Oman Accreditation Council
Report of an Audit of
Sultan Qaboos University
March 2010
HEI Quality Audit Report
Audit Report Number 006
© 2010 Oman Accreditation Council
P.O. Box 1255
P.C. 133
Al-Khuwair
Sultanate of Oman
Ph +968 2461 4361/2
Fax +968 2461 4364
http://www.oac.gov.om
© Oman Accreditation Council
Sultan Qaboos University
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HEI Quality Audit Report
COTETS
Overview of the Quality Audit Process..................................................................................................... 4
How to Read this Report............................................................................................................................ 6
Conclusions.................................................................................................................................................. 7
Executive Summary of Findings ............................................................................................................. 7
Summary of Commendations .................................................................................................................. 9
Summary of Affirmations...................................................................................................................... 10
Summary of Recommendations............................................................................................................. 11
1 Governance and Management............................................................................................................ 14
1.1
Mission, Vision, Values and Objectives ..................................................................................... 14
1.2
Governance................................................................................................................................. 15
1.3
The Academic Council ............................................................................................................... 16
1.4
Senior Management and Administrative Council....................................................................... 17
1.5
Strategic and Operational Plan ................................................................................................... 18
1.6
Financial Management ............................................................................................................... 19
1.7
Risk Management....................................................................................................................... 20
1.8
Policy Management.................................................................................................................... 20
1.9
Health and Safety ....................................................................................................................... 20
1.10 Student Grievance ...................................................................................................................... 21
1.11 Entity and Activity Review Systems .......................................................................................... 21
1.12 Oversight of Associated Entities (e.g. owned companies) ......................................................... 23
2 Student Learning by Coursework Programs .................................................................................... 24
2.1
Graduate Attributes and Student Learning Objectives ............................................................... 24
2.2
Curriculum ................................................................................................................................. 25
2.3
Student Entry Standards (SES)................................................................................................... 25
2.4
Language Centre and General Foundation Program .................................................................. 26
2.5
Teaching ..................................................................................................................................... 27
2.6
Academic Misconduct and Plagiarism ....................................................................................... 28
2.7
Student Placement (Internships)................................................................................................. 29
2.8
Assessment Methods, Standards and Moderation ...................................................................... 29
2.9
Academic Security and Invigilation ........................................................................................... 30
2.10 Student Retention, Probation and Progression ........................................................................... 31
2.11 Graduate Destinations and Employability.................................................................................. 32
3 Student Learning by Research Programs ......................................................................................... 33
3.1
Research Program Design and Enrolment.................................................................................. 33
3.2
Supervisors and Postgraduate Supervision................................................................................. 33
3.3
Student Research Support........................................................................................................... 34
3.4
Project/Thesis Assessment and Examination ............................................................................. 35
3.5
Retention, Graduate Destinations and Employability Status...................................................... 35
4 Staff Research and Consultancy ........................................................................................................ 36
4.1
Research Planning & Management ............................................................................................ 36
4.2
Research Performance................................................................................................................ 37
4.3
Research Centres ........................................................................................................................ 37
4.4
Research Funding Schemes........................................................................................................ 38
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4.5
4.6
4.7
4.8
4.9
4.10
4.11
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Journals....................................................................................................................................... 39
Consultancy Activities................................................................................................................ 40
Ethics and Biosafety ................................................................................................................... 40
Intellectual Property ................................................................................................................... 41
Professional Development for Research..................................................................................... 41
Research Commercialisation ...................................................................................................... 41
Research – Teaching Nexus........................................................................................................ 41
5 Industry and Community Engagement ............................................................................................. 42
5.1
Industry and Community Engagement Planning & Management .............................................. 42
5.2
Relationships with Industry and Employers ............................................................................... 43
5.3
Relationships with Professions................................................................................................... 43
5.4
Relationships with Other Higher Education Providers............................................................... 44
5.5
Relationships with Alumni ......................................................................................................... 44
5.6
Relationships with the Community at Large .............................................................................. 44
6 Academic Support Services................................................................................................................. 45
6.1
Academic Support Services Planning & Management............................................................... 45
6.2
Registry (Enrolment and Student Records) ................................................................................ 45
6.3
Libraries...................................................................................................................................... 45
6.4
Information and Learning Technology Services......................................................................... 46
6.5
Academic Advising .................................................................................................................... 46
6.6
Student Learning Support........................................................................................................... 47
6.7
Teaching Resources .................................................................................................................... 47
7 Students and Student Support Services............................................................................................. 48
7.1
Students and Student Support Services Planning & Management ............................................. 48
7.2
Student Profile ............................................................................................................................ 48
7.3
Student Satisfaction and Environment........................................................................................ 49
7.4
Student Behaviour ...................................................................................................................... 49
7.5
Career and Employment Services............................................................................................... 49
7.6
Student Finances......................................................................................................................... 49
7.7
Accommodation, Catering and Transportation........................................................................... 49
7.8
Medical Facilities and Student Counselling Services................................................................. 50
7.9
International Student Services .................................................................................................... 51
7.10 Social and Recreational Services and Facilities ......................................................................... 51
8 Staff and Staff Support Services......................................................................................................... 52
8.1
Human Resources Planning & Management.............................................................................. 52
8.2
Staff Profile................................................................................................................................. 52
8.3
Recruitment, Selection and Omanisation ................................................................................... 53
8.4
Induction..................................................................................................................................... 53
8.5
Professional Development.......................................................................................................... 54
8.6
Performance Planning and Review............................................................................................. 54
8.7
Promotion and Other Incentives ................................................................................................. 55
8.8
Staff Organisational Climate and Retention ............................................................................... 55
8.9
Severance.................................................................................................................................... 56
9 General Support Services and Facilities............................................................................................ 57
9.1
General Support Services and Facilities Planning and Management ......................................... 57
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9.2
9.3
9.4
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Public Relations and Marketing ................................................................................................. 57
Communication Services............................................................................................................ 57
Facilities Management ............................................................................................................... 57
Appendix A.
Audit Panel...................................................................................................................... 58
Appendix B.
Abbreviations, Acronyms and Terms............................................................................ 59
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OVERVIEW OF THE QUALITY AUDIT PROCESS
This Quality Audit Report (the ‘Report’) documents the findings of a quality audit by the Oman
Accreditation Council (OAC) of Sultan Qaboos University (SQU). It comments on SQU’s mission and
vision, and the appropriateness and effectiveness of the University’s systems for achieving that mission
and vision. Quality Audit is the first stage in Oman’s institutional accreditation process. It is designed to
provide a level of assurance to the public about the quality of SQU’s activities, and constructive feedback
to SQU to assist with its ongoing improvement efforts.
The quality audit commenced with SQU undertaking a self study of its mission, vision and systems. The
results were summarised in their Quality Audit Portfolio 2009 (the ‘Portfolio’). This document was
submitted to the OAC on 15 February, 2009.
The OAC appointed an external Audit Panel (the ‘Panel’), comprising suitably qualified and experienced
local and international reviewers, to conduct the quality audit. For membership of the Panel see
Appendix A. The Panel met on 18 March 2009 to consider SQU’s Portfolio. Following this, the Audit
Panel Deputy Chairperson and Executive Officer undertook a planning visit on behalf of the Panel to
SQU on 7 April 2009 to clarify certain matters, request additional information and make arrangements for
the Panel’s audit visit.
SQU owns and operates a hospital. The OAC does not provide accreditation services for hospitals. As
such, the SQU Hospital was outside the scope of this quality audit except in so far as that it is a strategic
partner of the College of Medicine and Health Sciences, particularly for student clinical placements.
The College of Law only joined the University two years ago and is still located at a separate campus.
The Panel took this into consideration during its deliberations.
Prior to the audit visit, the Panel invited submissions from the public about the quality of SQU’s
activities. Three valid submissions were received and considered.
The audit visit took place over 9-12 May 2009. A further meeting was held between the Chairperson of
the University Council and the Panel Chairperson and Executive Officer on 13 May 2009 (this later date
was purely for logistical reasons). During this time, the Panel spoke with approximately 200 people,
including governing authorities, staff, students and external stakeholders. Panel Members also visited a
selection of venues and considered a variety of additional supporting materials.
No information provided after 13 May 2009 (being the last day of the audit visit) was taken into
consideration for the purposes of this audit, unless that information had been requested by the Panel
before or during the audit visit and the later date of provision agreed upon.
The Report contains a summary of the Panel’s findings, together with formal Commendations where good
practices have been confirmed, Affirmations where SQU’s ongoing quality improvement efforts merit
support, and Recommendations where there are significant opportunities for improvement not yet being
adequately addressed. The Report endeavours to provide a balanced set of observations, but does not
comment on every system in place at SQU.
The Panel’s audit activities and preparation of this Report were governed by regulations set by the OAC
Board. This Report was approved for release by the OAC Board on 13 March 2010.
