropriate plan guiding students to complete the program in a
timely manner; and
be evaluated regularly and the results used to enhance assistance to
students.
3.3 Graduate Program
Prior to introducing one or more graduate programs, an institution MUST
develop comprehensive academic policies and procedures that concern its
graduate programs.
The institution MUST:
before embarking on any new graduate curriculum, demonstrate that it
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has conducted a thorough assessment of program needs, student
availability, environmental factors, and resource requirements, and has
determined the financial implications for the institution;
b e f o re offering any new graduate program, obtain the Initial
Accreditation from the Commission in advance of the admission of students;
ensure that the administration and faculty are responsible for the development
of new academic programs to be recommended to the governing
entity;
demonstrate that each of its graduate programs has curricula and resources
substantially beyond those provided for each undergraduate
program;
include in its graduate studies, and support through adequate resources,
research, scholarly activity, and advanced professional training;
and
provide competent and productive faculty who have adequate research
experience, adequate computer and laboratory facilities, a library adequate
to support graduate research of faculty and students, and an appropriate
administrative organization.
3.3.1 Graduate Admission
An institution MUST:
establish qualitative and quantitative requirements which result in the
admission of students whose educational preparation indicates the potential
for a high level of performance, based on performance in undergraduate
degree programs and other indicators of ability and aptitude;
require that the applicant has earned an appropriate recognized baccalaureate
degree and submit, as part of the formal application process,
official undergraduate transcripts of credit earned from all institutions of
higher education previously attended and other appropriate documents
pertaining to the readiness of an applicant for graduate work;
publish all admission criteria for graduate work;
clearly define for publication and dissemination transfer requirements
listed below, while ensuring that they apply to students transferring from
any institution in the U.A.E that is either a federal institution or licensed
by the Ministry of Education as an institution of higher learning, or that
is recognized foreign institution of higher learning:
V specific requirements that ensure success in the program
V acceptance of students only from recognized institutions and programs;
V submission of official transcripts of credits earned;
V accept for transfer toward a graduate degree only graduate course
work relevant to the degree, with course content and level of
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instruction resulting in student competencies equivalent to those
of students enrolled in the institution’s graduate programs;
V acceptance of students who are in good academic standing only;
i.e., who have a cumulative grade point average of 3.0 on a 4.0.
scale, or its equivalence;
V a minimum grade of 3.0 on a 4.0 point scale, or equivalent, (“B” or
its equivalent) for each course to be transferred;
V a limit of total transferable credit hours to less than 50% of the
total credit hours required for the program completion requirements;
V exclusion of duplicate credits for a given course; and
V ensure that all incoming students including transfer and re-admitted
students are informed, prior to their enrollment, of the credits
earned for previous work and the course work to be completed in
order to graduate;
require for students entering a doctoral degree program completion of
a Master degree in an appropriate discipline with a CGPA (cumulative
grade point average) of 2.5 on a 4.0 point scale;
not award credit for experiential learning;
formulate separate admission criteria for each level of graduate degree
offered (graduate certificate, diploma, masters, doctoral);
if distance learning programs are offered by the institution, provide criteria
and processes for assessing student capability to succeed in
those programs and apply this information in admission and recruitment
policies and decisions;
develop and publish policies which clearly define probationary or conditional
admission, if any, including the requirements for being removed
from that status and the time limits for how long a student may remain
in that status;
establish admission criteria policies and procedures with representation
by faculty responsible for instruction in the given program;
publish both the general criteria for admission and any special admission
criteria for individual programs; and
regularly evaluate its admission policies.
3.3.2 Graduate Completion Requirements
The institution MUST:
provide policies governing probation and suspension of students who
are unable to demonstrate satisfactory progress;
be the institution that has primary responsibility for awarding the degree
recognized in the U.A.E. and for the integrity, rigor, outcome, and management
of the academic program while ensuring compliance with the
Commission’s requirements;
ensure that the total credit hours required for the degree completion is
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consistent with the international practice in the discipline; and
in each degree program provide an appropriate sequence of courses
leading to the degree.
Graduate completion requirements MUST:
be formulated by the faculty teaching in the program and approved by
an appropriate body representing the institution;
for a master or postgraduate diploma program include a substantial
proportion of taught course work;
for a doctoral program include at least one year of taught course work;
include the following:
V residency requirements;
V thesis requirements, as appropriate;
V minimum number of hours required for a degree;
V minimum and maximum time for degree completion;
V minimum “B” cumulative grade point average, or equivalent (a 3.0
on a 4 point scale, or equivalent);
V satisfactory academic progress standards; and
V the type of qualifying and exit examinations the student must
pass;
be appropriate to the degree and program being offered;
be published in the official catalog and distributed to all incoming graduate
students, with any special completion requirements of individual
academic units; and
ensure for transfer students that a minimum of 50 percent of the credit
hours are earned through instruction at the U.A.E. institution offering the
program, including the major components of the program such as the
thesis.
3.3.3 Graduate Curriculum and Instruction
The institution MUST demonstrate that its curriculum of a given graduate
program is distinctive from and substantially superior to the curriculum of
undergraduate program in the same field.
The curriculum of a graduate program MUST demonstrate that it:
is at a level of complexity that significantly extends the knowledge and
intellectual maturity of the student;
requires its students to analyze, explore, question, reconsider, and synthesize
old and new knowledge and skills;
affords the depth of education, the specialized skills, and the sense of
creative independence allowing the graduate to achieve the outcomes
anticipated in the program’s goals and objectives and to practice and
contribute to a professional or scholarship field;
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has significant research component, appropriate to the program goals
and objectives and design;
does not permit combined instruction of graduate and undergraduate
students;
is carefully planned and directly related and appropriate to the purpose
and goals of the institution and the goals and objectives of the degree
program (see Section 3.1);
ensures that courses and course materials provide for timely and appropriate
faculty-student and student-student interaction that facilitates effective
learning;
utilizes instructional media, techniques, and policies that are in accordance
with the stated purpose of the educational programs and that are
appropriate to the specific goals and objectives of the individual instructional
courses forming the programs; and
distinguishes significantly in rigor and student expectations between a
course of study leading to a master’s or high diploma degree (or equivalent)
and a course of study leading to the doctorate.
The institution MUST:
use regular evaluations of all courses, instructional pedagogy, and the
feedback and results obtained from the assessment process effectively
in revising the curriculum to ensure quality and excellence in both the
curriculum and instructional pedagogy;
have a clearly defined process by which the curriculum is established,
regularly reviewed, evaluated, and revised as part of a systematic
process which recognizes the various roles of the faculty, the administration,
and the governing entity;
provide a frequent, systematic evaluation of graduate instruction, revising
– where appropriate – the instructional process based on the results
of this evaluation;
evaluate the effectiveness of the instruction of each course through
student surveys and other means;
ensure full control of its curricula, including curricular design and development,
course content, course evaluation, student interaction and
student evaluation;
clearly and accurately describe its curricular offerings in published materials;
provide graduate faculty members who are productive, creative research
scholars and who are available to their students;
ensure an environment which supports and encourages research,
scholarly interaction and accessibility among faculty and students consistent
with the qualitative intent of the Standards;
provide instructional methods and delivery systems to allow students to
achieve the stated objectives of a course or curriculum;
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ensure that its instructional methods utilize appropriate information
technology and other resources;
adequately support and critically evaluate experimentation in teaching
methods to improve instruction;
ensure that each student enrolled in a course receives a syllabus on the
first day of the class that includes the following:
V goals and objectives of the course;
V course topics and contents;
V credit hours, specifying lecture and practical hours, as appropriate;
V pre-requisite(s), as appropriate;
V methods by which instruction will be delivered and, if instruction is
delivered via technological means, the kind of technology and type
and level of technological skills required of the student;
V instructional material and resources including required textbooks,
additional readings, software, laboratory experiences, and websites;
and
V methods of evaluation including proportional distribution of marks
assigned to tests, projects, practical work, reports, term papers,
and other graded assignments;
publish grading policies including grading scales, ensuring that its
grading practices are consistent with its policies;
provide the instructional tools, technology and media being used for the
delivery of the curriculum are current and appropriate to the nature and
objectives of the instructional programs;
ensure the opportunity, in all courses offered in concentrated or abbreviated
time, for preparation, reflection, and analysis concerning the
subject matter by providing one calendar week of reflection and analysis
for each hour of credit awarded and demonstrating that students
completing such courses have equivalent levels of knowledge and
competencies to those acquired in traditional formats;
ensure a system for assigning students to their advisors or directors, for
appointing their graduate committees, and for monitoring their academic
progress;
provide methods for monitoring and authenticating student work, interactions,
and examinations in distance learning, including on-site proctored
examinations;
establish and publish regulations and procedures whereby the student
is given the opportunity to appeal for hearing his/her grievance regarding
any matter dealing with instruction;
provide appropriate publications pertaining to its regulations and procedures
whereby the student is given the opportunity to re-sit an examination;
and
provide policies and guidelines concerning supervision and examina-
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tion of thesis; and
provide specific guidelines for independent study, if offered, that
ensure:
V adequate supervision and control;
V content and assessment that is comparable to regular courses;
V a limit of a maximum of six semester hours, or equivalent, during
the entire span of the graduate program, not including the thesis
or research project; and
V that such instruction occurs only during the later half of the program.
3.3.4 Distinction in Graduate Levels
A program leading to a master’s or high diploma degree (or equivalent)
MUST be the equivalent of at least one year of full time graduate study and
provide:
an understanding of research and the way research is conducted;
an understanding of the discipline—its subject matter, literature, theory,
and knowledge;
an association with resident faculty sufficient top permit their individual
evaluation of the candidate’s capabilities;
a demonstrated means of certifying the knowledge and skills which the
candidate has acquired;
a demonstrated effective relationship between curricular content and
current practice in the field of specialization; and
in the case of a non-research oriented professional master’s degree, a
demonstrated understanding of accepted practices in the field.
The institution MUST demonstrate that program length, credit hours, and
tuition and fees are appropriate for the master’s and high diploma degrees
(or equivalent) and any other credentials it offers.
A program leading to the doctoral degree MUST:
provide for substantial mastery of the subject matter, theory, literature,
research, and methodology of a significant part of the field, including
language, statistical, or other skills necessary to its pursuit;
provide for independent research as evidenced by a doctoral thesis;
include a substantial period of residence to provide the student access
to a wide range of support facilities including a research library; and well
equipped laboratories for research in the discipline;
include at least one year of taught course work;
provide significant faculty/student interaction, opportunities for exposure
to and engagement with cognate disciplines and their research
scholars, and significant peer interaction among graduate students;
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p rovide the opportunity for a mentoring-apprentice re l a t i o n s h i p
between faculty and students as well as adequate time for in-depth
faculty evaluation of students;
demonstrate that program length, credit hours, and tuition and fees are
appropriate for its doctoral degree;
conduct frequent, systematic evaluations of graduate curricula and
program requirements; and
integrate research with instruction.
For appropriate professional doctoral programs, a project may be substituted
for the research thesis. In such cases, the institution MUST:
demonstrate a substantial level of competency appropriate to a doctoral
degree and
demonstrate a clear relationship between curricular content and current
practices in the field of specialization.
3.3.5 Graduate Academic Advising
The institution is expected to conduct a systematic, effective program of
graduate academic advising. Such a program MUST:
assign early in the student’s program a qualified advisor to recognize
the individuality and the particular needs and goals of each student;
provide advisors who are proficient in using data to help determine students’
major fields of interest and academic capabilities, who have
access to each advisee’s records, who are well familiar with the students’
fields of study, and who have appropriate background, training
and experience to carry out their responsibilities effectively;
ensure that the number of advisees assigned to faculty or professional
staff is reasonable;
include an effective orientation program available to all students; and
be evaluated regularly and the results used to enhance assistance to
students.
3.4 Publications and Announcements
The institution MUST ensure that its announcements and publications accurately
and truthfully portray, without creating any doubt about its autonomy,
the institution and its licensure and accreditation status with the
Ministry and depict only those programs that are either recognized by the
Ministry or have been granted written permission from the Ministry to be
announced.
The institution MUST:
produce and distribute publications and announcements which, in
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content and design, accurately, truthfully, and consistently describe the
institution—its by-laws, regulations, policies, and practices—as well as
the actual programs that it currently offers and the status of the licensure
and accreditation of its programs by the Commission;
publish its current catalog, faculty handbook/manual, and student
handbook/manual;
make available its publications to the appropriate users;
include in its current catalog the following information:
V institution’s purpose and goals;
V complete admission criteria;
V academic calendar;
V organizational structure of the institution with appropriate titles or
names of its units and offices;
V degree programs that are recognized by the Ministry and that are
offered, along with their curricula and course description;
V degree completion/graduation requirements;
V regulations governing academic standing and progress;
V student academic advising;
V tuition and other fees and their related policies;
V refund policies;
V a roster of full-time faculty, listing their ranks, all their earned
degrees, institutions from which their degrees were earned, and
the years they earned their degrees;
V methods used for instruction;
V methods for assessing student participation in the learn i n g
process;
V educational support services available; and
V other items pertinent to attending the institution or withdrawing
from it;
include in its student handbook/manual the following information:
V an institutional guide to student behavior;
V statement on students rights and responsibilities;
V disciplinary policies;
V appeals process for airing student grievances;
V student counseling services;
V student career planning services;
V student support services including transportation, dormitories,
food services, sport facilities, social activities, and entertainment;
V policies governing student associations, alumni associations, and
publications;
V spiritual facilities;
V student health services; and
V financial aid; and
include in its faculty handbook/manual the following information:
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V policies governing faculty recruitment and appointment;
V definition of academic ranks and the minimum qualifications
required for rank;
V faculty roles, rights, and responsibilities;
V policies and procedures pertinent to faculty promotion;
V salary ranges for each academic rank and criteria for salary
increases;
V professional development policies providing guidance and adequate
resources;
V policies governing teaching loads;
V processes for faculty evaluation;
V definition, role, responsibilities, rights, and teaching load of parttime
faculty;
V policies on intellectual property rights;
V disciplinary procedures and appeals;
V grievance procedures;
V key provision of faculty contract including probation period, terms
of contract;
V various benefits and allowances, and terms of renewal and termination;
V procedures of contract renewal; and
V grounds and procedure for contract termination.
3.5 Distance Learning
Those institutions that engage in both distance education and traditional
education MUST comply with the requirements of the current edition of the
Standard for Licensure and Accreditation for its traditional program and
the current edition of the e-Learning/Distance Learning Standards of
Licensure and Accreditation (ELDL Standards) for its distance education
courses and programs.
Distance learning involves teaching and learning that takes place with the
student and instructor physically separate from one another but interacting
primarily through the use of telecommunications, digital, or other electronic
communication technologies. Assuring a level of quality commensurate
both with the standards of the institution and those prescribed by the
Commission is of paramount importance to the area of curriculum and instruction,
as applied to distance learning delivery media, methods and approaches.
As such, the instructional program, the courses of study that
form the program, and the instructional design elements used in the course
materials MUST provide for timely and appropriate faculty-student and
student-student interaction that facilitates effective learning. To this end,
faculty engaged in the delivery of distance learning programs MUST
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assume responsibility for and exercise oversight of the curriculum and instruction,
ensuring both the rigor of the programs and the quality of instruction.
The outcome of this effort, uppermost, is designed to ensure that the
programs of study meet the highest standards of excellence in terms of
meeting the varied internationally recognized expectations for academic
rigor, quality, best pedagogical practices and educational program support
services important to the long-term success of the students being served
via these new instructional delivery modalities.
Should an institution, therefore, become engaged in distance learning delivery,
it MUST:
be fully responsible for the courses and programs offered, the faculty who
teach them, the support services provided for them, and their assessment
and evaluation;
formulate clear and explicit goals for its distance learning programs;
demonstrate that its distance learning programs are consistent with
the institution’s stated purpose;
ensure that its faculty in residence are fully aware of course content and
delivery of those courses offered by distance learning;
demonstrate that its distance learning programs comply with all applicable
Standards requirements;
develop distance education policies concerning ownership of materials,
faculty compensation and workload, copyright issues, and the utilization
of revenue derived from the creation and production of software,
courses or other media products;
have methods by which institutions ensure consistently high quality in
content, pedagogy, and educational experiences in cases in which a
course is offered both by distance learning and traditional delivery;
have in place methods that ensure monitoring and authenticating of
student work, interactions, and examinations, including on-site proctored
examinations for distance learning students;
provide appropriate training for faculty who teach in the distance education
programs in the best practices of pedagogy and facilitate the
technological proficiency essential for them to work effectively with the
course/program instructional delivery media; and
provide appropriate support and training for students to develop proficiencies
with the technology that are essential for their active participation
in the learning process;
provide guidance to students in their selection of courses appropriate
to their preparation, including their mastery of the technology required
to complete course requirements satisfactorily; and
ensure security and confidentiality of all assessments of all students'
performance in a course.
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3.6 Continuing, Professional, Outreach, and Service Programs
The changing nature of the workplace environment driven by such external
factors as the information and knowledge-base explosion places special
requirements on individuals to remain current in some form of both formal
and non-formal life-long learning and a continuing education program designed
to periodically upgrade and assist them to remain current in their
knowledge base, skills and abilities, or what international educational
experts are calling “life journey” workplace competencies. As a result,
most institutions of higher education have incorporated into their mission
and purpose a continuing and professional education role, which also is
referenced as extension and public service instruction to provide for lifelong
learning opportunities that as a rule do not carry requirements or expectations
for the award of academic credit, titles or degrees. Rather, the
successful completion of the study program or modularized courses of instruction
are focused on the acquisition of pre-established threshold levels
of proficiency or demonstrable technical competencies, skills or abilities.
These opportunities are often referred to as continuing or extension education,
professional development, outreach, or public and community service
programs. Such programs may be credit or non-credit bearing, may be
offered both in campus and off-campus, and more often than not may also
include the integration a variety of instructional delivery systems that
include technology-based distance education components. Given the
growing importance of these types of instructional programs in the socioeconomic
evolution of communities and individual lives, it is the
Commission’s policy to provide guidance and oversight important to the
development, implementation and expected outcomes of these efforts to
provide a level of qualitative standards important to both the providers and
consumers of these educational program services.
To these ends, continuing and professional education, outreach, and
service programs of this nature that are linked to lifelong learning expectations
MUST have clearly defined goals and objectives, which MUST be
clearly related to the purpose of the institution and the students being
served.
Furthermore, an institution of higher education, either alone or as part of a
partnership or consortium, which seeks to offer a continuing education,
outreach, or service program of one academic year or more leading to an
academic or professional degree, either in an on-campus or off-campus
setting, or integrating a combination of face-to-face and print or electronic
communication media with a distance learning component, MUST consult
with the Commission about its initial plan and obtain the Commission’s
written permission to submit its application for Accreditation-Eligible clas-
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sification. It is further incumbent upon an institution engaged in continuing
and professional development programs to be actively engaged in a regular
and systematic process of review, assessment, and revision of each of its
instructional programs to ensure that these programs of study consistently
meet the highest standards of excellence for student learning success.
All continuing and professional development, outreach, and service programs
offered for some form of certification or academic credit MUST also
comply with the requirements of the these Standards in their totality.
All such credit-bearing programs MUST be reviewed and approved by the
Commission, prior to announcing and implementing the program, and
MUST on a periodic and regular basis be evaluated and the results thereof
be used to revise and improve the instructional program as appropriate, as
detailed in other sections of the Standards.
And finally, an institution MUST not award academic credit or certification
for continuing and professional development, outreach or service educational
programs of studies undertaken on a non-credit basis.
3.7 Student Records
The institution MUST have adequate student records for credit courses.
Official and original student academic records MUST be maintained and
stored in one central office at the institution. Complete back-up files, such
as facsimiles, microfilm or electronic data banks, MUST be maintained
continually, one set stored in a secure area outside the records office,
preferably in a different building or at an off-site location accessible to the
designated institution’s personnel. The institution MUST take all steps necessary
to ensure the security of its student records, including storage in a
secure vault or fireproof cabinet. Since computer generated and stored
records present unique security problems, the institution MUST have in
place special security measures to protect and back up the data.
The institution MUST have a coherent student record keeping policy that
includes statements addressing what constitutes the permanent record of
each student, who has access to student records, and who has the right to
manage and update student records, as well as statements concerning retention
and disposal of records. It MUST establish and publish information-release
policies that respect the rights of individual privacy, the confidentiality
of records, and the best interests of the student and institution.
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3.8 Faculty
The selection, development and retention of a competent faculty attracted
from a variety of diverse educational, and cultural backgrounds at all academic
levels is of major importance to the educational quality of an institution.
The commitment of faculty to institutional purposes determines in
large measure the effectiveness of the total educational program. An institution
provides evidence that it has employed faculty members qualified to
accomplish its purpose. Because of the importance of the faculty, during
all program and institutional evaluations the Commission will give special
attention to all criteria pertaining to faculty.
Irrespective of the teaching environment (traditional or distance learning),
institutions are required to demonstrate attention to issues of faculty workload,
compensation, ownership of course-related intellectual property, and
professional evaluation. The institution MUST provide participating faculty
with technical, design, and production support services and ongoing training
and professional development programs to ensure proficiency in utilizing
and managing a variety of instructional technologies. In addition, the
institution MUST provide ongoing training and evaluation programs to
ensure faculty effective use of instructional strategies and appropriate technologies
to engage interactive student learning.
3.8.1 Selection of Faculty
An institution MUST show that it has an orderly process for advertising for
faculty positions and for recruiting and appointing its faculty. This process
will normally involve developing a pool of qualified candidates through advertising
and proper screening and interviewing those who appear to be
best qualified. Institutions are encouraged to recruit and select faculty with
terminal degrees earned from a broad representation of institutions.
Institutions MUST validate the authenticity of all degrees and other reported
credentials before faculty are employed and MUST maintain accurate
records of the process used for employing each faculty member and the
correspondence and other communication between the faculty member
and the institution during the process of filling the faculty position.
An institution MUST employ faculty members who are from a variety of educational
and cultural backgrounds and whose highest earned degree presented
as the credential qualifying the faculty member to teach in the specialized
discipline of the institution is from an internationally known institution
broadly respected throughout the academic community.
Institutions MUST ensure that, as appropriate to the purpose of the institu-
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tion, each faculty member employed is competent in the use of English.
The institution MUST document and justify the academic and professional
preparation of all faculty members with respect to the specialized discipline
they teach.
The institution MUST define and publish in its faculty handbook and other
relevant publications the various academic ranks and the minimum qualifications
required for appointment in each rank.
3.8.2 Academic and Professional Preparation
For the purpose of applying the Standards, a full-time faculty member is
one whose major employment is with the institution that is being considered
for licensure or program accreditation, whose primary assignment is
in teaching and/or research, and whose employment is based on a contract
for full-time employees. A part-time faculty member is one whose major
employment is not with the institution and whose teaching load is six hours
or less per semester.
Both full-time and part-time faculty MUST meet, for academic and professional
preparation, the criteria below. The institution MUST keep on file for
all full-time and part-time faculty members documentation of original or officially
attested documents of their academic preparation, original signed
contracts, copy of their passports, and other documents required by the
Ministry of Labor and Social Affairs in the U.A.E. Faculty involved in distance
learning MUST have preparation and training directly related to distance
learning and its required technologies.
3.8.2.1 Remedial Programs
Faculty members who teach in remedial programs (as defined in Section
3.2.3.1) MUST hold minimally a bachelor’s degree in a discipline related to
their teaching assignment and have either teaching experience in a discipline
related to their assignment or graduate training in remedial education
or in a discipline related to their assignment.
3.8.2.2 Certification, Diploma, and Associate Degree Programs
In any program leading to a certificate or diploma involving one or two academic
years of study following secondary school certificate, full time and
part time faculty members MUST have completed the minimum of a
master’s degree with a major in the discipline in which they teach and
MUST
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have at least five years experience teaching in the field of instruction,
five years work experience related to the teaching field, or a combination
of five years experience in teaching and work related to the field of
instruction; or
have completed academic study beyond the master’s degree at a recognized
higher education institution equivalent to 18 credit hours in the
teaching field; or
hold an internationally recognized professional certification in the teaching
field such as Certified Public Accountant.
In any associate degree program offered in conjunction with a higher
diploma of three academic years or a baccalaureate degree program at the
same institution, the institution MUST comply with the requirements for
faculty credentials under Baccalaureate Degree Programs, section 3.8.2.3.
In any program leading to a higher diploma involving three years of study
or more following the secondary school certificate, the full and part time
faculty members MUST meet the requirements for Baccalaureate Degree
Programs, section 3.8.2.3.
Each full time and part time faculty member teaching credit courses in professional,
occupational, and technical areas that are components of certificate
or diploma programs and are not claimed to be accepted either for
college transfer or in the continuation of students in senior institutions
MUST possess appropriate academic preparation or academic preparation
coupled with work experience. The minimum academic degree for faculty
teaching in these professional, occupational, and technical areas MUST be
minimally at the same level at which the faculty member is teaching. The
typical combination is a baccalaureate degree with appropriate work experience
and, if available, relevant professional certification.
An institution offering the two-year diploma or two-year associate degree
MUST ensure that at least one of its faculty members teaching in each
degree program area (business, computer science, liberal arts, etc.) holds
a terminal degree in his or her teaching field.
3.8.2.3 Baccalaureate Degree Programs
Faculty members teaching certain of the core general education courses
may teach these introductory level courses if they do not hold the terminal
degree. These courses are:
the first two courses in English, Arabic, or other language and
the first course only in:
V Islamic studies, history, or culture;
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V humanities or arts;
V social or behavioral sciences;
V natural or physical sciences: and
V mathematics and/or information technology.
However, minimally each full and part time faculty member teaching these
courses MUST have completed the master’s degree with a major in the discipline
in which he or she teaches and MUST have:
at least five years experience teaching in the field of instruction, five
years work experience related to the teaching field, or a combination of
five years experience in teaching and work related to the field of instruction;
or
have completed academic study beyond the master’s degree at a recognized
higher education institution equivalent to 18 credit hours in the
teaching field; or
Faculty members holding such credentials may be appointed at the faculty
rank of lecturer, instructor, or adjunct faculty, but MUST not be appointed
at professorial rank.
Each full-time and part-time faculty member teaching courses other than at
the “remedial” or certain “core general education” courses MUST hold an
earned terminal degree in the teaching discipline, unless clearly justified as
an exception according to the guidelines that follow. Usually the doctoral
degree is considered the terminal degree; however, in some disciplines, a
master’s degree is considered terminal. For example, in art, design and
design-related disciplines an MFA, Master of Architecture, or other master’s
degree that is studio-based may be considered the terminal degree. In
social work, the Master of Social Work is considered the terminal degree.
In some limited circumstances, an institution may make exceptions to the
terminal degree requirement, provided the exceptions are restricted to
special cases and are fully justified and reported each term to the
Commission for Academic Accreditation. The exceptions MUST be limited
to applied disciplines such as business administration for a faculty member
who has a master’s degree in the teaching field or a PhD in a related field,
and who also has:
extensive senior level experience in the applied field (such as corporate
management or senior accountant), or
experience in the applied field coupled with internationally recognized
professional association certification (as in medical board certificate or
Certified Public Accountant).
The percentage of exceptions based on applied experience MUST not
exceed 10% of the full time faculty teaching in the program, unless specif-
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ically authorized by the Commission.
The institution MUST ensure that its exceptions to the terminal degree requirement
are in fact exceptional cases and that the faculty member is especially
qualified to meet the needs of the program and the course that he
or she is teaching. The institution MUST report to the Commission for
Academic Accreditation at the beginning of each semester or term the
faculty members who are scheduled to teach that term and who are exceptions
to the terminal degree requirement. This report MUST include the
faculty member’s name, highest degree, institution from which the highest
degree was earned, area of specialization, category of exception from
those listed above, justification for the exception, and a brief description of
the courses he or she is scheduled to teach.
Institutions wishing to involve in their programs other practitioners who
may not hold the terminal degree and who do not qualify as exceptions
may do so, provided these persons serve as guest speakers on an occasional
basis and do not serve as course instructors.