The OAC was established by Royal Decree No. 74/2001. Among its responsibilities is the external
review of higher education institutions (HEIs) in the Sultanate of Oman. For further information, visit the
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OAC website (http://www.oac.gov.om). Full details of the quality audit process are available in OAC’s
HEI Quality Audit Manual (available from http://www.oac.gov.om/qa/HEI/).
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HOW TO READ THIS REPORT
Each OAC Audit Report is written primarily for the institution being audited. The Report is specifically
designed to provide feedback to help that institution better understand its own strengths and to assist in
identifying opportunities for improvement. The feedback is structured according to nine broad areas of
activity and presented as formal Commendations, Affirmations and Recommendations, or as informal
suggestions, each accompanied with explanatory paragraphs. It is expected that the institution will act
upon this feedback as part of its continuous efforts to provide the best possible education to students.
The Report is made public because it also may be of interest to students and potential students, their
families, employers, Government, other higher education institutions in Oman and abroad, and other
audiences. Students, in particular, may find this Report interesting because it provides some independent
comment on the learning environment at this institution (particularly section 1.10; chapters 2, 3, 6 and 7).
However, prospective students should still undertake their own investigations when deciding which
higher education institution will best serve their particular learning needs.
Quality Audit is the first stage in Oman’s two-stage process for institutional accreditation. Its focus is
formative (developmental) rather than summative. In other words, although the audit addresses nine
areas of activity which are common to all institutions, it does not measure the institution against
externally set standards of performance in those nine areas. Instead, it considers how well the institution
is attending to those areas in accordance with its own mission and vision and in the context of relevant
legal regulations. Therefore, Quality Audit recognises that each institution has a unique purpose and
profile; it does not directly compare one institution with all the other institutions in Oman.
For these reasons, a Quality Audit does not result in a pass or fail result; nor does it provide any sort of
grade or score. It should also be noted that the precise number of Commendations, Affirmations and
Recommendations that an institution receives in its Audit Report is not as important as the substance of
those conclusions. For example, some Recommendations may focus on critical issues such as assessment
of student learning, whereas others may focus on issues such as the maintenance of teaching equipment in
classrooms which, while important, is clearly less critical. Therefore, it is neither significant nor
appropriate to compare the Audit Reports of different higher education institutions solely on the numbers
of Commendations, Affirmations and Recommendations.
The second stage in the institutional accreditation process is Standards Assessment. This stage, which
will take place about four years after the Quality Audit, will provide a summative assessment against
external standards in the same nine areas of activity. It should be noted that Oman also operates a system
of accreditation/recognition for academic programs, separately from the institutional accreditation
process. For more information on Oman’s System of Quality Assurance in Higher Education please visit
www.oac.gov.om.
This Report contains a number of references to source evidence submitted by SQU during the Quality
Audit. These references are for the University’s benefit in further addressing the issues raised. In a
number of cases, the evidence is not in the public domain and the Audit Panel represents the public’s
interests in accessing this information.
In order to assist readers comparing this Report with the OAC’s Quality Audit Manual and the
University’s Quality Audit Portfolio, any variations to the structure of the Report are indicated in square
brackets [].
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COCLUSIOS
This section summarises the main findings and lists the Commendations, Affirmations and
Recommendations. They are listed in the order in which they appear in the Report, and are not
prioritised. It should be noted that other favourable comments and suggestions for improvement are
mentioned throughout the text of the Report.
Executive Summary of Findings
An audit of Sultan Qaboos University (SQU) must start by recognising the significant role the University
plays in the overall development of the Sultanate of Oman. As the only public university, it has a
mandate well beyond that of other public and private higher education institutions (HEIs). The country
expects that SQU will not only provide the highest quality education available in Oman (and at
international standards), but that it will also serve as a source of expertise that can be readily called upon
to assist with a broad range of scientific, governmental, educational and cultural issues. Moreover,
although SQU is funded at reasonable levels, there is a social expectation that many of SQU’s services
will be provided at no cost. The University is well aware of its mandated and implicit social obligations.
It has responded impressively by engaging with the wider community on a variety of levels. Such
engagement is one of the hallmarks of an internationally recognised university.
The Panel formed the strong impression that throughout the University there is a keen awareness of the
importance of quality in all that the University does. While this has been a characteristic of the
University since its inception, it has taken on a renewed strength over the past two years driven by a new
senior management team. Many of the recommendations in this Report focus on the need for greater
planning and systematisation of policies and processes, and the management team is committed to these
tasks. It is evident that efforts are being made to improve organisational systems and to enhance the work
culture to create a collegial environment committed to continuous improvement. The University has
previously placed significant reliance on committees to fulfill quality assurance responsibilities.
Committees serve useful purposes, but neither are they substitutes for effective systems and robust data
nor can they replace the ultimate responsibility of individuals for quality assurance. There is now
recognition of this, leading to the establishment of new policies and processes that should prove valuable
in supporting the management and educational activities of the University.
The most significant need for improvement is for the University to increase its collection, analysis,
interpretation and application of evaluative information (particularly feedback data, performance
indicators and benchmarks) and other data with which progress against objectives can be monitored.
While the University does collect a range of staff and student (and other) data, and conducts some surveys
in various parts of the organisation, the lack of a systematic institutional approach with high-end data
analysis and reporting capacity means that the assessments of the University’s achievements against its
plans are not as accurate as they could be and the decision-making is not as effectively supported as it
could be. In many cases, the University has clearly identified this opportunity and there are some
instances where the OAC has further emphasised these findings.
The University is still young and, as is to be expected, still has opportunities for improvement. SQU
aspires to reputable international standing. This is an entirely appropriate goal and is being addressed in
the University’s planning. In some cases the University has been ambitious in its international
benchmarks, such as including challenging research requirements for promotion purposes, and the desire
to establish Doctoral programs. It is appropriate that the University is now beginning to establish
Doctoral programs, particularly given the national strategy for promoting research through the
establishment of an Oman Research Council, by selecting those disciplines in which there is research
strength. What is required is a strategic developmental plan that sets out the various phases in a logical
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sequence. The Panel supports the high aspirations, but encourages the University to recognise that
successful development takes time and must be carefully planned.
A key message here is that SQU and the Omani Government, which plays a significant role in the
governance and management of the University’s affairs, need to maintain the University’s position of
national leadership and also start focusing the University’s strategic efforts in the context of the
international higher education community. In many respects the University does not have the flexibility
it requires to manage its affairs in a manner that can be sufficiently responsive to, and proactive in, a
dynamic international higher education environment. Specific examples include a restrictive grading
system for staff, the inability to charge tuition fees in order to recruit international undergraduate students,
and the requirement to manage its monies through a Government Ministry.
The degree programs of the University are structured according to sound curriculum, reviewed externally
and are well taught. The methods for curriculum development, review and delivery vary between
Colleges, and an opportunity exists to ensure that best practice is systematically implemented under the
direction of the Academic Council.
As a research institution, SQU is still in the very early stages of development. A number of its research
centres are producing outputs that are of national relevance and measure up to international standards, for
which the University is to be congratulated. However, the potential exists for more research activity.
This has to be a strategic priority for the University. Progress will be enhanced with the development of
strategic support in terms of targeted grants, research seminars, assistance with external research grant
applications and aligning journals to specific research objectives.
The Oman Accreditation Council applauds SQU for its awareness of the importance of quality assurance
in all its activities. While there is clearly work to be done, the Panel is confident that the senior
management is committed to this work.
This commitment could not come at a better time. The University is operating in a rapidly changing
context. Until now, its position as the premier educational and research institution has been largely
unchallenged. However, the emergence of five private universities in Oman along with a number of
private colleges growing their graduate programs may provide competitive alternatives for students and
industry. Several very reputable foreign universities are offering programs through private providers in
Oman. Concurrently, the public institutions are revising their programs and strategically repositioning
themselves to better meet Oman’s educational needs. National standards have been approved by the
Council of Higher Education for the General Foundation Program, with more academic standards
expected for a range of fields of study. Also, there is now greater public accountability through the OAC
and in the higher education sector generally.
The Panel wishes to emphasise an important point. During the course of its audit, it learned of many
examples of good practice within the University. But, as a consequence of largely unintegrated systems
and structures, many of these practices have not found their way into University-wide policies and
processes. Where possible, the Panel has identified these good practices in this Report. When it comes to
addressing the Recommendations in this Report, it is suggested that the University look within its own
areas of activity as well as outside. The University can use systematic means to ensure that good
practices are able to be embedded throughout the institution. These include (but are not limited to) a
consolidated policy management system; a schedule of regular reviews; and a stronger role for the
Academic Council in ensuring the consistent implementation of academic policies throughout the
University.
Finally, the Panel notes the widespread, genuine and deeply felt sense of pride that students and staff have
in the University. The University provides a good quality learning environment that benefits its students
and Oman in general.