3.8.2.4 Graduate Degree Programs
The institution MUST:
appoint faculty to teach in graduate programs who have exceptionally
strong preparation and experience;
ensure that faculty have a strong record of research and scholarly activity
or, in the case of newly appointed faculty, excellent potential for research
and scholarly activity;
ensure for applied disciplines that faculty have significant professional
experience as practitioners in the discipline and/or a strong record of
research or scholarly activity related to the discipline;
clearly define and publicize eligibility requirements for faculty members
teaching graduate courses, including those supervising theses;
have adequate resources and research facilities to attract and retain
qualified faculty;
employ qualified faculty members responsible for the direction of research
and independent study;
employ for teaching any graduate course only faculty members who
hold the terminal degree in the teaching discipline;
ensure that each graduate degree program at the diploma or master
level employs a significant number of faculty at the rank of associate
professor or professor; and
develop mechanisms whereby all policies and regulations affecting
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graduate curricula, as well as requirements affecting graduate certification
and degrees, are formulated by the graduate faculty or a representative
group of the graduate faculty.
3.8.2.5 Distance Learning Courses
Those institutions that engage in both distance education and traditional
education MUST comply with the faculty related requirements of the
current edition of the Standards for Licensure and Accreditation for its
traditional program and the current edition of the e-Learning/Distance
Learning Standards of Licensure and Accreditation for its distance education
courses and programs. Institutions offering courses for credit
through distance learning programs MUST:
develop policies and agreements specifically addressing faculty workload,
compensation, program or course-related intellectual property
ownership, and professional evaluation in accordance with institutional
processes customarily used to address comparable issues;
provide appropriate and adequate support services and staff to faculty
responsible for preparing distance learning courses or programs;
have qualified instructional designers involved in distance learning
course and program design, development and evaluation to ensure incorporation
of appropriate and effective pedagogy for the information
technologies employed;
ensure faculty involved in distance learning have preparation and training
directly related to distance learning and its required technologies;
provide faculty with appropriate and adequate ongoing training and
professional development programs to ensure proficiency in utilizing
and managing course technologies and incorporation of appropriate
and effective pedagogy for the information technologies employed;
provide faculty with appropriate hardware and software and ensure reliable
connectivity from office, home or elsewhere to support instruction;
ensure faculty engage students through access to structured, interactive
communications; and
evaluate the effectiveness of faculty in using instructional strategies,
pedagogical practices, and technologies that facilitate appropriate
levels of interactivity for student learning success.
3.8.3 Part-Time Faculty
The institution MUST:
employ in each of its curricula a minimum of 75 percent full-time fully
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qualified faculty;
limit the number of part-time faculty members (as defined in Section
3.8.2) to ensure that the institution employs the number of full-time
faculty members adequate to provide effective teaching, advising, and
scholarly activity; and to participate in curriculum development, policymaking,
and institutional planning;
limit the teaching load of part-time faculty to the maximum of six hours
per week;
ensure part-time faculty are subject to the same requirements for professional,
experiential, and scholarly preparation as full-time counterparts;
ensure that the part-time faculty are granted professional privileges and
compensation that are adequate and parallel to those awarded to fulltime
faculty;
establish and publish comprehensive policies concerning the employment
of part-time faculty;
provide for appropriate orientation, supervision, and evaluation of all
part-time faculty members; and
state clearly and publicize procedures to ensure student access to parttime
faculty.
3.8.4 Graduate Teaching Assistants
An institution MUST not use graduate assistants who fail to meet academic
and professional preparation as outlined in Section 3.8.2 to conduct
classroom or laboratory instruction. The institution may assign graduate
assistants to be engaged in activities such as assisting in course/laboratory
preparation. If graduate students are so assigned, the institution MUST
provide a published set of guidelines for institution-wide graduate assistantship
administration, appointment criteria, remuneration, rights and responsibilities,
evaluation, and reappointment.
3.8.5 Faculty Compensation
An institution MUST:
provide adequate salaries and benefits to attract and retain highly qualified
faculty members;
publish criteria and salary ranges for each academic rank and for salary
increases;
ensure that faculty compensation is comparable to those offered for
faculty in the same discipline by other institutions in the U.A.E.; and
make special provision to ensure attracting qualified faculty in specializations
that are in high demand.
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3.8.6 Faculty Appointment, Promotion, and Tenure
An institution MUST:
adopt and publish the requirements for faculty members to carry out
their duties in a professional, ethical, and collegiate manner that enhances
the purposes of the institution;
provide contracts, letters of appointment, or similar documents to
faculty members clearly describing the terms and conditions of their
employment, with reference made to the policies published in the institution’s
faculty handbook;
adopt and publish procedures and criteria for faculty promotion from
one rank to another and, if applicable, for the awarding of tenure or extended
contracts; and
publish and distribute to the faculty the current faculty handbook.
The institution MUST, after it successfully completes the probationary appointment,
provide faculty members with contracts lasting for a period appropriate
for them to maintain a strong and positive commitment to their
students, their discipline, and the institution.
3.8.7 Professional Faculty Development
The institution MUST:
have policies that provide faculty with adequate resources and opportunities
for professional development, which includes among others: research
opportunities; participating in national, regional, and international
conferences; publishing and presenting research papers; organizing
and participating in workshops, seminars, and exhibitions; and having
available sabbatical leaves and training programs;
publish its professional faculty development policies in its faculty handbook;
demonstrate that appropriate and effective faculty development occurs;
ensure faculty involved in distance learning have preparation and training
directly related to distance learning and its required technologies;
and
provide ongoing evaluation programs to ensure faculty effectively use
instructional strategies (and, where appropriate technologies) to engage
interactive student learning.
3.8.8. The Role of the Faculty
The institution MUST clearly define and publish the extent of the participation
and jurisdiction of the faculty in the educational program.
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3.8.9 Faculty Loads
An institution MUST provide for each academic program an adequate
number of faculty to cover the teaching and other requirements of each
specialized area of the program by assuring that:
it has procedures for the equitable and reasonable assignment of
faculty responsibilities—including classroom instruction, academic advising,
committee membership, guidance of student organizations, and,
where applicable to the purpose of the institution, research and service
to the public;
the calculation of instructional loads takes into account such factors as
number of preparations; number of students taught; nature of the
subject; delivery mode (traditional or distance); help available from secretaries,
teaching assistants, and staff; and administrative duties assigned;
the maximum teaching load for a full-time instructor who is holding a
Master degree where Master degree is not a terminal degree in the discipline
and for teaching in undergraduate certificate, diploma, and associate
degree programs is15 credit hours per semester;
the maximum teaching load for baccalaureate programs is 12 credit
hours per semester; and for graduate programs is 9 credit hours per semester;
faculty holding academic administrative positions such as program coordinators
or department chairs have a minimum release time of 3 hours
and deans at least 6 hours; and
faculty teaching distance learning courses online have a teaching load
that recognizes the time required to develop and sustain these courses
and that is appropriate to the institution’s general workload policies for
faculty.
3.8.10 Faculty Evaluation
An institution MUST:
conduct periodic evaluations of the performance of each of its full-time
and part-time faculty members and utilize the evaluation results to establish
a professional development plan;
publish and disseminate the criteria and procedures upon which the periodic
evaluation is built; and
demonstrate that it uses the results of this evaluation for improving its
educational program and faculty development initiatives.
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3.8.11 Faculty Grievance
An institution MUST provide, publish, and disseminate in faculty handbook
and appropriate publications its regulations and procedures whereby the
faculty member is given the opportunity to appeal for hearing his/her grievance.
3.9 Contractual Agreements
An institution MUST:
regardless of any contractual agreement or memorandum of understanding,
maintain full control of all its operations including admissions,
records, curricula and course development; instruction, course delivery;
degree completion requirements, tests and examinations, faculty appointments
while ensuring that it is the institution that has primary responsibility
for awarding the degree recognized in the U.A.E. and for the
integrity, rigor, outcome, and management of the academic program
while ensuring compliance with the Commission’s requirements;
define clearly and precisely in writing and publish the exact agreement
which it claims with any other educational entity in the U.A.E. or abroad
and provide the Commission an original copy of each agreement;
obtain approval from the Commission for each contractual agreement
prior to signing such an agreement;
avoid, for the purpose of promoting its student enrollment, utilizing its
consortial or contractual agreement in a manner which may create
doubt about its institutional autonomy and control of its instruction; and
evaluate regularly any consortial contract or agreement.
Agreements between an institution in the U.A.E. and other institution(s) in
the U.A.E. or abroad may cover many activities including among others:
cooperation in planning and developing of academic programs, courses,
and instructional material; exchange of faculty, students, and academic administrators;
cooperation in research activities; and assessing the effectiveness
of the institution, its academic programs, and support services.
If the external institution with which the U.A.E. institution is seeking a contractual
arrangement is not fully licensed in the U.A.E. or well known and
respected throughout the international higher education community, such
approval will be denied. The requesting institution takes the responsibility
for offering proof of the quality of the institution with which it is establishing
a contractual relationship. Investigation of the validity of the contractual
arrangement may involve an on-site visit by a committee of experts,
under the supervision and direction of the Commission, whose expenses
are borne by the requesting institution. A contractual arrangement does not
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remove from the requesting institution the obligation to attain its own licensure
as a separate institution.
The institution MUST:
be held responsible for the quality of each course or program offered;
demonstrate that each course and program so offered is related to the
teaching purpose of the institution and is fully under the control of the
institution; and
demonstrate that each course and program so offered does comply
with the Standards.
3.9.1 Agreements for Educational Services
There is a wide range of education services that may be subject to contractual
arrangement. Course material and course development may be outsourced
in whole or in part. Course content that is licensed by another educational
provider may be used in whole or in part under contract with the
U.A.E. institution. Internship opportunities and clinical training may involve
contractual relationships with entities external to the institution. Library
services and databases may be provided under contractual agreement.
Bookstore operations may likewise be outsourced, as well as certain administrative
and student service functions.
Whatever the nature of contractual agreement and the extent of the outsourcing,
the institution MUST maintain ultimate responsibility for the timely
delivery of and the quality of the service. The institution MUST demonstrate,
for each educational service offered through a contractual agreement,
that it has in place procedures to ensure that the service:
meets the requirements of the Standards and ELDL Standards, as appropriate;
supports the teaching purposes of the institution;
includes appropriate security measures to protect confidential information;
provides for adequate backup of data that is maintained off-site or electronically;
is provided with a high degree of reliability;
maintains the high quality of service anticipated in the contractual
a g reement and expected by the Ministry of Education and the
Commission for Academic Accreditation; and
is evaluated regularly and the results thereof used for program revisions
and improvement in service delivery.
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SECTION 4
Educational and Student Support Services
The principles of institutional effectiveness referenced throughout the
Standards address the importance of an institution’s support services for
students. For these reasons the institution must establish for its support
services clearly defined goals, derived from the purpose of the institution,
and must continually evaluate its success in achieving these goals. These
support services include: library and related learning resources; instructional
technology resources and technical support; convenient and reliable
structures for a variety of student transactions (e.g., purchasing textbooks,
to paying tuition and fees, and similar transactions); and academic advising,
tutoring, and admissions, registration and related student record services.
In the case of distance learning programs, an institution must also ensure
that these services are made available to the distance learner in a manner
that is reliable and that supports the learning goals and objectives in a way
that is comparable to the learning conditions in face-to-face classroom settings.
Institutions MUST accommodate the distance learner by providing
on-site test proctoring, access to electronic databases, and related online
services. In all instances, it is incumbent upon an institution’s faculty and
administrative officers to be actively engaged in a regular and systematic
process of review, assessment and revision of each component of its instructional
programs. It is incumbent on the institution to ensure that the
program of study is routinely delivered to students in a manner that promotes
optimum learning through sound pedagogical practices and the effective
use of technology.
Because of the changing nature of the student demography in higher education,
institutions worldwide, colleges and universities need to be concerned
with assuring student success in their academic program offerings.
This requires that academic tutorial services be made available to students
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who are deficient in their preparation for study or who encounter difficulty
in the courses of instruction, and that these services are clearly identified
for students, including specific information about the terms and conditions
for accessing them.
4.1 Library and Other Learning Resources
4.1.1 Purpose and Scope
Because adequate library and other print and electronic learning resources
and services are essential to teaching and learning in modernized society,
an educational institution needs to ensure that the requisite resources are
available to all faculty members and students wherever the programs or
courses are located and however they are delivered.
Each institution MUST:
develop an operative purpose statement for its library and other learning
resource services that realistically addresses the learning support
needs of both faculty and students;
evaluate the library holdings and other learning resources and services
regularly and systematically to ensure that they are meeting the needs
of their users and are supporting the programs and purpose of the institution;
ensure that learning resources and services, including those required by
students studying at a distance, are adequate to meet their prescribed
learning needs; and
provide appropriate training and services for students in the use of
technologies that are required as they pursue their academic studies
and research.
4.1.2 Learning Resource Services
Each institution ensures that all students and faculty members have access
to a broad range of learning resources to support its purpose and programs
at both primary and, if applicable, distance learning sites.
Basic library services MUST include an orientation program designed to
teach all new users how to access bibliographic information and other
learning resources and information in diverse formats, with emphasis
placed on the variety of contemporary instructional tools and technologies
used for accessing and effectively using learning resources.
Libraries and learning resource centers MUST provide:
point-of-use instruction, personal assistance in conducting library re-
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search, and reference service consistent with the goal of helping students
develop information literacy and the ability to locate, evaluate,
and appropriately use such knowledge and information;
adequate hours of operation to ensure student and faculty accessibility
to these resources, which should include access for distance learners,
as appropriate;
adequate physical facilities, with appropriate space, lighting, and ventilation,
to house, service, and make library collections and electronically
accessed information easily available;
modern equipment in good condition for using print and non-print materials;
inter-library loan services designed to ensure timely delivery of materials;
an efficient and appropriate circulation system; and
adequate electronic access, from both on-campus and off-campus,
capable of identifying promptly materials available within their own
systems as well as materials available elsewhere, including electronically.
Library collections MUST be cataloged and organized in an orderly, easily
accessible arrangement following accepted bibliographical standards and
conventions to provide students and faculty with convenient, effective
access to library resources, including electronic bibliographic databases,
whether on-site or remote.
4.1.3 Collections
An institution MUST :
provide sufficient access to the library collection to support the educational,
research, and public service programs of the institution;
provide adequate library collection, including books, periodicals, databases,
and other learning resources in both traditional and electronic
forms to support the educational research, and public services programs
of the institution;
provide, for graduate study, library resources substantially beyond
those required for undergraduate programs;
provide policies and procedures defining substantial involvement of librarians,
teaching faculty, and researchers in the continuous development
of collections and the regular evaluation of the policy itself;
supplement its traditional library with an electronic library, journal, database
and digital repositories of instructional resources, allowing access
to the electronic information and knowledge-based resources important
to the achievement of the prescribed goals and objectives;
use, where appropriate, technology to expand access to information for
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users at remote sites, such as extension centers, branch campuses,
laboratories, clinical sites, or students’ homes;
provide adequate training in technologies and electronic resources to
enable students and faculty to access collections and databases efficiently;
and
provide adequate budget that ensures continuous development of its
library.
Each library or learning resource center MUST have both a policy governing
resource material selection reflecting and their priorities for acquisition
and for systematic elimination of outdated material or material that is no
longer relevant, and a procedure providing for the preservation, replacement,
or removal of deteriorating materials in the collection.
4.1.4 Cooperative Agreements
Cooperative agreements with other libraries and agencies are permissible
and strongly encouraged to expand the quality and scope of resources. In
any cooperative arrangement, the institution MUST :
avoid using the cooperative arrangement to replace its responsibility to
provide adequate and readily accessible library resources and services
and
ensure that the arrangement is formalized, published, regularly evaluated
and that is follows the requirements specified in Section 3.9 of the
Standards.
4.1.5 Staff
Libraries and other learning resources MUST be adequately staffed by professionals
who hold appropriate degrees in library and information sciences.
The number of library support staff members MUST be adequate
for the size and scope of the institution’s program, number of students, and
level and type of degree programs. Qualifications or skills needed for these
support positions MUST be defined by the institution and MUST include
degrees in library sciences or information resources and training and experience
in electronic access to information and data bases. The institution
MUST ensure that the staff includes:
a head librarian who holds, minimally, a master’s degree or equivalent
in library sciences and has substantial experience in library and learning
recourse administration;
other professional staff with degrees in library science or information resources;
and
staff sufficient so that trained librarians/learning resources professionals
are available at all times that the facilities are in use.
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Additionally, the institution MUST have in place policies and procedures for
the professional development of library and information resource staff and
the annual evaluation of the performance of such staff.
Organizational relationships, both external and internal to the library, MUST
be clearly specified. Institutional policies concerning professional status,
salary, and contractual security for library personnel MUST be clearly
defined and made known to all personnel at the time of employment.
4.1.6 Resources for Distance Learning
For distance learning activities, an institution MUST ensure the provision of
and ready access to adequate library/learning resources and services to
support the courses, programs, and degrees offered. The institution MUST
own the library/learning resources, provide access to electronic information
available through either existing technologies, or provide them through
formal agreements. Such agreements MUST include the use of books, periodicals,
other materials, and services. The institution MUST assign responsibility
for providing library/learning resources and services and for ensuring
continued access at each site.
Formal agreements established for the provision of library resources, including
those in electronic form, and services MUST ensure access to
library resources pertinent to the curricula offered by the institution and
include provisions for services and resources which support the institution’s
specific curricula in the field of study and at the degree level offered.
Such agreements follow the requirements specified in Section 3.9.
4.2 Instructional Support
To support its curriculum, each institution MUST provide a variety of adequate
facilities and instructional support services. These include:
adequate number of classrooms with appropriate size to accommodate
the projected number of students in all programs offered by the institution;
appropriate digital projection equipment and other audio-visual equipment
for all classrooms;
computer laboratories, specialized laboratories, studios, learning skills
centers, and clinical training facilities, that are equipped with modern
equipment appropriate to the programs offered and carefully planned
and managed to ensure user's safety;
adequate number of qualified laboratory assistants/technicians to
ensure effective utilization of laboratory sessions, providing support for
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"trouble shooting" problems in use of equipment, and ensuring their
continuous maintenance; and
adequate resources, research facilities, and equipment to ensure effective
research work, as part of graduate programs, as appropriate, consistent
with the nature and objectives of the program.
An institution MUST ensure that instructional support facilities are organized
and administered so as to provide “user friendly” and reliable access
for faculty and student users.
The institution MUST provide for the maintenance of data on its instructional
facilities and instructional support services. This data MUST be adequate
to support the goals of the institution’s system of institutional and
program effectiveness and continuous improvement and MUST include:
number, size, and capacity of all instructional and instructional support
spaces, by category as defined by the institution;
usage levels by students and faculty of such facilities;
accessibility to those spaces and equipment at times of that provide
convenience to faculty and students;
students’ evaluation of the adequacy of such spaces, equipment, and
accessibility to support their learning; and
faculty’s evaluation of the adequacy of such spaces, equipment, and
accessibility to support their teaching, as well as their scholarly activity
and service.
4.3 Information Technology Resources and Systems
Information technology resources and systems are essential components
in higher education. An institution MUST provide evidence that it is incorporating
technological advances into its operations on an on-going basis.
Information technology resources MUST support the planning function, educational
programs, and educational and administrative support services of
the institution at appropriate levels. These resources include computer
hardware and software, databases, communication networks, computer
laboratories, audio-visual equipment, and a trained technical and user
services staff.
Although the diversity of educational programs and goals will be a major
determining factor in the selection of information technology resources by
an institution, there MUST be a reasonable infusion of information technology
into the curricula so that students graduate with the fundamental
knowledge and basic ability to use these resources. Institutions MUST
provide the means by which students acquire basic competencies in the
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use of computers and related information technology resources. A reliable
information network MUST be available so that students, faculty, and staff
become accustomed to electronic communication and familiar with accessing
national and global information resources. There MUST be provisions
for ongoing training of faculty and staff members so that they may
make skillful use of appropriate application software. These requirements
MUST be in place for all programs wherever located or delivered in the
U.A.E.
Policies for the allocation and use of information technology resources
MUST be clearly stated and consistent with an institution’s purpose, goals,
and objectives. These policies MUST be evaluated regularly to ensure that
academic and administrative needs are adequately addre s s e d .
Appropriate security measures MUST be installed and monitored to protect
the confidentiality and integrity of academic systems, administrative
systems, and institutional networks.
There MUST be a clearly defined program for maintaining and replacing
equipment and software so that they remain consistent with current technology.
Such policies and procedures MUST include:
schedules for the replacement/upgrading of hardware and software;
the availability of trained and experienced staff on-site at appropriate
times to ensure that hardware and software are installed and monitored
appropriately and problems are solved in a timely fashion;
input from students to assess the adequacy of hardware and software
to support their learning; and
input from faculty and staff to assess the adequacy of hardware and
software to support teaching and the delivery of services.
4.4 Student Development Services
Student development services are essential to the achievement of the educational
goals of the institution and contribute to the cultural, social,
moral, intellectual, and physical development of students. To ensure effectiveness,
the institution MUST develop goals for the student services
program consistent with student needs and with the purpose of the institution.
Appropriate student development services MUST be provided for distance
learning programs, if appropriate, as well as on campus programs.
The institution MUST clearly designate an administrative unit responsible
for planning and implementing student development services. This unit
MUST be staffed by individuals who have academic preparation and experience
consistent with their assignments, including a head of student services
with an academic degree in counseling or student services or related
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field or substantial experience in student affairs administration. Student
development services and programs MUST be evaluated regularly. This
evaluation MUST include, but not be limited to, input from students on the
adequacy of services.
4.4.1 Programs and Services
The following programs and support services enhance the learning environment
for students and MUST be made available and be well publicized to
students, including distance learners:
Admissions: The institution clearly states its admissions requirements
and the data it will use in admissions decisions and make this information
available in its catalog and on-line;
Registration and Records: The institution maintains a registration and
records system that will support all students’ enrollment/registration
and have policies regarding student access to their records that are
clearly stated;
Academic Advising: The institution provides and clearly describes its
academic advising services for students in degree programs; and
Career Development: The institution makes available adequate career
development services to assist students in locating jobs suitable for
their preparation.
4.4.2 Student Financial Aid
Where applicable, the institution MUST provide for institution-wide coordination
of all financial aid awards, including information about available
scholarships, the processing of applications, and the administration of financial
aid and scholarship awards.
All funds for financial aid programs MUST be audited in compliance with all
legal requirements of the U.A.E.
4.4.3 Counseling and Career Development
An institution MUST provide personal counseling services for students administered
by professional counselors.
An institution MUST provide an effective career development program that
includes career information and planning, placement services, career counseling,
testing services, and follow-up activities. There MUST be clearly
specified policies regarding the use of career development services by students,
alumni, and employers. The institution MUST ensure that the effectiveness
of services is assessed regularly and that this assessment in-
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cludes, but is not limited to, input from students who have used the services.
Such services MUST be made available from the time of initial enrollment
of any program.
4.4.4 Student Transactions
A variety of student transactions are essential in support of the academic
program. Such transactions include but may not be limited to such transactions
as purchasing textbooks, course, laboratory and computer materials
and the like. Institutions MUST have well-designed processes for conducting
these transactions, with particular emphasis on the distance
learner who may undertake these transactions away from campus.
4.4.5 Student Activities and Publications
The institution MUST have a student activities program appropriate to its
purpose and encompassing student interests. The institution M U S T
develop policies and procedures governing the supervisory role of the institution
over student activities.
When student publications or other media exist, the institution MUST
provide a clearly written statement of the institution’s responsibilities for
them.
4.4.6 Student Behavior
The institution MUST publish a statement of student rights and responsibilities
and make it available to the campus community. The jurisdiction of judicial
bodies, the disciplinary responsibilities of institutional officials, and all
disciplinary procedures MUST be clearly defined and broadly distributed.
4.4.7 Student Grievance
An institution MUST provide, publish, and disseminate in appropriate publications
its regulations and procedures whereby the student is given the
opportunity to appeal for hearing his/her grievance.
4.4.8 Residence Halls
If an institution has residence halls, it MUST develop policies and procedures
governing them and MUST take reasonable precautions to provide a
healthy, safe, and secure living environment for the residents with special
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consideration given to the safety of female students. The learning environment
in the residence halls MUST support the educational mission of the
institution. An adequate staff organization MUST be given responsibility for
the administration of the residence hall system. The staff MUST have sufficient
academic training and experience to enhance the learning environment
in the residence halls.
4.4.9 Health Services
An institution MUST :
provide access to effective health services and education consistent
with the needs of its constituents and
inform its constituents of the availability of its health services.
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SECTION 5
Administrative Process
The institution is obligated to have governance and administrative structures
appropriate to higher education and financial and physical assets adequate
to support the purpose of the institution. Stability and security are
crucial to institutional well being, as are effective resource procurement,
deployment, and accountability. Planning for and garnering necessary
support are also integral to the accomplishment of institutional purpose.
The principles of institutional effectiveness, as outlined in Section 2, pertain
to the governance, organization, administration, and financial/physical
management of the institution. Each office, function, or unit establishes
goals that derive from and support the purpose of the institution evaluates
its success in achieving these goals, and uses the evaluation in making appropriate
modification in resources, programs, and services.
5.1 Organization and Administration
The administration of an institution of higher education brings together its
various resources and allocates them effectively to accomplish institutional
goals. The functions, roles, responsibilities, and organizational and reporting
structures of the institution MUST be clearly stated in the institution
policies and procedures documents.
5.1.1 Titles and Terms
The name of an institution, the titles of all administrators, the designations
of administrative and academic divisions or units, the terms used to describe
academic offerings and programs, and the names of degrees
awarded MUST be accurate, descriptive, consistent, and appropriate.
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5.1.2 Governing Entity
Although titles and functions vary, the governing entity or board is the legal
body responsible for the institution and for policy making.
The governing entity MUST be established and have in place proper procedures
to ensure that it is appropriately involved in the approval of the financial
status and is adequately informed about the stability of the institution,
as well as the effectiveness of its leadership and its teaching, research,
and public service, as appropriate. The governing entity MUST:
consist of duly appointed or elected members in accordance with the
institution’s policies and procedures;
meet at least once annually;
maintain official records of all meetings;
establish broad institutional policies;
approve the institutions by-laws;
approve the institution’s mission and goals;
secure financial resources to support adequately the institutional goals;
approve the annual budget;
ensure that the institution is subject to an annual audit;
approve the selection of an external auditor;
receive the report of the external auditor;
confer, or authorize the conferring of, academic degrees;
approve major facilities, contracts, and campus plans unless otherwise
delegated;
appoint the chief executive officer; and
evaluate the performance of the chief executive officer and approve his
or her contract and continuance in office.
There MUST be a clear distinction, in writing and in practice, between the
policy-making and fiduciary functions of the governing entity and the responsibility
of the administration and faculty to administer and implement
policy.
5.1.3 Official Policies
The institution MUST publish official documents, usually in its Policies and
Procedures Manual or similar publication, which contain, but are not limited
to, the following information, as well as other policies and procedures as
may be called for in the Standards or to meet the specific needs of the institution:
the duties and responsibilities of the governing entity or board;
the duties and responsibilities of the chief administrative and academic
officers, including deans and department heads;
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the patterns of institutional organization, as displayed in organizational
chart(s);
policies related to facilities, use of facilities, and student, faculty, and
staff safety;
policies regarding annual and longer term planning;
basic policies regarding institutional and program effectiveness, which
may be amplified in the institution’s Institutional Effectiveness Manual or
similar document, including the relationship between effectiveness
analyses and institutional and academic planning and budgeting to
maintain continuous improvement;
the role of the faculty in academic affairs and curriculum;
academic ptrocedures for the approval or revision of the curriculum;
basic policies regarding students, which may be amplified in the
Student Manual or similar document;
financial policies governing:
V revenues;
V receipting;
V deposits;
V purchase authorizations;
V expenditures;
V authority to enter into contracts;
V bank reconciliation;
V production of regular (usually monthly) financial reports;
V distribution of financial reports; and
V internal auditing; and
statements governing personnel issues for faculty and non-faculty staff,
including:
V appointment;
V terms of contract;
V promotion;
V compensation and benefits;
V due process; and
V grievance.
5.1.4 Administrative Organization
The administrative organization MUST reflect the purpose and philosophy
of the institution and enable each functional unit to perform its particular responsibilities
expeditiously and efficiently and as defined by the stated
purpose of the institution.
Administrative responsibility and authority for all educational offerings and
functions of the institution MUST be clearly identified. Each institution
MUST develop, publish, and make available an organizational chart, ac-
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companied with a proper policy statement, clearly delineating lines of responsibility
and authority.