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The Oman Accreditation Council congratulates SQU for a well developed Quality Audit Portfolio and its
comprehensive approach to the process of critical self-review. This bodes well for the University’s
ongoing commitment to quality education, research and community service.
It is acknowledged that some time has passed since the Audit Visit in May 2009. The University may
have already responded to several of the Recommendations and Affirmations listed below. Also, the
Panel wishes to emphasise that the number of Commendations, Affirmations and Recommendations in
this report cannot be sensibly compared with other higher education institutions (HEI) audited by the
OAC, for the reasons usually stated by the OAC but also because of SQU’s significantly greater size and
complexity compared with other HEIs.
Summary of Commendations
A formal Commendation recognises an instance of particularly good practice.
1.
The Oman Accreditation Council commends Sultan Qaboos University for its impressive
and well planned development over a short period of time into an internationally recognised
university. ....................................................................................................................................... 14
2.
The Oman Accreditation Council commends Sultan Qaboos University for having a vision,
mission, basic values and objectives that are appropriate for and widely shared within the
University community. ................................................................................................................... 15
3.
The Oman Accreditation Council commends Sultan Qaboos University for the Deans’
Forum, which provides University-wide collaboration and coordination leading to greater
consistency of best practices. ......................................................................................................... 17
4.
The Oman Accreditation Council commends Sultan Qaboos University for involving
external reviewers in its curriculum improvement process............................................................ 25
5.
The Oman Accreditation Council commends Sultan Qaboos University for its extensive
and appropriate usage of external examiners as a means for ensuring international standards
are maintained in its academic programs. ...................................................................................... 30
6.
The Oman Accreditation Council commends Sultan Qaboos University for the success of
some of its Research Centres in supporting interdisciplinary research and leading to an
increase in research productivity, including potentially commercialisable outputs. ...................... 37
7.
The Oman Accreditation Council commends Sultan Qaboos University for its commitment
to the wider community and for the variety of ways in which it serves Oman. ............................. 42
8.
The Oman Accreditation Council commends Sultan Qaboos University for establishing the
Office for External Cooperation, which is already proving to be effective in coordinating
and maximising benefits to the University from its external relationships. ................................... 43
9.
The Oman Accreditation Council commends Sultan Qaboos University for its use of
liaison/advisory committees involving industry, alumni, employers, and Ministries. ................... 43
10.
The Oman Accreditation Council commends Sultan Qaboos University for the success of
its Continuing Education activities................................................................................................. 44
11.
The Oman Accreditation Council commends Sultan Qaboos University’s Centre for Career
Guidance for the comprehensive nature of its services to students – particularly the Career
Capabilities Program. ..................................................................................................................... 49
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12.
The Oman Accreditation Council commends Sultan Qaboos University for the medical
support it provides its students and for regular workshops provided by Student Counseling
Centre for students on academic probation together with developmental, preventive and
remedial counseling activities. ....................................................................................................... 50
13.
The Oman Accreditation Council commends Sultan Qaboos University for its strong
encouragement of student engagement in extra-curricular activities. ............................................ 51
Summary of Affirmations
A formal Affirmation recognises an instance in which SQU has accurately identified a significant
opportunity for improvement and has demonstrated appropriate commitment to addressing the matter.
1.
The Oman Accreditation Council agrees that Sultan Qaboos University should make more
effective use of its Academic Council to ensure that best practices are consistently employed
in and across all Colleges. ................................................................................................................ 17
2.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions to enhance
its operational flexibility by increasing its income from external sources such as donations,
research grants, commercialisation strategies, consultancies and externally-funded
scholarships. ..................................................................................................................................... 19
3.
The Oman Accreditation Council affirms that Sultan Qaboos University take urgent steps to
establish and implement a risk management system for both strategic and operational risks.......... 20
4.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions to seek
appropriate feedback from graduates to help determine the attainment of desired Graduate
Attributes. ......................................................................................................................................... 24
5.
The Oman Accreditation Council agrees with Sultan Qaboos University that it should
establish a range of processes for systematically obtaining and acting upon student, graduate
and employer feedback in relation to program quality. .................................................................... 25
6.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions to establish
a university-wide template and approval process for course outlines. ............................................. 25
7.
The Oman Accreditation Council acknowledges that student placements / internships are
used widely and that there are examples of good practice, but these need to be shared and
implemented consistently in all relevant programs. ......................................................................... 29
8.
The Oman Accreditation Council affirms the intentions of Sultan Qaboos University to
strengthen its academic security provisions – particularly with respect to examination
materials and processes, and the establishment of a centralised incident reporting system –
and suggests that this happen as a matter of urgency under the auspices of the Academic
Council. ............................................................................................................................................ 31
9.
The Oman Accreditation Council strongly supports Sultan Qaboos University’s intentions to
collect and analyse data and conduct benchmarking studies of admissions, retention, and
progression. ...................................................................................................................................... 31
10.
The Oman Accreditation Council agrees with the proposal for Sultan Qaboos University to
establish a Deanship for Research, to strategically manage SQU’s increased research
activities, streamline existing processes and review the performance of research centres............... 36
11.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions to establish
a more coordinated approach to managing its academic support services, and urges that this
also include a systematic approach to the selection, design and evaluation of these services.......... 45
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12.
The Oman Accreditation Council agrees with Sultan Qaboos University that it should
periodically evaluate and document the effectiveness of its various student support activities
and services. ..................................................................................................................................... 48
13.
The Oman Accreditation Council agrees with Sultan Qaboos University that it should
periodically (at least biennially) collect, analyse and consider student profile data to assess
current educational practice and to inform strategic decision making. ............................................ 48
14.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions to conduct
an annual student satisfaction survey, with a focus on matters beyond the program of study
(such as campus life; academic advising; support services; access to information). ....................... 49
15.
The Oman Accreditation Council affirms Sultan Qaboos University’s intentions review its
transportation services to and around campus in order to strategically align these services
with desired patterns of student study and mobility. ........................................................................ 50
16.
The Oman Accreditation Council agrees with Sultan Qaboos University that it should
periodically collect, analyse and consider staff profile data to inform strategic decision
making. ............................................................................................................................................. 52
17.
The Oman Accreditation Council affirms that Sultan Qaboos University establish a system
of induction for new academic staff, with common components for all staff and specialised
components for academic and general staff. .................................................................................... 54
18.
The Oman Accreditation Council agrees with Sultan Qaboos University that it should
regularly survey all staff about their experiences working at the University, to help identify
opportunities to improve the working environment. ........................................................................ 55
Summary of Recommendations
A Recommendation draws attention to a significant opportunity for improvement that SQU has either not
yet accurately identified or to which it is not yet adequately attending.
1.
The Oman Accreditation Council recommends that the Council of Sultan Qaboos University
regularly receive from senior management more information on quality for all key areas of
activities using systematic qualitative and quantitative performance indicators.............................. 16
2.
The Oman Accreditation Council recommends that Sultan Qaboos University establish a
comprehensive and integrated planning framework that permeates the institution, is aligned
with resource allocation models and is supported by best practice templates, robust data and
professional support. ........................................................................................................................ 18
3.
The Oman Accreditation Council recommends that Sultan Qaboos University establish a
comprehensive policy management system as a means for promoting greater awareness and
consistency of best practices. ........................................................................................................... 20
4.
The Oman Accreditation Council recommends that Sultan Qaboos University prioritise the
development of (a) a security and safety plan; (b) a student and staff health plan; and (c) an
environmental enhancement plan; with each including provision for maintenance and
monitoring, appropriate ‘incident’ databases, and strategy for implementation. ............................. 21
5.
The Oman Accreditation Council recommends that Sultan Qaboos University develop a
schedule of academic program and administrative service reviews (perhaps on a 5 yearly
cycle) based on explicit criteria and processes, with reporting to the Academic Council. .............. 22
6.
The Oman Accreditation Council recommends that Sultan Qaboos University expand the
capabilities and capacity of the Department of Planning and Statistics in terms of
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institutional research so that it may more effectively collect, analyse, report and monitor data
in support of the University’s key performance indicators and other issues as may arise. .............. 23
7.
The Oman Accreditation Council recommends that the University urgently review its
Foundation Program, and related foundation courses within the Colleges, in order to meet the
new national standards; and review the management of the Foundation Program to assist
better integration of curriculum, teaching and testing. ..................................................................... 27
8.
The Oman Accreditation Council recommends that Sultan Qaboos University establish a
central professional entity (for example, a Centre for Advancement of Learning and
Teaching) to support and promote excellence in learning and teaching across SQU, including
sharing the expertise of the Best Teacher Awardees. ....................................................................... 28
9.
The Oman Accreditation Council recommends that Sultan Qaboos University utilise a
broader range of evaluative methods in order to monitor the quality of teaching, and that
academic staff receive all the feedback relevant to their teaching activity....................................... 28
10.