These lines of authority of the administrative and academic officers MUST
be clearly defined, including:
the chief executive officer;
the chief academic officer;
the academic deans;
academic department chairs;
the head librarian;
the registrar;
the head of information technology;
the chief students development officer;
the chief financial officer;
the officer responsible for receivables;
the officer responsible for purchases;
the chief human relations officer; and
other persons responsible for major functions on the institution, including
health and safety.
These officers’ responsibilities MUST be made known to faculty, students,
and staff. Administrative officers MUST possess credentials, experience,
and/or demonstrated competence appropriate to their areas of responsibility.
The effectiveness of all administrators, including the chief executive
officer, MUST be evaluated periodically. Academic officers MUST hold appropriate
credentials and have sufficient experience such that they could
be appointed at faculty rank. Administrative officers must have credentials
and experience to justify their appointments to their positions.
5.2 Institutional Relations
Institutional relations may include development and fund raising, internal
and external communications, media relations, and alumni affairs, among
other responsibilities. Any institution must address some or all of these
issues, whether through one office or the roles of several offices. If there is
an institutional relations office or program, it MUST ;
be directly related to the purpose of the institution;
have clear policies, procedures, roles, and responsibilities;
be staffed by qualified persons;
be truthful in its representation of the institution and its mission, goals,
and accomplishments;
operate in accordance with the provisions of the Standards; and
be evaluated regularly.
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5.2.1 Alumni Affairs
The relationship between the institution and its alumni MUST be such as to
assist in the evaluation of institutional effectiveness and in the institutional
advancement. This means that the institution MUST , to the maximum
extent possible, maintain records that are updated at least periodically of
its alumni’s:
location;
occupation;
continued education; and,
at time frames identified in the institutional effectiveness procedures,
assessment of its experience at the institution.
5.2.2 Fund Raising
If the institution is involved in fund raising activities, all fund raising MUST
be related to the purpose of the institution and be incorporated into the
planning process and evaluated regularly. An institution involved in fund
raising MUST develop policies and procedures for fund raising and ensure
that such policies are appropriately disseminated and followed. Such policies
MUST include:
the relationship of fundraising entities to the institution;
the purposes of the activity;
the financial integrity of the fundraising process and its auditing provisions;
the accuracy of its representations of the institution and its needs and
the stated goals of the fund raising activities; and
comparative costs of the fund raising activities in relation to the funds
raised.
5.3 Financial Resources
Because the financial resources of an institution influence the quality of its
educational program, each institution MUST demonstrate that it possesses
sufficient financial resources, beyond the revenues generated by its
tuition and fees, to support all of its programs and demonstrate the financial
stability essential to its successful operation that guarantees sufficient
opportunity for completion of academic programs by the maximum number
of students projected to be enrolled in the institution. The adequacy of financial
resources will be judged in relation to the basic purpose of the institution,
the scope of its programs, and its number of students.
A newly proposing institution MUST , according the requirements of the
Standards, make available a financial guarantee, in the form of a bank
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guarantee or escrow account, equal to the average annual operating cost
of the institution during its first four years. These funds can only by accessed
with permission of the Ministry of Education and serve to ensure
that students can complete their programs and that other obligations of the
institution can be met. In addition, the institution MUST be prepared to
show its financial feasibility and financial capacity as part of its application
for Initial Licensure. Any institution may be subject to a review of its financial
status at the request of the Commission. An institution MUST maintain,
and provide upon request of the Commission:
budgets for the institution and for its departments and programs;
monthly and annual reports of expenditures to budget;
audited financial statements;
statements of its current accounts and financial capacity; and
other financial information as may be requested by the Commission.
5.3.1 Financial Organization
All business and financial functions of the institution MUST be centralized
under a business office, consistent with the purpose of the institution, the
size of the institution, and the volume of transactions of a business or financial
nature. The chief business officer MUST report to the chief executive
officer of the institution. The chief executive officer MUST report regularly
to the governing entity on the financial and business operations of the institution.
5.3.2 Budget Planning
An institution MUST outline a budget planning process and annually
p re p a re an appropriately detailed budget—a statement of estimated
income and expenditures for a fixed period of time, usually the fiscal year
of the institution. The budget MUST :
be based on conservative assumptions regarding enrollment and other
sources of revenue and include contingency funds;
be preceded by sound educational and administrative planning that is
an integral component of the preparation and execution of the annual
budget;
include details on the budgets for individual administrative and academic
departments and for academic programs; and
take into account in the budget planning process the results of the institution’s
and the programs’ effectiveness analysis.
The annual budget MUST be presented by the chief executive officer
through proper channels to the governing entity for final approval.
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5.3.3 Budget Control
After the budget has been approved by the chief executive officer and
adopted by the governing entity, a system of control MUST be established.
This ensures that the budgetary plans of the governing board and the chief
executive officer will be implemented. The business officer MUST render
interim budget statements on a periodic basis, usually monthly, to department/unit
heads for their guidance in staying within budgetary allocations.
Necessary budget revisions MUST be made when actual conditions require
such change and MUST be communicated to those affected within the institution.
Once funds have been appropriated, creating a budget, establishing priorities,
and controlling expenditures MUST become the responsibility of the
institution operating under the jurisdiction of the governing entity and
subject to its policies. Thus the governing board MUST approve annual
budgets and authorize expenditures as part of the implementation of those
budgets, rather than approving each individual expenditures.
5.3.4 Accounting and Auditing
An institution MUST :
adopt an accounting system that follows generally accepted principles
of institutional accounting;
have well qualified personnel to administer the financial accounting and
related functions of the institution;
have in place appropriate hardware and software to ensure that accounts
can be maintained accurately and regular reports generated in a
timely fashion; and
provide revenue/expenditure reports either independently certified in
the audit report or included as supplemental data in the audit report.
The chief business officer MUST prepare financial reports for appropriate
institutional officers, the governing entity, and, as requested, the
Commission. An annual fiscal year audit MUST be made by independent
certified public accountants. This external audit process MUST include
provision for:
approval of the external auditor by the governing entity;
open access for the external auditor to all financial records and all
persons within the organization who are involved in financial transactions;
inclusion of a management letter as part of the auditor’s report;
freedom from interference or intrusion into the auditing process by offi-
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cials of the institution or others;
reporting directly to the governing entity or to a committee formed for
this purpose by the governing entity; and
providing a copy of the audited financial statements and management
letter to the Commission upon request.
All such audits MUST be conducted in accordance with generally accepted
accounting principles.
The auditors MUST not be directly connected with the institution either personally
or professionally and MUST not serve the dual role of accountants
to the institution and external auditors for it. An effective program of internal
auditing and financial control MUST be maintained to complement the
accounting system and the annual external audit.
5.3.5 Purchasing and Inventory Control
An institution MUST maintain proper control over purchasing and inventory
management. These controls MUST include procedures, forms, and appropriate
authorization levels and signatory requirements for:
authorizing purchases;
ensuring competitive pricing;
receipting purchases;
adding purchases to inventories;
maintaining and updating inventories;
producing reports on purchases and inventories as may be required;
and
assessing the effectiveness of the procedures and controls.
5.3.6 Refund Policy
The institution MUST adhere to a published policy and procedure for refunding
fees and charges to students who withdraw from enrollment, in
keeping with generally accepted refund practices in the higher education
community, applicable to all students, and clearly stated in appropriate official
publications.
5.3.7 Cashiering
There MUST be a suitable organization and adequate procedures for the
management of all funds belonging to the institution.
The cashiering function MUST be centralized in the business office, in a
carefully developed system for the receipt, deposit, and safeguarding of in-
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stitutional funds. This system MUST include:
handling of cash receipts by authorized persons only;
use of duplicate receipt forms and maintenance of hard copies of
records, or in the case of electronic transaction maintenance of backup
files;
maintenance of electronic files of hard copy receipts;
secure holding of receipts prior to deposit;
regular depositing of receipts within approved time frames;
reconciliation of receipts and deposits; and
maintenance of the privacy and security of information.
5.3.8 Risk Management
The institution MUST have a comprehensive risk management program
that includes:
evaluation of risks;
development of strategies to avoid or reduce risks;
valuation of facilities and equipment and maintenance of insurance consistent
with that valuation; and
maintenance of liability and other insurance to protect the institution
and its constituencies.
Appropriate levels of insurance—or otherwise designated financial resources—must
be maintained to provide adequate replacement protection
for all physical facilities and liability of personnel.
5.3.9 Auxiliary Enterprises
Activities that may have a significant impact on the operation of the institution
(such as bookstores, residence halls, food service operations, printing/duplicating
services, child care, and transportation service), when operated
by or for the institution, MUST be documented and operated in a
safe and fiscally responsible manner. Revenues and costs from such enterprises
MUST be accounted for separately and included in regular financial
reporting. Revenues in excess of expenses for such operations MUST
be used in a manner consistent with institutional policies to improve
student and academic services—such as scholarships, support for student
activities, and the like.
5.4 Physical Resources
Physical resources, including buildings, appropriateness of space for instructional
and support services, and equipment both on and off campus,
MUST be adequate to serve the needs of the institution in relation to its
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stated purpose, programs, activities, and its projected enrollment for the
entire duration of its academic programs. There MUST be adequate and
appropriate space to accommodate individual faculty offices, library, laboratories,
classrooms, seminar and meeting rooms, study space, and administrative
and student services space to support the educational and
support functions of the institution. The physical environment of the institution
MUST take into consideration location, accessibility, including accessibility
for the handicapped, parking facilities, space for dropping off
and picking up students, and contribute to an atmosphere for effective
learning.
In the case of new institutions that are to be established, the institution
MUST document the allocation of buildings, or the land necessary for the
buildings, as approved by the appropriate local authorities in the Emirate
c o n c e rned, before the institution can begin to offer programs. The
Commission MUST , according to its policies and procedures, approved all
physical locations and architectural drawings for facilities, including all administrative
and academic space.
5.4.1 Space Management
Space allocated to any institutional function MUST be adequate for the effective
conduct of that function. Effective space management is closely
linked with planning and with projections of enrollments, faculty, and academic
and student support needs. Thus space management MUST be a
component of the annual planning and budgeting cycle and the annual effectiveness
system.
5.4.2 Upkeep
An institution MUST have a plan and implement the components of the
plan for the upkeep of its property, including all grounds, parking areas,
sports and student activity areas, buildings, and equipment. The updating
of this plan MUST be part of the annual planning and budgeting process,
be assessed as part of the effectiveness system of the institution, and
include as a minimum routine, preventative, and deferred maintenance.
5.4.3 Safety
The institution MUST take reasonable steps to provide a healthy, safe, and
s e c u re environment for all members of the campus community.
Administrative responsibility for environmental health and safety programs
MUST be assigned. Such programs MUST meet all laws and regulations
of the U.A.E. A comprehensive safety plan MUST be developed, imple-
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mented, and evaluated regularly. The plan MUST give special attention to
the adequate provision and use of safety equipment in laboratories and
other hazardous areas; to easy exit from buildings in the event of fire or
other emergency; and to familiarizing all building occupants with safety
precautions and emergency evacuation procedures.
Safety consideration MUST take into account the provision of adequate
safety for students with handicaps.
Safety planning MUST include the provision of security guards and other
personnel at times when students or faculty and staff in on the campus,
and MUST include control of entrance and exit points.
Institutions undertaking the obligations of providing education to female
students have a special responsibility of providing safety for their students
and, therefore, MUST ensure that special care on a continuous basis is
planned for and provided for the special considerations of female students.
5.4.4. Facilities Master Plan
The institution MUST maintain a current written physical facilities master
plan that provides for orderly development of the facilities of the institution
and relates facilities development to other institutional planning efforts.
The institution MUST update the plan periodically and provide copies of
the updated plan to the Commission as requested.
5.5 Intellectual Property and Copyright
The institution MUST provide written policies regarding copyright and
ownership of intellectual property, in printed or electronic form, and ensure
that these policies are published in appropriate documents. These policies
MUST address ownership of intellectual property and dispersement of revenues
produced from intellectual property created by faculty or staff while
in service to the institution. Such policies MUST not be written in such a
fashion that they discourage or hinder the pursuit of knowledge and academic
freedom. Policies and procedures MUST be included in appropriate
documents of the institution such as the Faculty Manual and the
Policies and Procedures Manual.
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5.6 Externally Funded Grants and Contracts for Research
Externally funded research grants and contracts MUST be related to the
stated purpose of the institution. The institution’s policy on such grants
and contracts MUST provide for an appropriate balance between grant
and contract activity and instruction, and guarantee institutional control
over the administration of research projects. The researcher’s freedom to
investigate and report results MUST be preserved. Research support from
outside agencies MUST not undermine these basic research principles.
The institution MUST :
establish a clear policy concerning a faculty member’s division of obligations
between research and other academic activities;
ensure that this policy is published in such documents as the faculty
handbook and made known to all faculty members; and
where applicable, develop and publish policies regarding summer
salaries paid from grant and contract funds, salary supplements paid
from grants during the regular academic year, and fees for consulting
services provided by faculty members.
In accepting funds from outside agencies, the institution MUST ensure that
it maintains control over research and instruction.
Continuity of support for general institutional activities MUST not be endangered
by acquisition of research grants and contracts. Grants MUST
be awarded and contracts MUST be made for specified periods of time.
When the institution becomes even partially dependent upon such funds
for faculty salaries and/or graduate student stipends, termination of grants
and contracts can jeopardize an entire education program. An institution
MUST not become dependent upon indirect cost allowances from grants
and contracts to support its regular operating budget.
5.7 Related Corporate Entities
Institutions are sometimes associated with separately incorporated units,
such as radio or television stations, research foundations, scholarship
foundations, hospitals, for-profit enterprises, corporations, publications,
and insurance trusts. When an institution is involved with such an entity,
documentation MUST :
outline the mutual relationship and benefits maintained by the institution;
and
include the following:
a description of the separately-incorporated unit‘s activities;
V a statement demonstrating the manner in which the activities
relate to the purpose of the institution;
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V a current roster of board members of the unit, including institutional
personnel and board members who have responsibilities with
both the institution and the incorporated entity, whether they are
additionally compensated by the entity or not;
V a copy of the separately incorporated unit’s annual financial audit
report for the most recently completed year; and
V copies of the charter and bylaws of the unit.
If such entities are reliant upon the institution for fulfillment of their purposes,
the institution MUST ensure that they complement, rather than detract
from, the institution’s purpose, and that they are subject to proper operating
controls and risk-liability containment.
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APPENDIX A
Institutional Licensure Process
Licensure is concerned with the total institution and with each academic
program offered by the institution and represents endorsement by the
Ministry of Education in the United Arab Emirates. Figure 1 at the front of
the Standards publication illustrates the licensure process and its relationship
to academic program accreditation. There are two types of license—
Initial Licensure for an institution that is seeking to begin operations and
has demonstrated that it has met, through its required documentation, that
it meets the relevant requirements of the Standards and is prepared to
begin to enroll students, and Licensure for an institution that has been in
operation under Initial Licensure or seeks to renew its Licensure and has
continued to meet all relevant requirements of the Standards.
To apply for Initial Licensure, the proposing institution, before it advertises
its intended existence or the existence of any intended academic programs,
contacts the Commission for the purpose of beginning the Initial
Licensure preparation and review process as outlined in section A-1. To
continue to be licensed, an institution must uphold all requirements for
Licensure and all requirements for Initial Accreditation or Accreditation or
its programs and must follow the steps outlined in section A-3.
For Initial Licensure and for Licensure and renewal of Licensure, the
Commission reserves the right, when it deems appropriate, to invite at the
institution’s expense experts to assist in the licensure process. The
Commission will schedule reviews as quickly as reasonably possible, but
institutions should be aware of the Commission’s schedule of application
deadlines, which it publishes annually, and should plan the submission of
applications and documentation accordingly.
In order to offer an academic program, the institution must hold Initial
Licensure or Licensure and must, for each program it intends to offer, hold
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either Initial Accreditation or Accreditation status. The processes for obtaining
Initial Accreditation and Accreditation are outlined in Appendix B.
A-1 Steps for Initial Licensure
To attain Initial Licensure, an institution MUST follow these steps in sequence:
First: Schedule at least one meeting with the staff of the
Commission to review all procedures and requirements for licensure
prior to the submission of an application or supporting documentation;
Second: Submit and receive approval of a preliminary information
form, available, when requested in person, from the Commission;
Third: Submit, prior to the Commission's deadlines, all required
documents as described in the Documents Required for Initial
Licensure in section A-2, including a completed form entitled
Application for Licensure;
Fourth: Review with the Commission, at one or more licensure
review conferences scheduled by the Commission, all documents
as specified in section A-2;
Fifth: Submit all requested additional documentation and re-submit
revised documents as may be required by the Commission;
Sixth: Arrange with the Commission for one or more on-site
inspections of the location of the proposed institution together
with meetings with the architect, as may be required; and
Seventh: Comply with all requirements of the Standards and the
Commission.
The proposing institution understands that the Commission’s official acceptance
of the Application for Initial Licensure and the accompanying
documentation by the Commission in no way implies official or unofficial
commitment to program accreditation; rather it is but one step in the licensure
process.
The proposing institutions also understands that an Application for Initial
Licensure that does not address each of the “MUST” statements of
Sections 2 through 5 of the Standards or does not include the required
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supporting documentation will be returned to the institution not accepted
and will be reviewed only if the applicant resubmits the Application containing
all appropriate information and documentation.
The proposing institution further understands that if the Commission
reviews an application and it is denied, the proposing institution is not
allowed to resubmit its application, under the same name or under a new
name, for at least one year from the date of the official letter of rejection.
Once it has accepted the Application for Initial Licensure, the Commission
will work with the institution to schedule appropriate meetings and on-site
visits, as may be required, for evaluation purposes. The Commission will
schedule meetings and visits as quickly as reasonably possible, but may
not be able to respond more quickly than the time frame indicated on the
Commission’s published schedule of deadlines. Generally, a complete and
acceptable application submitted by November 1 is reviewed during the
following spring term; a completed and accepted application submitted by
May 1 is reviewed the following fall term.
Scheduled meetings and visits may include external evaluator(s), arranged
for by the Commission, as well as Commission staff. In such cases, the institution
will be responsible for the costs associated with external reviews.
Following the visit, the Commission will make its recommendation to the
Minister, and the Minister’s decision will be conveyed to the institution. If
approved, the status of Initial Licensure is granted for a maximum of two
years. At the end of this period, the institution must apply for Licensure.
Through the period of either Initial Licensure or Licensure, the Commission
will make unscheduled visits to ensure that the institution is in compliance
with the Standards and the conditions upon which the licensure was
granted.
A-2 Documents Required for the Application for Initial Licensure
The Application for Initial Licensure MUST include the following:
1. Feasibility Study: The proposing institution submits a detailed feasibility
study that includes, at minimum, the following:
analysis of availability of students projected for the next five years
taking into consideration the geographical area of the proposed
institution;
analysis of opportunities available for students at competitive
institutions and their impact on potential enrolment;
needs assessment of each program the institution proposes to
offer during the initial two years based on market survey of
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prospective students and of prospective employers of graduates;
and
detailed financial analysis over at least five years of operation
including all foreseen cost elements, including costs of meeting
licensure and accreditation requirements, a contingency element,
and sources of income/revenue, with full details of bases of calculations.
(Note: The financial analysis should be done with different
scenarios of different levels of student intake—optimal, minimal,
and average—and these levels should be supported by the analysis
of available students and the competition for them.
2. Application for Licensure Form: The Application for Licensure form includes
a spread sheet for the proposing institution to use to demonstrate
whether or not it is in compliance with each of the applicable “MUST”
statements in the Standards and, if so, where specifically (which page
number) in the various supporting documents compliance with that
“MUST” statement is demonstrated.
3. Catalog/Prospectus: The proposing institution submits a draft of its
Catalog or Prospectus including, among other elements, the items described
in Section 3.4 of the Standards.
4. Faculty Handbook: The proposing institution submits a draft of its
Faculty Manual including all faculty personnel policies and procedures and
the items described in Section 3.4 of the Standards.
5. Student Handbook: The proposing institution submits a draft of its
Student Handbook that includes policies and procedures related to students
and their enrollment including the items described in Section 3.4 of
the Standards.
6. Policies and Procedures Manual: The proposing institution submits a
draft of its Policies and Procedures Manual that includes all by-laws, descriptions
of its governance, organizational, academic, and administrative
reporting structures and the roles and responsibilities of key positions; and
all policies, regulations, and procedures governing students, educational
programs, human resources, financial affairs, support services, and facilities.
7. Organizational Charts: The proposing institution submits organizational
charts that show, year by year, the administrative and academic structure
of the institution for each of the first three years of operation.
8. Institutional Effectiveness Manual: The proposing institution submits a
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draft of its Institutional Effectiveness Manual that explains in detail the
system for collecting and analyzing data and assessing the effectiveness of
the institution, its academic programs, and its educational and administrative
support functions—as well as the instruments/tools/forms to be used
for this purpose, including those items required in Section 2 of the
Standards, and the methods and time fames for linking quality assessment
with planning, budgeting, and decision-making.
9. Timed Action Plan: The proposing institution submits a detailed and
specific timed action plan for the provision of all human and physical resources
required to support the institution’s mission and the delivery of its
proposed programs, extending from the time of initial application through
the first full year of operation of the proposed campus. The timed action
plan must include each faculty and non-faculty position required to plan,
organize, and operate the campus and its programs, with the dates of
planned appointments. It must include all steps required to have in place
the necessary facilities, infrastructure, programs, services, and human resources
prior the institution’s intended date to enroll students.
10. Architectural Design: Either at the time of the submission of the
Application, or at a point prior to the Commission’s final analysis of the
Application and its accompanying documents, the proposing institution
submits architectural drawings of the campus buildings and campus
layout. If a temporary location is to be used initially, followed by a purpose
built campus, plans for both locations should be included.
11. Documentation of the Financial Resources: The proposing institution
submits documentation of its financial resources sufficient for the establishment
and the operation of the institution.
12. Proposed Financial Guarantee: The proposing institution submits
documentation of how it will provide the required financial guarantee—in
escrow account or bank guarantee. The guarantee must be equivalent to
the average annual operating costs of the institution for the first four years
of operation, assuming maximum enrolment of students in all proposed
programs.
A-3 Steps for Licensure
Once an institution has obtained Initial Licensure, which remains in effect
for up to two years, it applies for Licensure at the beginning of its second
year of operation. Likewise, an institution that already has Licensure, which
remains in effect for up to three years, applies to renew its Licensure prior
to its expiration. In either case the applying institution follows these steps:
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1) Twelve months prior to the termination of its current licensure status,
the institution submits to the Commission:
a letter from the chief executive officer or chair of the board
requesting renewal of its licensure and verifying that it has maintain
Initial Accreditation or Accreditation of its academic degree
programs;
an updated Application for Licensure spreadsheet indicating
whether or not the institution is in compliance with each of the
“MUST ” statements in the Standards and citing the appropriate
page number in the supporting documentation that verifies compliance;
and
four copies of its current catalog, student handbook, faculty handbook,
policies and procedures manual, institutional effectiveness
manual, internship manual, and any other document(s) pertinent to
any criteria noted in the Application, together with electronic
copies.
2) The Commission reviews the Application and either accepts it or refers it
back to the institution for revision or for additional information.
3) If the Application is accepted, the Commission schedules one or more
meetings with institutional representatives and on-site visits to the campus
for evaluation purposes.
4) The Commission requests additional documentation as may be required.
5) Once the Commission has completed the evaluation, it makes a recommendation
to the Minister.
6) The Minister determines if the institution’s application is approved,
delayed, or denied.
7) The Commission notifies the institution of the determination.
Licensure is awarded for up to three years and is dependent upon the
maintaining of Initial Accreditation status or Accreditation status of all programs
that are offered and is also dependent on the institution’s continuing
to meet all relevant criteria in the Standards and all reporting requirements
of the Commission and the Ministry.
An institution cannot assume that its Application will be automatically approved
simply because it received Initial Licensure. The burden of proof is
on the individual institution. However, the institution remains recognized
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until the Minister has made his determination on the institution's application.
A-4 Steps for Renewal of Licensure
The institution should monitor its licensure status, as well as the accreditation
status of each of its programs, and must request through a letter to the
Commission renewal of its license, following the same steps as outlined for
the application for licensure in Section A-3.
A-5 Licensure Determination
Licensure determination falls into three categories: Approved, Probation,
Denied.
Approved: The institution receiving the approved determination is permitted
to offer in the U.A.E. programs that hold Initial Accreditation or
Accreditation status as approved by the Minister. All licensed institutions
will receive frequent unscheduled visits from the staff of the Commission to
ensure that each is continuing to meet the requirements of the Standards.
Failure to do so may result in immediate loss of licensure, according to the
determination of the Minister.
Probation: The institution receiving the probation determination is obligated
to correct, within the specified time limit, any deficiencies noted. The
Commission staff will validate the corrections of the deficiencies and make
an appropriate recommendation to the Minister for his determination.
Accordingly, the institution may be requested to stop admitting students to
its programs for a period to be specified by the Commission. Should the
deficiencies not be corrected during the specified time limit, the institution’s
licensure determination will be changed to “denied.”
Denied: The institution receiving the denied determination, by definition, is
given no license, or, in the case of a licensure renewal application, the existing
license is revoked. A previously licensed institution receiving the
denied determination will stop admitting students to any of its programs,
stop offering its program within the time specified by the Commission, and
inform all of its students of the denial status. Furthermore, the institution is
obliged to guide its students to seek admission in other recognized institution
of higher education. Funds held as a financial guarantee will be used
to assist student in completing their educational programs and to meet
other institutional obligations.
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A-6 Representation of Licensure Status
The Ministry of Education will recognize no program offered to any student
unless the institution in the UAE offering the program has Initial Licensure
or Licensure from the Ministry and the program has Initial Accreditation or
Accreditation status. Continued licensure presupposes that all programs
have Initial Accreditation or Accreditation status.
Institutions receiving probation or denied determination are not authorized
to report in any of their materials, official or unofficial, that they have any
recognition of licensure by the Ministry. The Ministry will not list those institutions
has being among those higher education institutions in the United
Arab Emirates that are recognized by the Ministry of Education. The
Ministry will announce to the public and to government agencies in the
country and internationally the names of those institutions that do hold
Initial Licensure or Licensure. The Ministry of Education will officially recognize
those institutions.
Only a higher education institution possessing Initial Licensure or Licensure
has the right to include in its catalog, brochures, press releases, and advertisements
statements that indicate that it is recognized by the Ministry of
Education as a licensed institution of higher education in the United Arab
Emirates. When it announces this designation, the institution, so approved,
is authorized to describe its approved status in its official publications such
as its catalog or prospectus with this statement:
“(Name of Institution), located at (physical address), is officially
licensed from (day, month, year) to (day, month, year) by the
Ministry of Education of the United Arab Emirates to award higher
education degrees.”
In advertisements, brochures, and other notices, the institution, so authorized,
may refer to its status as either “licensed” or “recognized” by the
Ministry of Education.
No institution can announce higher education degree programs unless
those programs have been granted Initial Accreditation or Accreditation by
the Ministry of Education. When the institution announces programs that
hold Initial Accreditation or Accreditation, the institution is authorized to describe
their status in its official publications such as its catalog or prospectus
as holding either “Initial Accreditation” or “Accreditation,” whichever is
applicable, and may refer to programs that hold either Initial Accreditation
or Accreditation as being “recognized” by the Ministry of Education of the
United Arab Emirates. Similar phrasing may be used in advertisements,
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brochures, press releases, and similar notices. An institution may not advertise
programs that have not been awarded Initial Accreditation or
Accreditation. Appendix B describes to processes and requirements for
Initial Accreditation and Accreditation of academic programs.
A-7 Role and Responsibility of Each Institution
Any institution involved in the licensure process:
accepts seriously its obligation to provide to its students an education
of quality;
is fully committed to the licensure process;
continuously assesses every aspect of its total operations, involving
personnel from all segments of the institution, faculty, staff, students,
administration, and governing entity;
keeps available for the Commission staff a comprehensive analysis of
the institution, identifying its strengths, its weaknesses, its plans to
correct its weaknesses, and the subsequent results of those plans;
agrees to keep the Commission apprised of its operations and programs
and to provide on a regular and on-going basis all information requested
by the Commission; and
accepts the assessment of its strengths and weaknesses by the
Commission.