The Oman Accreditation Council recommends that, recognising Sultan Qaboos University
has identified plagiarism as an area that needs attention, it urgently establish a
comprehensive approach to plagiarism and other academic integrity issues, including the
establishment of a central data collection system and a comprehensive education program for
students and academic staff. ............................................................................................................. 29
11.
The Oman Accreditation Council recommends that Sultan Qaboos University establish and
implement a policy of clear learning outcome criteria and aligned assessment design, and
that these be taken into consideration during course approval, moderation and review
processes........................................................................................................................................... 30
12.
The Oman Accreditation Council, noting that Sultan Qaboos University has identified
following the employability of its Bachelor graduates as important, recommends that the
University establish annual surveys of graduates in order to track graduate destinations and
feedback on programs; and survey employers to determine satisfaction with graduate
attributes and capabilities. ................................................................................................................ 32
13.
The Oman Accreditation Council recommends that Sultan Qaboos University, in order to be
comparable with international best practice, amend its Postgraduate Academic Regulations
to ensure that all Doctoral programs include at least two examiners, neither of whom is the
supervisor, and that at least one of these be from outside SQU; the OAC further recommends
that SQU properly recognise the importance of good supervision of research students by
providing training and by taking this supervisory workload and outcomes (e.g. grants
achieved, numbers of successful postgraduates) into account for equity purposes, workload
purposes and staff promotion. .......................................................................................................... 34
14.
The Oman Accreditation Council recommends that Sultan Qaboos University establish a
centralised research outputs database that discriminates by quality as well as quantity, and
uses this database to help target high impact publications. .............................................................. 37
15.
The Oman Accreditation Council recommends that Sultan Qaboos University conduct
periodic external reviews of its research centres. ............................................................................. 38
16.
The Oman Accreditation Council, in support of the University’s intentions to establish a
continuous monitoring and quality assurance process for research, recommends that Sultan
Qaboos University improve the efficiency of its process for the approval of internal research
grants, establish a sizeable grants scheme that targets new researchers, appoint visiting
research professors and provide incentives for research projects involving collaboration
between internal researchers from different parts of the University as well as with external
researchers at national and international levels. ............................................................................... 39
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17.
The Oman Accreditation Council recommends that Sultan Qaboos University: (a)
reconstitute the Animal-Use Ethics and Medical Ethics committees as University committees
in recognition of the University’s overall responsibilities and liabilities for these areas; (b)
establish a Human Ethics Committee to ensure that all areas of research that may impact
upon people are adequately addressed; and (c) include persons external to the University in
the associated policy setting and approval processes. ...................................................................... 40
18.
The Oman Accreditation Council recommends that Sultan Qaboos University restructure its
Library management system under a newly established Head Librarianship in order to
maximise the strategic, operational and financial benefits............................................................... 46
19.
The Oman Accreditation Council recommends that Sultan Qaboos University enhance its
recruitment policy by increasing coordination between the Omani and non-Omani pathways. ...... 53
20.
The Oman Accreditation Council recommends that Sultan Qaboos University implement an
appropriate system of performance planning and review for staff at all levels as a key tool for
proactively attending to the professionalism of its staffing profile. ................................................. 54
21.
The Oman Accreditation Council recommends that Sultan Qaboos University review its
system for academic staff promotion in order to strategically align promotion with the
current developmental needs of the University. ............................................................................... 55
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1
Sultan Qaboos University
GOVERACE AD MAAGEMET
The University was legally established by a series of Royal Decrees, starting with exploratory
studies in 1975 (1395 A.H.) and leading to the formal establishment in 1986 (1406 A.H.). The
Sultan Qaboos University Charter provides the core objectives, organisational structure and
responsibilities and was ratified by Royal Decree in 2006 (1427 A.H.). The Charter has been
revised four times, indicating ongoing attention to the effectiveness and efficiency of the
University’s core mandate and structure.
Building on this foundation, the University has established a Strategic Plan (discussed further in
section 1.5), which sets out the vision and mission (see section 1.1), reiterates the core objectives
in the Charter and then details a series of strategic objectives and policies.
The University has made significant progress in just over two decades. The core features of an
internationally reputable university are in place. The University now provides education to over
13,400 undergraduate and over 850 graduate students. It has 66 Bachelor programs and 55
Masters programs provided through nine Colleges and a teaching hospital. Doctoral programs
are beginning. Notwithstanding the strategic intention to progressively Omanise the staff, the
University has been successful on attracting high caliber faculty (of which there are over a
thousand) from all over the world. The main campus provides a magnificent complex of
buildings and spaces.
While the successes of the University clearly belong to the entire University community, they are
a testament to the clear vision from His Majesty Sultan Qaboos bin Said, for whom the University
is named, and effective governance and management of the University’s leaders over the 23 years
since its inception.
Commendation 1
The Oman Accreditation Council commends Sultan Qaboos University for
its impressive and well planned development over a short period of time into
an internationally recognised university.
The evidence in support of international recognition comes from a suitable variety of sources,
including agreements with reputable international universities (see section 5.4), success in
recruiting international staff, acceptance by foreign universities of SQU graduates into
postgraduate programs and accreditation of programs by major international professional bodies
(see section 5.3).
1.1
Mission, Vision, Values and Objectives
[This section is titled “Mission, Vision and Values” in the OAC Quality Audit Manual.]
The University’s Vision, as articulated in its Strategic Plan 2009-2013, is as follows:
Sultan Qaboos University aspires to become one of the three best universities in
the region by the year 2013 and to achieve an international reputation that is a
source of Omani pride.
This Vision does not define what “best” means, but it implies a set of performance indicators, as
yet unstated, that can be benchmarked regionally and internationally. Indeed, SQU is intending to
set and pursue specific targets and evaluate its standing as measured by leading international
university ranking systems. The University does not yet have the appropriate information in
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place and is making this a priority. The Panel was reassured that the senior management is well
aware that such ranking systems are the topic of ongoing and extensive academic debate
internationally, and that these systems will not, in themselves, constitute proof of educational
quality. Nonetheless, rankings do provide an impetus for better information management and
benchmarking, and this is to be supported.
The University’s Mission, as articulated in its Strategic Plan 2009-2013, is as follows:
To achieve excellence in all areas of teaching and learning, research and
community service by promoting the principles of scientific analysis and creative
thinking and to participate in the production, development and dissemination of
knowledge, and interact with national and international communities.
This Mission defines SQU’s role and is widely understood and shared by the University
community. The Panel notes that this is a different mission Statement from that in the
University’s Prospectus (2006).
The University nominates moral and professional idealism, excellence, institutional growth,
innovation, quality and academic freedom as its basic values. These values are clearly derived
from the core objectives. The Panel discussed a number of these values with the University
community, including such matters as whether “moral idealism” and “academic freedom” caused
any conflicts or difficulties within the workplace. It found that although the basic values have no
particular tangible expression (few were able to specifically identify them), they clearly live in
the hearts and minds of the staff and students and strengthen a sense of “community” within the
University.
The Panel concluded that the high level directions of the University, as enshrined in the Charter,
Vision and Mission, are appropriate and widely shared by the University.
Commendation 2
The Oman Accreditation Council commends Sultan Qaboos University for
having a vision, mission, basic values and objectives that are appropriate for
and widely shared within the University community.
Without retreating from this conclusion, the Panel also notes that the above Vision statement
differs from that on the University’s website (at the time of the Audit Visit), and the Mission
statement differs from that in the University’s Prospectus. The University could improve its
processes for controlling corporate communication.
1.2
Governance
The University is governed by a Council chaired by the Minister of Higher Education and
comprising prominent Government, University and public persons. None of the positions are
elected. While this is inconsistent with international practices, it is in keeping with Omani
culture. The current Council membership is relatively new.
The Panel met Council Members and noted that they have a clear sense of the University’s
national and international responsibilities. It is an engaged and dedicated body.
The greatest limitation the Council faces in fulfilling its governance responsibilities is in relation
to insufficient management information about the University’s performance across all its key
areas of activity. The Vice-Chancellor and, as required, other Senior Managers furnish the
Council with reports about University activities. These reports would be more informative in
Council’s deliberations if they included a set of indicators that provided the Council with
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quantitative and qualitative evidence of the University’s performance across all key areas. This
set of indicators would be reported upon at every meeting of the Council. This is not simply a
matter of consolidating existing data. Where there are data available, in some cases the Panel had
reservations as to their validity and reliability. Establishing such indicators will require
systematic data collection, analysis and useful reporting with appropriate quality controls at each
step (this matter is discussed in more detail in section 1.11 below).
Recommendation 1
The Oman Accreditation Council recommends that the Council of Sultan
Qaboos University regularly receive from senior management more
information on quality for all key areas of activities using systematic
qualitative and quantitative performance indicators.
In order to engender a culture of honest and transparent self-reflection, as is expected of a qualityconscious institution, the University Council should model this behavior by also periodically
reviewing its own (and its committees’) effectiveness as the governing entity. Governance is a
professional activity. The actions (and inactions) of Council have a profound impact upon the
University and, as such, should be subject to critical reflection. Internationally, this is becoming
a standard practice for leading universities, and numerous models for such reviews can be found.