Participation in the licensure process commits the total institution to integrity.
Any violation of institutional integrity results in the immediate removal of
the institution from the licensure process.
In maintaining integrity, an institution:
is committed to the search for, and to the dissemination of, knowledge;
is responsible for ensuring integrity in all its dealings with its constituencies,
the Commission, the Ministry, all governmental and private agencies,
and the public;
provides the Commission access to all reports of its operations and accurate
information about the institution’s affairs, including reports from
any other accrediting, licensing, and auditing agencies, and access to
budgets, personnel information, audited financial statements, and other
information as the Commission may request;
p rovides, in a timely fashion, all information requested by the
Commission, including regular reporting of data on students and faculty
according to the schedules of the Commission and the Ministry;
cooperates fully with the Commission in preparing for and conducting
site visits and other meetings; and
maintains an atmosphere of openness and cooperation with the
Commission and the Ministry of Education.
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Appendix B
Program Accreditation Process
Figure 1 at the front of the Standards publication outlines the process for
P rogram Accreditation and the inter- relationship between Pro g r a m
Accreditation and Licensure. In order to offer academic programs of one
academic year or more beyond the secondary school level, an institution
M U S T have obtained Initial Licensure or hold Official Certificate of
Licensure or Licensure Renewal AND all of its academic programs MUST
have been awarded Initial Accreditation or be accredited.
B.1 Accreditation Criteria
The following will be used in reviewing an academic program:
the Application document submitted by the institution and
the requirements of the Standards as they apply to the specific
program being evaluated.
In addition, the Commission may elect to use the criteria published by the
internationally recognized discipline accrediting association of the program
being evaluated. In those cases in which the discipline association has no
criteria for that discipline, commonly accepted principles of good educational
practice will be followed.
B.2 Steps for Initial Accreditation
In order to apply for Initial Accreditation of a proposed program, an institution
is required to:
have received Initial Licensure or a current Official Certificate of
Licensure;
apply at least six months prior to the intended date of the inception of
the program and according to the deadlines published annually by the
Commission;
submit to the Commission four (4) copies of a properly completed
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86
Application for Initial Accreditation of a Proposed Program and four (4)
copies of its catalog/draft catalog, faculty handbook, student handbook,
and any other documents pertinent to any criteria in the
Application;
receive, where judged necessary by the Commission staff, a program
review on campus by the Commission staff;
receive official notice that the institution’s Application has been accepted
by the Commission; and
if the institution’s formal Application has not been accepted by the
Commission, not resubmit its Application for six months from the date
of official letter of rejection.
The Initial Accreditation is valid for up to two years after the institution graduates
the first cohort of students from the program, provided that the
program begins to be offered no later than one year after it receives its
Initial Accreditation.
B.3 Application for Initial Accreditation of a Proposed Program
The Application for Initial Accreditation of a Proposed Program MUST
include accurate, clear and detailed evidence with appropriate documentation
that the institution and the proposed program to be reviewed are
meeting the requirements of the Standards by addressing each of the relevant
MUST statements listed in the Application form and found in the following
sections of the Standards:
Section II.
Section III.
Section IV.
Section V.
Purpose, Planning, and Effectiveness
Educational Program
Educational Support Services
Administrative Process
In those cases where, with respect to the proposed program to be reviewed,
the institution is failing to meet a MUST statement, the institution:
specifically includes the section number followed by the full text of the
MUST statement in the Application;
clearly indicates why it is failing to meet the MUST statement; and
clearly indicates how it plans to correct this deficiency, and in what time
frame.
The Application for Initial Accreditation of a Proposed Program contains all
the documentation as required below in the following order:
A copy of the institution’s most recent Certificate of Licensure or notice
of Initial Licensure, as appropriate;
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nized internationally. These needs must be assessed in detail, including
startup resources and year-by-year operating requirements for each of the
first five (5) years the program is offered. The proposing institution MUST
also clearly document, with all necessary supporting detail, its capacity and
its commitment to meet each of these needs year-by-year. Included in this
detailed analyses of resources required and capacity and commitment to
meet these needs MUST be the following:
the provision of a program chair, coordinator, or other academic administrator
to lead the program’s development;
current teaching faculty who can teach courses in the program and their
areas of specialization;
faculty who will need to be appointed and their areas of specialization;
technical support personnel required, current and projected;
other staff needed, current and projected, to support the program;
instructional technology and other equipment and software needed to
support the program, both currently available and projected;
laboratories, studios or other specialized facilities, including furnishings
and equipment, both currently available and projected;
individual office space for newly appointed faculty members, and research
space and equipment as may be required for them and for
current faculty;
provision of “release time” and other support for faculty, including newly
appointed faculty, to allow them sufficient time and resources to
oversee the development of courses, establish the program, and also
establish their own programs of teaching and research/scholarly activities
in relation to the program; and
practical training opportunities for internships and practicum experiences
for students in applied fields such as for medicine, engineering,
business, and education.
3. Finances, costs, and capacity: The proposing institution MUST
provide a careful analysis of the projected costs for each need and commitment
identified in item 2 above and MUST document its ability to meet
the attendant costs, including:
initial capital costs associated with the program such as renovation and
construction and equipment purchases and the financial resources sufficient
to meet the initial capital costs;
other start-up costs of the program including both the initial faculty appointments
and other human and physical resources and the financial
resources to meet these other initial costs;
operating costs year-by-year for the first five (5) years of the program for
all human and physical resources taking into account an inflationary
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factor and the costs of recruiting faculty and replacing or adding to
equipment and the financial resources sufficient to meet operating
costs for the first five (5) years of the program, year-by-year;
revenue projections year-by-year for the first five (5) years of the
program using “worst case” enrollment estimates identified in item 1
above; and
contingency amounts of no less that 20% of the total costs.
4. Timed action plan: The proposing institution MUST provide a timed
human and physical resource action plan that is sufficiently detailed to map
out stage by stage the provision of resources both for the startup of the
program in its first year and for its delivery in each succeeding year for a
total of five (5) years, taking into account each element in items 2 and 3
above. The action plan MUST include the appointment of the program
chair, coordinator, or other academic administrator no later than 6 months
prior to the anticipated time of the inauguration of the program to oversee
the acquisition of required human and physical resources.
5. Goals and outcomes of the program: The proposing institution MUST
provide a detailed statement of the goals, objectives, and intended learning
outcomes of the program consistent with the goals and objectives of
the institution.
6. Admission requirements: The proposing institution MUST provide a
detailed statement of admission requirements for students entering the
program, consistent with Ministry of Education requirements.
7. Curriculum and instruction: The proposing institution MUST provide
detailed information on the content of the program, including:
the full curricular offerings, detailed syllabi of all courses, including required
and elective courses so designated; the goals, objectives and
learning outcomes of each course that support the goals, objectives,
and outcomes of the program; detailed course content specified week
by week, the texts and other learning resources to be used in each
course; a full description for each course, including the designate and
course number of each; all pre-requisites and co-requisites for each
course detailed and justified; and the manner by which student achievement
in each course will be assessed;
a term-by-term study plan indicating which courses a student would be
advised to take and when he or she would be expected to take them;
a manual or similar document detailing policies for practicum, internship,
or practical application experiences; and
if any portion of the proposed program is to be offered by distance ed-
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ucation or e-Learning, the proposing institution MUST address in detail
all relevant sections of the Standards related to this mode of delivery
and to all relevant sections of the e-Learning/Distance Learning
Standards.
8. Degree completion requirements: The proposing institution MUST
explain the specific requirements for the completion of the degree program
including credits hours, required general education or institution-wide
courses, required program courses, required internship or practicum experiences,
grade point average, and minimum and maximum duration of
study.
9. Faculty: The institution MUST provide information concerning the
faculty who will have responsibility for the program and its courses, including:
curriculum vitae of the program chair, coordinator, or other academic
administrator responsible for the program and of faculty who are currently
appointed and available and who will teach in the program;
qualifications, areas of specialization, and proposed academic rank for
faculty and academic administrators who will be appointed for the
program;
in cases in which a faculty position in a current program is being used
to support the proposed program, a justification and explanation of how
this assignment will affect the institution and the program that had been
supported by this faculty position;
plans to ensure diversity in faculty for the program;
Analysis of the use of faculty to teach all courses, term by term, as identified
in item 7 above;
projected use of part time faculty;
time line for the appointment of new faculty including the different
stages of the advertising, re c ruitment, interviewing, appointment,
arrival, and orientation processes; and
planned use of teaching assistants, lab assistants, or other staff who directly
support instruction.
10. Library and learning resources: The proposing institution MUST
specify those learning re s o u rces that directly support the pro p o s e d
program, including:
current library holdings, with a listing of titles and including software;
access to information electronically, including access to databases and
journal articles with a listing of electronically accessed databases and
journals related to the proposed area of study;
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a timed plan to add to the library collection and to other learning resources
year by year to support the program during its first five (5)
years; and
budget to support the program’s library and learning resources from
startup of the program through the first five (5) years.
11. IT and instructional support: The proposing institution MUST provide
detailed plans to meet the program’s needs for instructional technology, including
computers as well as other required instructional support specific
to the proposed program.
12. Counseling and career development: The proposing institution MUST
explain how any increased demands created by the program on the institution’s
counseling and career development functions will be met.
13. External relations: The institution MUST explain how the program will
receive the benefits of external review and advice and how students and
faculty will engage with the external professional and academic communities
in ways that support the goals of the program, which may, as appropriate,
include:
plans for a program advisory board or similar means of program oversight,
feedback, and coordination with the external community;
plans for exchange information with peer institutions or programs and
input from them;
development of opportunities for program faculty to be active as professionals
in the community;
plans for students in the program to apply their knowledge and skills in
work environments and community organizations;
opportunities for program faculty to participate in professional meetings
and associations that support their professional growth and development;
and
opportunities for students in the program to be active in student organizations
that support their academic and professional careers.
14. Organization and decision making: The institution MUST document
where the program will be placed within the institution’s academic and administrative
decision making structures and who will be responsible for academic
decision making, including:
organizational chart;
role of faculty in curriculum and instructional decisions regarding the
program and in the appointment of additional faculty for it;
role of the program coordinator or chair and other academic adminis-
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trators with regard to the program and to its development, including
faculty hiring and evaluation; and
in the case where the institution has more than one campus, and in
which the institution proposes to offer the program in more than one location,
the way in which the institution will ensure the academic control
of the program and the coordination among its different locations.
15. Safety: The institution MUST explain how any safety issues specific to
the program will be addressed.
16. Contractual agreements: Any contracts, memoranda of understanding,
or other agreements, as appropriate, regarding the delivery of or
support for the proposed program MUST be explained and copies of any
such existing agreements MUST be included.
17. Program effectiveness: The proposing institution MUST explain in
detail how the institution’s effectiveness system will support the assessment
and improvement of the proposed program in meeting its stated
goals, objectives and outcomes. Included must be:
■
■
■
matrix indicating program and course objectives and outcomes
and the assessment instruments to be used to evaluate effectiveness
of individual courses and the program as a whole and its educational
and administrative support services;
description of the instruments to be used to obtain program-specific
data and the mechanism by which these data are analyzed
and this analysis is used to reach decisions intended to improve
the program and its outcomes; and
the role of the faculty and program coordinator in assessing the
effectiveness of the program, making decisions regarding it based
on an assessment of this data, and implementing changes to
improve the program and its outcomes.
18 Teach-out provision: The institution MUST provide a clear and specific
explanation of how it will provide for the rights and protection of any
student enrolled should the proposed program, through the accreditation
process, eventually be allowed to be offered and later be cancelled.
The institution understands that:
an Application incomplete or submitted in an order other than that
specified by the Commission will be returned to the institution with the
request automatically not accepted;
official acceptance of the Application by the Commission in absolutely
no way implies any sort of official or unofficial commitment to Initial
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Accreditation; rather it is but one step in the program accreditation
process;
if the fully completed Application is not officially accepted by the
Commission, the institution will be so informed of this fact together with
whether it may again make application and, if so, within what timeframe;
and
if the Application is officially accepted by the Commission, the institution
has the obligation to arrange with the Commission staff to begin
planning for the on-site visiting committee.
Institutions should be aware of the deadlines for applications, published
annually by the Commission.
B.4 Steps for Program Accreditation and Re-Accreditation
If an institution is seeking Accreditation for a program, that program must
previously have been granted Initial Accreditation for the time specified by
the Commission.
If an institution is seeking Re-Accreditation for a program, that program
must previously have been granted Accreditation classification within the
last five years.
The institution that has met these requirements (that is, its program has
been designated Initial Accreditation status or is accredited) is responsible
for beginning the accreditation or re-accreditation process by officially notifying
the Commission that the institution intends to seek Accreditation or
Re-Accreditation of the program, and communicating with the staff of the
Commission to initiate the Accreditation or Re-Accreditation process, beginning
with the preparation of the institutional documents and the
Application for Program Accreditation.
In the case of Accreditation, this process MUST begin within two years
after the first class graduates from a program with Initial Accreditation.
An institution cannot assume that accreditation will automatically follow.
The burden of proof of compliance with the Standards rests on the individual
institution and on those responsible for teaching in, administering, and
supervising the specific program to be evaluated.
Upon the Commission’s acceptance of the Application, a visiting committee
is brought to the campus for a fact-finding evaluative review of the
program. The Commission will schedule a visit as quickly as possible, but
the institution should be aware of the Commission’s deadlines for applications,
which are published annually, and plan accordingly.
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The Commission staff then reviews the visiting committee report and
makes a recommendation to the Minister for his determination.
B.5 Application for Program Accreditation and Re-Accreditation
An application for Accreditation/Re-accreditation requires:
a letter from the CEO or Chairperson of the Board to the Commission
verifying that the information in the supporting documentation is accurate
and complete and
a self-study of the program and its effectiveness that includes supporting
documentation responding to all points in items 1 –18 below, in the
order in which they are listed, and to any other requirements of the
current edition of the Standards that are specific to the program, along
with four (4) copies of the properly completed Application and four (4)
copies of its current catalog, faculty handbook, student handbook, and
all other documents pertinent to any criteria noted in the Application,
The Application for Program Accreditation/Re-Accreditation MUST contain
all the information as required below in the following order:
1. Goals and outcomes of the program: The institution MUST provide a
detailed statement of the goals, objectives, and learning outcomes of the
program consistent with the goals and objectives of the institution, and indicate
if these goals, objectives, and outcomes have changed since the
program was last reviewed by the Commission and if so the nature of those
changes and an explanation of why they were made.
2. Admission requirements: The institution MUST provide a detailed
statement of admission requirements for students entering the program,
consistent with Ministry requirements, and indicate if these requirements
have changed since the program was last reviewed by the Commission and
if so why these changes were made.
3. Curriculum and instruction: The institution MUST provide detailed information
on the current content of the program, including:
changes in the curriculum, if any, since the program was last reviewed
by the Commission;
a term-by-term study plan indicating which courses a student would be
advised to take and when he or she would be expected to take them;
the full curricular offerings, detailed syllabi of all courses, including required
and elective courses so designated; the goals and objectives
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and learning outcomes of each course that support the goals, objectives,
and outcomes of the program; detailed course content specified
week by week, the texts and other learning resources to be used in
each course; a full description for each course, including the designate
and course number of each; all pre-requisites and co-requisites for
each course detailed and justified; and the manner by which student
achievement in each course will be assessed;
a manual or similar document detailing policies for practicum, internship,
or practical application experiences; and
if any portion of the program is offered by distance education or e-
Learning, the institution must address in detail all relevant sections of
the Standards related to this mode of delivery and to all relevant sections
of the e-Learning/Distance Learning Standards.
4. Degree completion requirements: The institution MUST explain the
specific requirements for the completion of the degree program including
credits hours, required general education or institution-wide courses, required
program courses, required internship or practicum experiences,
grade point average, minimum and maximum duration of study, and residency
requirements.
5. Students and graduates: The institution MUST provide data since the
program started to include:
new student enrollment into the program year by year;
the total enrollment in the program year by year;
the year by year attrition from the program; and
the number of graduates from the program year by year.
6. Faculty: The institution MUST provide information concerning the
faculty who have responsibility for the program and its courses, including:
curriculum vitae of the program chair, coordinator, or other academic
administrator responsible for the program;
curriculum vitae of both full-time and part-time faculty who currently
teach the program specific courses and their qualifications, areas of
specialization, teaching load and courses they teach in the current and
last semester, and those taught in the previous semester;
qualifications, areas of specialization, and proposed academic rank for
faculty and academic administrators who will be appointed for the
program, in case of new faculty to be added;
the use of teaching assistants, lab assistants, or other staff who directly
support instruction;
faculty development support provided for faculty in the program during
the previous four years with details on programs, conference attendance,
and other professional development activities;
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provision of “release time” and other support for faculty, including newly
appointed faculty, to allow them sufficient time and resources to
oversee the development of courses, and also implement their own programs
of teaching and research/scholarly activities in relation to the
program;
class rosters of current and preceding semesters and, if available, of the
forthcoming semester;
role of faculty in curriculum revision and development, and in faculty recruitment
and promotion; and
opportunities that have been used by program faculty to participate in
professional meetings and associations that support their professional
growth and development.
7. Resources, capacity, and commitment: The institution MUST describe
the available resources, including both human and physical resources, that
are utilized to support the program. The institution MUST also clearly document
the following, with all necessary supporting detail:
technical support personnel currently available;
other staff currently utilized to support the program;
summary of current library and other learning resources including titles
of all collections relevant to the program and listing of electronically accessed
journals and databases that support the program;
instructional technology including computers and other equipment and
software currently available to support the program;
laboratories, studios or other specialized facilities, currently available for
the program; and
practical training opportunities for internships and practicum experiences
that have been used for students in fields such as medicine, engineering,
and education.
8. Organization and decision making: The institution MUST document
where the program is placed within the institution’s academic and administrative
decision making structures and who is responsible for academic
decision making including:
organizational chart;
role of faculty in curriculum and instructional decisions regarding the
program and in the appointment of additional faculty for it; and
role of the program coordinator or chair and other academic administrators
with regard to the program and to its development, including
faculty hiring and evaluation.
9. Finances, costs, and capacity: The institution MUST provide the finan-
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cial analysis of the costs and revenue of the program in the last academic
year.
10. Counseling and career development: The institution MUST explain
how the institution’s counseling and career development functions are
carried out, with statistics on job opportunities that have been secured for
the program graduates through this service.
11. External relations: The institution MUST explain how the program has
received the benefits of external review and advice and how students and
faculty engage with the external professional and academic communities in
ways that support the goals of the program, which may, as appropriate,
include:
program advisory board or similar means of program oversight, feedback,
and coordination with the external community;
exchange information with peer institutions or programs and input from
them;
development of opportunities for program faculty to actively engage
them as professionals in the community;
plans that have been implemented for students in the program to apply
their knowledge and skills in work environments and community organizations;
and
opportunities that have been utilized by students in the program to be
active in student organizations that support their academic and professional
careers.
12. Consortial and contractual agreements: Any contracts, memoranda
of understanding, or other agreements, as appropriate, regarding the delivery
of or support for the program MUST be explained and copies of any
such existing agreements MUST be included.
13. Safety: The institution MUST explain how any safety issues specific to
the program are addressed.
14. Program effectiveness: The institution MUST explain in detail how the
institution’s effectiveness system has supported the assessment and improvement
of the proposed program in meeting its stated goals, objectives
and outcomes. Included MUST be:
matrix indicating program and course objectives and outcomes and the
assessment instruments that are used to evaluate effectiveness of individual
courses and the program as a whole;
description of the instruments that are used to obtain program-specific
data and the mechanism by which these data are analyzed and this
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analysis is used to reach decisions intended to improve the program
and its outcomes;
description of the instruments that are used to obtain data on the effectiveness
of each of the educational and administrative units supporting
the program and its outcomes;
the role of the faculty and program coordinator in assessing the effectiveness
of the program, making decisions regarding it based on an assessment
of this data, and implementing changes to improve the
program and its outcomes;
detailed results of the evaluations made through various instruments;
and
documentation demonstrating how the institution has used the results
of these evaluations to improve the program and its curriculum,
courses, learning outcomes, and the effectiveness of its supporting
units.
15. Program improvement: The institution should identify and assess any
issues, problems, questions, new directions, and improvements that it is
exploring, or would like to explore, related to the program. These may
include, as appropriate:
curriculum changes including course sequencing, additions, deletions,
or pre- requisites;
additional or new completion requirements such as practicum experiences,
minimum GPA, or capstone course;
changes in internship or other practicum experiences for students;
additional areas of faculty expertise for which the institution may recruit
faculty;
areas of needed professional development for current faculty;
additional resources that will be required in library holdings, databases,
software, hardware, laboratory equipment, etc; and
related programs, tracks, or concentrations that the institution is considering
to provide.
16. the location(s) where the program is offered;
17. analysis of opportunities as well as problems and difficulties involved
with offering the program; and
18. accurate, clear, and detailed evidence with appropriate documentation
that the institution and the program being reviewed are meeting the requirements
of the S t a n d a rd s by addressing each of the re l e v a n t
MUSTstatements listed in the Application form.
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In those cases where, with respect to the program being evaluated, the institution
reports that it is failing to meet a MUST statement listed in the
Application, the institution:
specifically includes the section number followed by the full text of the
MUST statement in the Application;
clearly indicates why it is failing to meet the MUST statement; and
clearly indicates how it plans to correct this deficiency, and in what time
frame.
The institution understands that:
it is to submit to the Commission four (4) copies of the properly completed
Application and four (4) copies of its current catalog, faculty
handbook, student handbook, and all other documents pertinent to any
criteria noted in the Application, and have the Application document accepted
by the Commission at least six (6) months before the time the
specific program is subject to accreditation/re-accreditation;
an incomplete Application will automatically call for stopping admission
to the specific program;
official acceptance of the Application by the Commission in no way
implies any sort of official or unofficial commitment to program accreditation;
rather it is but one step in the program accrediting process;
if the submitted A p p l i c a t i o n is officially not accepted by the
Commission, the Commission will not schedule an on-site committee
visit and will inform the institution of its options (The options may
include the initiation of actions to close the program, with full institutional
consideration given to the rights and protection of students currently
enrolled in the program, in which case the institution discusses with and
then is officially informed by the Commission when the institution will
again be allowed to apply for accreditation of the denied program);
if the Application is officially accepted by the Commission, the institution
has the obligation to communicate with the Commission staff to
begin planning for the on-site visiting committee, the visit to be conducted
under the full supervision of the Commission staff; and
if an Application has been officially accepted and an on-site visiting
committee review has taken place, a program can be approved, placed
on probation, leading to admission being placed on hold for one year,
or denied, leading to its closure.
B.6 The On-Site Visitation
An on-site visitation will not be scheduled until the Commission has received
and officially accepted the Application. The Commission staff will
closely coordinate the visit of the on-site committee with the institution as
part of the accrediting process. Staff of the Commission will review plans
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for the visit of the committee according to a prescribed agenda sent to the
chief executive officer in advance of the visit. It is understood that the following
principals and procedures govern the on-sire visit:
Just as it has taken very seriously its preparation of the Application, so
also is the institution to take very seriously preparation for the committee
visit and the visit itself by making available to the committee all documents
of the institution, and, where appropriate, all faculty and staff involved
with the program being reviewed. The entire campus needs to
be informed of the reason for this visit, and all students enrolled in the
program, where appropriate, are to be available for discussion with the
committee, should the committee so wish.
The tone reflected by the institution, the Commission staff, and the visiting
committee is, of course, courteous, friendly, and professional.
Likewise all concerned realize and respond to the opportunity for direct
and honest evaluation of the program. To attempt to hide any weakness
in the program, or to define only its strengths but not its weaknesses,
is viewed as a serious violation of professional ethics and a lost
opportunity, never again to be recaptured, of strengthening a specific
academic program.
The Commission has the sole and complete authority to supervise the
visits of all committees brought to the U.A.E. for the purpose of providing
to the Minister an evaluative, fact-finding report of any academic
program.
The institution will bear the total responsibility of financing the visit of
the committee, including the honoraria provided to each member.
However, the Commission will facilitate all expenses of the committee
visit, including honoraria, and will charge in advance the institution involved.
Absolutely no money nor any article of value above AED 200
will be given by any institution or association or associate thereof to any
member of the committee under penalty of immediate denial of the
p ro g r a m ’s accreditation, as determined by the Minister. The
Commission will facilitate all travel of the visiting committee, all housing,
and all meals. The only exception to this rule will be the on-campus
meal(s) provided by the institution to the committee as part of working
sessions attended by committee members and the Commission staff
only.
Committee membership will be determined by the Commission staff
from seasoned experts with outstanding credentials in their fields.
Where there is need, the Commission staff will seek the advice and
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counsel of discipline accrediting organizations and accrediting associations
recognized by the international community. Care will be given to
assure that no committee member selected has had any affiliation or
association with the institution or any of its programs within the past ten
(10) years of the site visit.
The Commission will furnish each committee member with a copy, in
advance of the visit, of the Standards, the Application document submitted
by the institution; and the institution’s current catalog.
The schedule of the visiting committee on campus will be announced to
the institution’s chief executive officer well in advance of the visit. The
normal visit on campus will begin with a meeting with the chief executive
officer and those whom that officer chooses to invite. The
Commission staff is responsible for providing each committee with an
orientation; and the chief executive officer, at the first meeting on-site,
will provide the committee with an orientation to the institution and to
the program.
The Commission staff member(s) will sit with the visiting committee
during its deliberations so that the staff is privy to the full and best thinking
of the committee. All deliberative meetings of the committee are
confidential in nature and open only to members of the staff of the
Commission.
The report of the visiting committee will be fact-finding and evaluative
in its nature and will contain no recommendation regarding Initial
Accreditation/Accreditation/Re-Accreditation and will be delivered only
to the staff of the Commission who, after careful review of the report,
will make appropriate recommendation re g a rding Initial
Accreditation/Accreditation/Re-Accreditation to the Minister for his determination.
The institution MUST refrain from making direct contact with the visiting
committee members after the visit, until the Minister makes a final determination
on the program.
B.7 Accreditation Determination
The Commission will report to the institution the Initial Accreditation/
Accreditation/Re-Accreditation determination. Such determination falls
into three categories: Approved, Probation, Denied.
Approved. That program approved for Initial Accreditation will be permit-
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ted to be offered in the U.A.E. for a period until it graduates its first three
cohorts of students from the program, provided that students are enrolled
in the program no later than the second academic year after the program
receives its Initial Accreditation, and its graduates will be recognized by the
Ministry, provided that the institution retains its Certificate of Licensure.
After the program has had graduates and prior to the graduation of its third
academic year cohorts, in order for the program to continue, Application for
Program Accreditation should have been submitted to and have been accepted
by the Commission.
That program approved for Accreditation or Re-Accreditation classification
will be permitted to be offered in the U.A.E. for a period of up to five (5)
years and the Ministry will recognize its graduates, provided the institution
offering this curriculum retains its Certificate of Licensure.
During the specified period the program has been approved to operate,
either under Accreditation-Eligible or Accreditation/Re-Accreditation classification,
the institution will receive frequent unscheduled visits by the
Commission staff to ensure that the program is continuing to meet the requirements
of the Standards. Failure to continue to meet the Standards
requirements may result in loss of program approval, according to the determination
of the Minister.
Probation. That program applying for Accreditation-Eligible, Accreditation,
or Re-Accreditation classification that is placed on probation by the
Ministry is obligated, within the specified time, to correct any deficiencies
noted.
While the program is on probation, the institution may be sanctioned not to
admit new students into the program. The Commission staff will validate
the correction of the deficiencies and make an appropriate recommendation
to the Minister for his determination. Should the deficiencies noted not
be corrected during the specified time limit, the program’s determination
will be changed to denied. Admission of new students will be stopped and
the institution will immediately initiate actions to close the program, with full
institutional consideration given to the rights and protection of the students
who are enrolled in the program.
Denied. That program denied Initial Accreditation will not be permitted to
start.
That program denied Accreditation or Re-Accreditation will immediately initiate
actions to close the program, with full institutional provision given for
the rights and protection of any student enrolled in the program.
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An institution that has been denied Initial Accreditation, Accreditation, or
Re-Accreditation classification for a program will not re-apply for that
program for a period specified by the Commission.
The above actions taken upon receiving the denied determination are required,
under penalty of the institution’s losing its candidacy status or its
certificate of licensure.
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