The Panel encourages the Council to consider establishing an annual self review system.
1.3
The Academic Council
[This is included under the “Governance” section in the OAC Quality Audit Manual.]
The University’s Charter establishes the Academic Council as the body responsible for preparing
academic policy and for overseeing “all issues related to study, research, students, faculty,
examinations, and academic degrees and certificates” (University Charter, Article 17c). The
Academic Council is comprised of the Vice-Chancellor, Deputy Vice-Chancellors, (DVCs),
Deans and four faculty members appointed by the Vice-Chancellor. Internationally it is common
for a number of faculty to be elected to seats on an Academic Council. This has the advantage of
involving faculty more fully in a collegial process, diversifying the input into academic debate,
rather than limiting such discussions to senior management. The University may wish to consider
the advantages of such an approach.
From meetings with members of the Academic Council and review of Academic Council
documents, the Panel concluded that the Academic Council fulfils a valuable role in setting
policy. However, it is less robust in fulfilling its oversight responsibilities. This is in part owing
to information issues raised elsewhere (see sections 1.2 and 1.11), and owing to the lack of a
systematic approach to reviews of academic activities (although this is not to suggest that reviews
do not take place – see section 1.11 for further discussion).
In practice, considerable diversity exists within the University’s nine Colleges in terms of quality
assurance processes (such as plagiarism, academic security, assessment and moderation, and the
use of external examiners and program advisory committees). At times this may be appropriate,
given the characteristics of different fields of study. However, there is an opportunity for the
Academic Council to take a more proactive role in ensuring that policies are based on best
practices (which, in many cases, already exist within the University – it is not always necessary to
benchmark externally), implemented consistently (unless successful arguments can be made for
variations) and monitored for effectiveness.
The University has planned for the Academic Council to receive annual reports on the
effectiveness of ongoing programs and suggestions for quality improvement. This is an
appropriate step and, having considered the University’s current models, the Panel suggests that
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the design of these annual reports be subject to international benchmarking and aligned with the
key performance indicators recommended elsewhere (see sections 1.2 and 1.11). The data in
these reports should, at least, include trends over time and against targets. The inclusion of
benchmarks would be desirable.
Affirmation 1
The Oman Accreditation Council agrees that Sultan Qaboos University
should make more effective use of its Academic Council to ensure that best
practices are consistently employed in and across all Colleges.
1.4
Senior Management and Administrative Council
[This section is titled “Management” in the OAC Quality Audit Manual.]
The University does not yet have a system in place for regularly and formally reviewing the
performance of its Vice-Chancellor. Common international practice would be for the
Chairperson of the University Council (alone, or with a small number of external Council
members) to conduct annual appraisal sessions designed to examine the quality of the ViceChancellor’s performance and explore means for aiding and strengthening that performance
where necessary and appropriate. In the case of SQU, the Vice-Chancellor is appointed by Royal
Decree. This is appropriate for the nature of the institution and the country. The Panel suggests
that, in the interests of effective governance and application of international best practices, the
University Council raise the possibility of amending the Royal Decree to incorporate provision
for annual performance appraisal of the Vice-Chancellor by a small committee led by the Council
Chairperson.
The University Council may also wish to consider how the performance appraisals of DVCs are
managed. Given that they may need to deputise for the Vice-Chancellor from time to time, a
level of Council oversight is appropriate.
The senior management team is relatively new, having been formed in the year
submission of the Portfolio. The Panel concluded that the new team is fully
developing a strong quality culture that is based on clear plans, best practice
reliable evidence. This provides an excellent opportunity for the University to
improvement strategies.
leading up to
committed to
solutions and
embrace new
Each of the nine Colleges is lead by a Dean. The responsibilities of the Deans are defined in the
University Charter. Within the Colleges, attempts are being made to standardise management
systems in order to facilitate the consistent implementation of University policies. This
standardisation is not yet complete, particularly in the newer Colleges. However, a recently
established Deans’ Forum provides an excellent opportunity for such matters to be discussed and
pursued. Deans are positive about this forum, which takes place monthly. It was originally
intended to deal with institutional and program accreditation issues, but appears to be fulfilling a
broader and important communication function.
Commendation 3
The Oman Accreditation Council commends Sultan Qaboos University for
the Deans’ Forum, which provides University-wide collaboration and
coordination leading to greater consistency of best practices.
The Panel’s promotion of greater consistency should not be misinterpreted as meaning that
flexibility should be diminished. Indeed, the Panel explored the extent to which suitable formal
delegations of authority are in place and noted that an opportunity exists to extend these
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delegations in a manner that that will enable more rapid and flexible decision making within
Colleges and Departments.
There is a need to provide more focused and accountable leadership in relation to a number of
key corporate areas – such as planning (section 1.5), risk management (section 1.7), policy
management (section 1.8), quality management, reviews and institutional research (section 1.11).
The University indicated its awareness of this opportunity. Indeed, it is in the process of
establishing a Quality Office although at the time of the Audit this was in a very formative stage.
The Panel suggests that these corporate responsibilities could be consolidated and brought under
an appropriate senior management position in order to make progress with the related
Recommendations in this Report.
1.5
Strategic and Operational Plan
[The Quality Audit Manual treats these as two separate sections. The University did not address
Operational Planning in its Portfolio]
SQU has recently developed its first Strategic Plan 2009-2013 to guide the future development of
the University, and the Panel was advised that work is already underway towards a second
version. The first version of this Plan was completed shortly before finalisation of the Portfolio
and assisted the University’s preparations for Quality Audit. This had the advantage of putting a
stake in the ground, but the disadvantage of not fully incorporating the wider scope and evidencebased decision making of the new senior management. (Given the preliminary condition of this
Strategic Plan, the Panel relied more on the University Charter as the basis for its audit.)
The Panel reviewed the Strategic Plan. This document contains 37 policies and 157 operations,
for which responsibilities and time frames have been assigned, along with some performance
measures. Considering the significance of many of these policies and operations, the Panel
suggests that the Strategic Plan would benefit from clearer prioritisation. Examination of the
timing of the various activities in the Strategic Plan could perhaps be better spread over the five
years of the Plan; the proposed program initiates about two thirds of the activities in a five month
period. Further, it will be necessary for the University to assign resources for the actions
identified in the Plan. In some cases, responsibilities will need to be devolved and shared by
Colleges, Departments and administrative units, necessitating localised operational plans and
priorities.
In other words, the University will benefit from establishing a planning framework that identifies
the required plans at appropriate organisational levels; establishes common best practice
templates for the design of plans; and provides training and professional support to management
involved with planning. Where possible, plans should be supported with common performance
indicators, meaning that a strong link with the University’s institutional research function will
also be appropriate (see section 1.11).
A Planning and Statistics Department exists within the Vice-Chancellory, but to date this has
concentrated on core information management rather than the establishment and support of an
integrated suite of planning and information activities.
Recommendation 2
The Oman Accreditation Council recommends that Sultan Qaboos
University establish a comprehensive and integrated planning framework
that permeates the institution, is aligned with resource allocation models and
is supported by best practice templates, robust data and professional
support.
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The Panel does not suggest that plans do not exist within the University. In addition to the new
Strategic Plan, a number (but certainly not all) of the Colleges, Departments, Research Centres
and administrative units have their own plans. There is an opportunity to strengthen this process
through improved and integrated planning design and support.
1.6
Financial Management
The OAC does not conduct financial audits. However, consideration of the resourcing levels and
general financial management systems are essential in order to gain a comprehensive picture of
the University.
SQU is a comparatively well resourced institution. However, the Panel notes that resource levels
per student are declining, particularly having regard to inflation. Moreover, the University faces
some restrictions on its ability to generate its own revenues – particularly from tuition. It
currently receives the vast majority of its funds from Government. It has the potential to receive
and generate funds from other sources (except tuition fees), but as yet this is a largely untapped
opportunity. The University is well aware of the benefits that come with generating revenues
independently from Government and is intending to pursue these opportunities – particularly in
relation to research income.
To make this possible, SQU is seeking “complete administrative and financial autonomy”
(Portfolio, p.10). At present, all banking is managed through the Ministry of Finance. This call
for autonomy is not based on any sense of dissatisfaction with the service it receives from
Government, but rather, on a desire to be able to act with greater speed and flexibility. For the
most part, this is a strategic matter and outside the remit of the Quality Audit. However, the
Panel does note that such autonomy would be consistent with a number of the Recommendations
in this Report, and in general with international university practice.
Affirmation 2
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions to enhance its operational flexibility by increasing its income from
external sources such as donations, research grants, commercialisation
strategies, consultancies and externally-funded scholarships.
In establishing a case for greater financial autonomy, the University would need to prove that it
has appropriate financial management systems not only for ensuring that the treasury and
accounting processes are robust, but also for demonstrating effective resource allocation and
efficient expenditure. To that end, the Vice-Chancellor is appointing a Financial Controller to
review and advise on such matters. This is a logical decision that demonstrates concern for
improving the financial management processes and is to be applauded.
The current budget model includes limited delegations of financial authority (although the
delegations schedule could be extended further to enable more rapid and flexible decision making
throughout the institution) and allows Colleges to transfer funds within account codes.
The Oman Accreditation Council supports Sultan Qaboos University for the practice of Internal
Audit Reports to the Vice-Chancellor on all areas of spending, income, and asset control/use.
The internal audit function approves all university expenditure. This is standard practice within
Oman and appears to be effective at the University. A note on terminology: the Panel notes that
this is not consistent with the international usage of the term internal audit, which usually refers
to “an independent, objective assurance and consulting activity designed to add value and
improve an organisation's operations. It helps an organisation accomplish its objectives by
bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk
management, control, and governance processes” (Institute of Internal Auditors,
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http://www.theiia.org/guidance/standards-and-guidance/ippf/definition-of-internal-auditing/,
accessed July 2009). In other words, internal auditing is normally separate from the actual
decision-making process.
1.7
Risk Management
A large and complex institution such as SQU faces many risks to its strategic aspirations and
operations. These range from economic down turns or shifts on public funding priorities, to
health scares (such as the H1N1 virus), natural disasters (such as Cyclone Gonu), increased
competition for staff and students, IT viruses or downtime, or sudden unavailability of staff
teaching in areas for which there are no other staff able to provide cover. These risks are
constantly changing with the dynamic environment in which the University operates. While SQU
addresses many risks through policies and procedures, it currently lacks a comprehensive and
vigilant approach to risk management, meaning that its opportunity to be proactive rather than
reactive is limited. The University has indicated its awareness of this in its Portfolio and
committed to addressing the issue.
Affirmation 3
The Oman Accreditation Council affirms that Sultan Qaboos University
take urgent steps to establish and implement a risk management system for
both strategic and operational risks.
The University may wish to consider basing its first risk assessment upon an appropriate
international risk management standard (such as AS/NZS4360) and drawing upon the risk
management training resources of the OAC (www.oac.gov.om/files/qe/training)
1.8
Policy Management
SQU did not respond in its Portfolio to the Policy Management section in the OAC’s Quality
Audit Manual. As has been stated, one of the greatest opportunities for improvement at SQU is in
the coordination and consistency of good practice. This is particularly so given that the Colleges
traditionally operated with a high level of academic autonomy.
Internationally, one of the more effective tools for assisting with consistency is a policy
management framework. Such frameworks usually have a number of features, including a
“policy on policies” that determines how and by whom policies are made (e.g. which policies
require university level approval as opposed to which policies may be determined at College or
Departmental level), good practice templates for policies (including such items as: rationale;
scope of application; policy items; guidelines; supporting references and materials; version
control; policy sponsor), a searchable policy database and a schedule for policy review. As SQU
is a multi College and now multi-campus University that aspires to grow (particularly in graduate
studies) the worth of a policy framework is clear.
Recommendation 3
The Oman Accreditation Council recommends that Sultan Qaboos
University establish a comprehensive policy management system as a means
for promoting greater awareness and consistency of best practices.
1.9
Health and Safety
As a higher education institution, SQU necessarily involves its staff and students in a wide range
of premises and situations that may present health, safety and security risks. These include (and
are by no means limited to) halls of residence, laboratories, field trips, roadways, car parks and
construction sites.
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The University has demonstrated a high level of attentiveness to the wellbeing of its community.
Where it has taken specific actions relating to health and safety, it has been able to demonstrate a
decrease in incidents. It has also stepped up security provisions, including installation of security
cameras and improved access controls.
An opportunity exists to provide more systematic attention to these issues by starting with a clear
plan (or plans) for health, safety and security, and including increased training, disaster
management exercises, incident reporting and reviewing. The Panel was advised that plans have
been underway for some time but remain incomplete. In the view of the Panel, this is a matter of
some urgency. There are thousands of people on campus every day; in effect, the campus is a
sizeable town.
Recommendation 4
The Oman Accreditation Council recommends that Sultan Qaboos
University prioritise the development of (a) a security and safety plan; (b) a
student and staff health plan; and (c) an environmental enhancement plan;
with each including provision for maintenance and monitoring, appropriate
‘incident’ databases, and strategy for implementation.
1.10
Student Grievance
The University has operated a formal student grievance process for some time. Statistical reports
show that the number of grievances steadily increased from 2005 to 2007 (these statistics could
be improved to highlight thematic issues arising from the grievances for the purposes of
organisational review), then a sudden decrease in 2008, with no analysis provided. This may be a
consequence of a new Qarar 247/2008 which requires that parties seek to exhaust all possible
means of resolving matters informally before escalating them to formal procedures. This is an
appropriate philosophy, although, in the absence of training for staff and suitable reporting
procedures, the methods by which matters are resolved informally may give rise to unpredictable
variations including some that might result in sense of injustice by students. Students expressed
awareness of grievance procedures but indicated that they were unlikely to use them for fear of
negative reprisals.
At the formal level, the procedures are unclear and, based on the Panel’s interviews, appear to
vary to an unacceptable extent between the Colleges.
It would appear that opportunity exists to improve training and communication to staff and
students about effective grievance procedures. Also, it is increasingly common internationally
for a number of students to serve as members of Grievance Committees. The primary purpose of
this is to help provide confidence to the student body that the policies and procedures are fair and
transparent. The Panel strongly urges the University to consider including two students on its
Grievance Committee.
1.11
Entity and Activity Review Systems
The University did not include this section in its Portfolio. However, the University Charter
(Article 4E) states the following performance evaluation objective:
To benefit from the results of evaluation studies conducted by consultants
[abridged].
SQU has engaged in a number of review activities that are worthy of merit. At the institutional
level, SQU engaged teams of international experts to undertake reviews in 1991, 1998 and 2005
(the Campbell Review of 2005 will be referred to in this Report given that many of its findings
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remain pertinent). The University claims that “appropriate action was taken to address the
recommendations that emanated from these evaluations” (SQU Portfolio, p. vi). The Panel
explored this claim and found significant evidence of follow-up.
In addition to consultant reviews, the University has a strategy of pursuing professional body
accreditation. This is discussed later (see section 5.3).
While the University is responding to its Charter obligations in terms of consultant reviews, it has
not established a regular system for reviewing its various entities and activities and the Internal
Audit function is more a financial control function than an evaluative function (see section 1.6).
A review system is an essential aspect of a large and comprehensive university seeking to be
recognised as world class. It would be appropriate for SQU to develop, resource and support a
best practice method for independent (but not necessarily fully external) reviews of programs,
academic structures and administrative services, and to draw up a schedule whereby all programs
and entities are reviewed over, say, a five year period. Reviews should be reported to the
Academic Council (as per observations made in section 1.3 above), as well as the relevant line
manager.
Recommendation 5
The Oman Accreditation Council recommends that Sultan Qaboos
University develop a schedule of academic program and administrative
service reviews (perhaps on a 5 yearly cycle) based on explicit criteria and
processes, with reporting to the Academic Council.
Perhaps the single most significant finding during the course of the quality audit (and also
identified by the University in its Portfolio) was the need for the University to systematically
collect, analyse, report and monitor data in relation to the full range of its areas of activity. At
present, data collection is inadequate to effectively support the management of such a large and
complex organisation. Moreover, the Panel formed doubts as to the accuracy of some of the data
collected and statistics reported (not least because of a lack of systematisation between
centralised and College-based data management).
Areas in which key performance indicators need to be established or improved include the
following (this list is intended to be indicative only – not prescriptive nor comprehensive):
•
Feedback from students, staff, alumni and employers (sections 2.5, 5.2, 5.5 and 8.8)
•
Financial efficiencies (section 1.6)
•
Retention, progression and time to completion data (section 2.10)
•
Research outputs that discriminate by quality and impact (section 4.2)
•
Community engagement (section 5.1)
•
Educational partnership activity (e.g. staff and student exchanges) (section 5.4)
•
Faculty workload and productivity (section 8.1)
In addition to improving upon its usage of standard operational and feedback data, some specific
issues require more in-depth data collection and analysis, such as unpacking the root causes for
high student probation levels (see section 2.10) or monitoring the effect of Omanisation on staff
productivity (see section 8.3).
This requires a highly specialised support function, typically known as an Office of Institutional
Research although the functions are sometimes located within a quality directorate, planning
directorate or equivalent. In the case of SQU, the Department of Planning & Statistics is the
entity currently charged with this function, although the Panel observes that this Department is
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not currently fulfilling this function effectively and may require a boost to its capabilities and
capacity. There is significant international support available for this area of activity (such as the
various regional associations of institutional research) with which the University may wish to
link.
Recommendation 6
The Oman Accreditation Council recommends that Sultan Qaboos
University expand the capabilities and capacity of the Department of
Planning and Statistics in terms of institutional research so that it may more
effectively collect, analyse, report and monitor data in support of the
University’s key performance indicators and other issues as may arise.
The Panel reiterates that this is perhaps the single most important recommendation in this Report.
Planning, resource allocation decisions, process management and responding to public
accountability requirements will all be greatly enhanced by the appropriate collection, accurate
analysis and timely reporting of valid and reliable data. The University should interpret this not
only in terms of existing data and currently known data needs, but also in terms of determining
ways in which decision-making can be supported by new types of data.
Rather than having multiple Recommendations on this common theme, the Report will make
references back to this section as appropriate.
1.12
Oversight of Associated Entities (e.g. owned companies)
The University owns and manages the SQU Hospital. It is beyond the remit of the OAC to
accredit hospitals per se. Where appropriate, the hospital was included in the Panel’s audit of the
University’s activities, but no specific findings are made in respect of the hospital.
SQU did not declare any other associated entities.
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STUDET LEARIG BY COURSEWORK PROGRAMS
The University Charter (Article 4A) states the following higher education objectives:
a. To prepare generations of university graduates who are aware of their
cultural and Islamic heritage, have strong faith in Allah, and are loyal to the
country and the Sultan.
b. To prepare Omani youths by instilling in them strong morals, teaching them
to adhere to the scientific method, preparing them academically and
technically, and inculcating in them self-reliance and readiness to serve the
country.
c. To prepare young Omanis to be innovative, creative, and capable of life-long
self-learning.
d. To provide the Omani society with specialists and experts in all fields, taking
into consideration the changing needs of the labour market and the
Sultanate’s policy on the development of human resources.
e. To maintain good standards by continually updating the teaching process at
the undergraduate and post-graduate levels.
The Panel took these objectives as the basis for its consideration of the University’s strategic
intentions, activities and results for student learning by coursework programs.
2.1
Graduate Attributes and Student Learning Objectives
The objectives set out in the Charter imply a strong set of attributes that all graduates are to have
attained. SQU has designed four compulsory courses designed to assist with this objective. They
are: Arabic, English, Oman and Islamic Civilisation/Islamic Culture, and Contemporary Omani
Society. This appears to be an appropriate level of commitment to embed specific educational
objectives into the curriculum.
Whether students learn to be innovative, creative and committed to attributes such as life-long
self-learning is up to individual Colleges, Departments and faculty through the appropriate design
of their teaching and assessment activities. While it is proper to place a measure of trust in
faculty to take a professional approach to their teaching, it is also important for the University to
identify and embed best practices for key learning outcome areas, and regularly to seek evaluative
information on the success of these practices.
This occurs largely through clear guidelines for curricula development (discussed further in
section 2.2 below). The main area for improvement, which has been identified by the University
(Portfolio, p.12), is to seek appropriate evaluative feedback, most notably from graduates and
employers (see section 2.11), with which to assess the effectiveness of the curriculum and
teaching practices in helping students attain the attributes. Such feedback could also be used to
regularly review and revise the attributes to ensure that they remain relevant to Oman’s needs.
Affirmation 4
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions to seek appropriate feedback from graduates to help determine
the attainment of desired Graduate Attributes.
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2.2
HEI Quality Audit Report
Curriculum
The University has an appropriate process for the development and approval of curriculum.
While this quality audit does not specifically consider programs, the curricula in general appear to
be sound and the processes for curriculum approval and review appropriate. Moreover, the
curriculum improvement process makes effective use of input from appropriate external
stakeholders (the Panel was unable to verify whether this applied in every case, but the practice
appeared to be prevalent). In some cases this is by way of formal liaison committees, which
provides a regular and structured opportunity to involve industry and government stakeholders in
the curriculum review process; in other cases new proposals are sent to external reviewers in
universities overseas.
Commendation 4
The Oman Accreditation Council commends Sultan Qaboos University for
involving external reviewers in its curriculum improvement process.
There are opportunities to improve these processes. Firstly, the University has identified that it
needs to systematically collect and analyse program feedback from students, graduates and
employers using separate psychometrically designed surveys. If such surveys were conducted
annually and across the full suite of programs this would enable the University to monitor
changes over time. Some Departments are already running such surveys; a systematic approach
would be more efficient and raise the opportunity to benchmark internally.
Affirmation 5
The Oman Accreditation Council agrees with Sultan Qaboos University that
it should establish a range of processes for systematically obtaining and
acting upon student, graduate and employer feedback in relation to
program quality.
Secondly, the Panel suggests that a standardised approach be taken to the preparation of course
outlines to ensure curricular alignment, and that these be made available to students in a timely
fashion to assist with their academic planning. Another benefit of this would be to enable
Colleges and Departments to coordinate assessment workloads so that students are not
overburdened at particular times in the semester.
Affirmation 6
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions to establish a university-wide template and approval process for
course outlines.
To be a comprehensive university, SQU has built up a large number of programs and courses.
Some degree programs have extremely low enrolments: some courses have very small
enrolments; are not compulsory for any particular program; and may depend upon a single faculty
member. The Panel suggests that SQU reconsider whether it is helpful to bear the costs and risks
associated with small enrolment courses – particularly in Colleges, such as Arts and Social
Sciences, where there is a high student to staff ratio. The viability of courses and programs could
be made a more significant consideration in the curriculum improvement process.
2.3
Student Entry Standards (SES)
In terms of undergraduate programs, the reputation of the University, combined with the full
scholarships it offers its students, has ensured that it continues to attract the top students in the
country. The remaining challenge is to ensure that these capable students are equipped with the
foundation skills necessary for success in their higher education studies, which is discussed in the
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next section. A recurring theme, and one that the Panel believes is not discussed with sufficient
transparency within the University, is whether or not students attain the necessary level of
English language competency in order to be prepared to undertake their undergraduate and
postgraduate academic studies.
In the context of graduate studies, the University has conducted analyses of student progression
against entrance GPAs and identified a need to tighten-up its entrance standards. This is a good
example of data-based policy decision-making. The Panel encourages the University to conduct
such analyses systematically and each semester (perhaps through the Office for Institutional
Research proposed in section 1.11).
2.4
Language Centre and General Foundation Program
[This section is not included in the OAC Quality Audit Manual.]
The largest program within the University is the Foundation Program run through the Language
Centre. At the time of the audit, the program was almost entirely committed to English language
development.
Students have one year to attain the required English language entrance standards. Owing to
limits on public funding, those who do not succeed must leave the University and pursue their
language lessons elsewhere, with an option to return (the University did not provide statistics of
these numbers). This is an interesting example of how the University’s ability to fully tend to the
learning needs of its students is restricted by external policies, and places pressure on the
University to compromise its standards.
The Language Centre itself received significant praise during the audit. Students were strongly
supportive of the pastoral support they receive from the staff of the Centre. It is clear that the
transition from secondary to higher education is greatly aided by the care and concern shown to
the students by Language Centre staff.
A number of significant criticisms arose regarding academic standards and practices. Two that
were confirmed by the Panel are detailed below.
Firstly, senior staff of the Language Centre had significant and appropriate involvement in the
development of the national General Foundation Program (GFP) standards. These standards were
approved by the Minister of Higher Education, on the authority of the Higher Education Council
in 2008, with a requirement that all public and private institutions adopt the standards by the
2009/2010 academic year. However, at the time of the Quality Audit in May 2009 the University
had made only marginal progress in ensuring that these standards are addressed in an
appropriately coordinated manner. If SQU wishes to maintain its status as the national leader in
higher education it should be among the first, if not the first, to fully adopt national standards.
This will not be a simple project, given that it involves introducing new subject areas into the
program, and work ought to have commenced by this stage. The Panel notes that a number of the
GFP standards pertaining to mathematics, IT and study skills are being addressed in the Colleges
(rather than in the foundation program). This may provide a useful base on which the University
can develop a more coordinated approach to meeting the standards.
A second concern relates to the Language Centre’s organisational structure and modus operandi.
It is set up in three teams: curriculum, teaching and testing. These teams operate separately,
preventing a holistic approach to effective learning support. One of the rationales for this
structure was to ensure independence of assessment from teaching. However, this appears to
have the opposite effect. The assessment taking place within the Language Centre lacks
transparency and can lead to cases of student progression that some academic staff consider
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questionable. There was also a view shared by some staff and students that the quantity of testing
was excessive and did not aid the actual learning process.
Confidence in the soundness of the Foundation Program is of fundamental importance because it
provides the basis for all subsequent degree studies. The Panel suggests that these concerns,
combined with the new national standards, provide a good opportunity for a fresh approach to the
Foundation Program. The high level of professionalism of the Language Centre staff bodes well
for such a development.
Recommendation 7
The Oman Accreditation Council recommends that the University urgently
review its Foundation Program, and related foundation courses within the
Colleges, in order to meet the new national standards; and review the
management of the Foundation Program to assist better integration of
curriculum, teaching and testing.
2.5
Teaching
[This section is titled “Teaching Quality” in the OAC Quality Audit Manual.]
The University has a powerful objective in respect of teaching that highlights the dynamic nature
of good teaching (SQU Charter, Article 4Ae – see chapter 2 above). This provides an excellent
platform on which to develop a strong teaching culture.
During its investigations, the Panel learned of many instances of innovative teaching practice
combined with more traditional methods where these are appropriate. In some cases, the
innovations extend the learning context beyond the University. For example, the Colleges of
Nursing and Engineering have various events by which their students meet, collaborate and
compete with students from other colleges and universities locally and in the Gulf region.
The University uses an appropriate range of learning technologies (such as Moodle) to augment
its face-to-face teaching methods. These technologies are well supported by the Centre for
Educational Technology.
With over 1,000 faculty across all Colleges, it is to be expected that a variety of teaching methods
will be found. In some cases this is warranted by the nature of the courses being taught. In other
cases, it is a consequence of the natural spread of teaching experience and skills amongst the
academic staff. The University has a number of opportunities to further strengthen the
professionalism of teaching. Examples and guidelines of good teaching for various types of
learning objectives could be identified and promulgated; good teaching workshops need to be
more strongly promoted (this has been identified by the University) and excellent teachers could
be better supported through the promotions criteria (see section 8.7).
The University operates a “best teacher award” program (Portfolio, p.15). This is a positive
means for promoting good teaching practice. However, there is a slight level of cynicism
amongst faculty on the criteria for and worth of the award. An opportunity exists for the
University to maximise the value of this program by reviewing the criteria, making them more
transparent, and then inviting awardees to provide University-wide seminars or other appropriate
means for conveying their best teacher methods to other faculty.
The University has highlighted the importance of excellent teaching and has recognised the need
for ongoing training in its Strategic Plan (p.4). The Panel suggests that one way of achieving this
would be to establish a University-wide entity with the mandate to develop and drive new
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strategies for promoting excellent teaching practice. Such an entity could be championed by the
DVC (Academic Affairs and Community Service) to ensure it has sufficient support.
Recommendation 8
The Oman Accreditation Council recommends that Sultan Qaboos
University establish a central professional entity (for example, a Centre for
Advancement of Learning and Teaching) to support and promote excellence
in learning and teaching across SQU, including sharing the expertise of the
Best Teacher Awardees.
SQU operates a student survey system whereby views are sought on teaching and course content
and materials. According to the Portfolio, all academic staff receive their own feedback, and
aggregated results are made available to the Heads of Department and the Language Centre for
analysis. During its interviews, the Panel learned that academic staff do not always receive their
own results but rather that they are channeled through their Heads of Department. This can have
the effect of emphasising the summative nature of the survey rather than the formative nature,
which the Panel suggests is more valuable. The Panel also urges the University to consider
making the aggregate results public. This type of report is increasingly common internationally.
It facilitates internal benchmarking, demonstrates accountability and helps the students contribute
seriously to the survey process because they find it more tangible.
There is an opportunity to increase the percentage of course offerings participating in the survey.
Ideally, all courses would be subject to student evaluation in order to maximise the formative
value of the feedback.
The University may wish to consider how to demonstrate to the students the value of the surveys.
The Panel found no evidence that students are made aware of the results of these surveys. As
providers of the information, students have a strong interest in the outcomes. Best practice
internationally involves staff sharing their student evaluation results with the students themselves
(albeit sometimes the subsequent cohort) in order for faculty to discuss and better understand how
to respond to identified opportunities for improvement.
Beyond student surveys, the Panel found no other systematic approaches to the evaluation of
teaching practice, although there were ad hoc examples of other practices, such as peer review
and self reflection. While student feedback is valuable, students are (by definition) not in a
position to provide certain types of critical evaluation of teaching. The Panel suggests that the
University, bearing in mind strategic objective 4Ae, develop and promote a suite of teaching
evaluation methods. These may include, for example, peer review and self-evaluation logs.
Recommendation 9
The Oman Accreditation Council recommends that Sultan Qaboos
University utilise a broader range of evaluative methods in order to monitor
the quality of teaching, and that academic staff receive all the feedback
relevant to their teaching activity.
2.6
Academic Misconduct and Plagiarism
[This section is titled “Plagiarism” in the OAC Quality Audit Manual.]
The University’s policy on the unacceptability of plagiarism is in keeping with international
standards. However, its approach to dealing with plagiarism is inconsistent across the Colleges.
Some Colleges (such as Engineering) reinforce the plagiarism policy in all course outlines, and
this practice ought to be followed without exception throughout the University. Plagiarism
detection software (Turnitin) is used in parts of the University (such as in the College of Arts and
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Social Sciences), but not others. Where it is used, the staff did not necessarily share a common
understanding about how to interpret the results. This needs to be corrected.
Most staff and students have an awareness of plagiarism as academic misconduct, but reports of
consequences for plagiarism varied considerably to the extent that the Panel doubts the issue is
treated with sufficient seriousness. Failure by the University to properly attend to this issue can
undermine the University’s academic credibility and accordingly should be given urgent
attention.
It must be noted that plagiarism is not only an issue affecting students. Staff involved in the
production of journals noted that submissions for publication also contained evidence of
plagiarism with unfortunate frequency. The journal editors are to be commended for being
attentive to this matter.
SQU should consider standardising its approach to plagiarism. Priority should be given to
developing a comprehensive plan to educate staff and students on what constitutes plagiarism and
how to avoid it.
Recommendation 10
The Oman Accreditation Council recommends that, recognising Sultan
Qaboos University has identified plagiarism as an area that needs attention,
it urgently establish a comprehensive approach to plagiarism and other
academic integrity issues, including the establishment of a central data
collection system and a comprehensive education program for students and
academic staff.
2.7
Student Placement (Internships)
A particularly impressive aspect of the teaching programs at SQU is the involvement of study
placements in work environments. In some Colleges the management and assessment of these
placements is done extremely well. In other cases, the placements are more ad hoc, and not fully
developed as part of the learning program. Specifically, there is a lack of bridging for workplace
supervisors, setting of learning objectives and monitoring and evaluation of student achievement
against those objectives.
This is a good example where best practice exists within the University, but needs to be
mainstreamed through University-wide policy and/or guidelines. The Panel agrees with SQU that
it should establish a forum to exchange experiences on student placement best practices among its
Colleges, and supports the University’s plans to allocate more resources to efficiently implement
quality control of student placements and training. SQU may wish to consider developing student
guidelines/manuals for all placements.
Affirmation 7
The Oman Accreditation Council acknowledges that student placements /
internships are used widely and that there are examples of good practice,
but these need to be shared and implemented consistently in all relevant
programs.
2.8
Assessment Methods, Standards and Moderation
The University’s Charter clearly indicates that students are expected to develop, amongst other
attributes, innovation, creativity and a commitment to life-long learning. Through its interviews
with staff and students and review of a sample of curriculum materials, the Panel looked for
evidence that the assessment methods used were designed to explore these attributes and, in so
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doing, move beyond assessment of memory recall. It found that there is still a preponderance of
memory recall testing and multiple choice questionnaires and that strategic alignment of
assessment methods with learning outcomes, whilst happening in some cases, is not systematic.
This suggests that this is a matter that the Academic Council should address as a priority, and that
structural mechanisms such as Boards of Examiners could be established in each Department
(where they do not already exist), to help ensure consistent implementation of the policy in a
manner appropriate for each field of study.
Here again, there is inconsistency with the practice of moderation variying considerably within
and between the Colleges. This is particularly an issue for those courses in which the marking is
undertaken by a number of persons. Most moderation tends to be of grades (i.e. the results of
assessment), rather than of assessment itself. The Panel noted that the processes of grade
moderation and grade approval for final grades are not mentioned in the Undergraduate
Academic Regulations as would be appropriate (UAR 2005: http://www.squ.edu.om/LinkClick.
aspx?fileticket=SJaBpw827QI%3d&tabid=3372&language=en-US, retrieved on 9th March 2009).
The University has noted that this process is useful for monitoring grade inflation (Portfolio,
p.18), i.e. the reliability of results from semester to semester. However, the Panel did not find
evidence of the University-wide guidelines and reviews focussed on assuring the quality of
marking itself. Rather, the University appears to concentrate on a norm-referencing rather than a
criteria-referencing (i.e. student learning outcomes) approach to grading. Given that moderation
is intended to reinforce the assessment design, it is appropriate that any reconsideration of
assessment design is inclusive of the moderation processes.
The University has appropriately identified an opportunity to “standardise course outlines for all
courses and assessment especially those with multiple sections” (Portfolio, p.18), as affirmed
above (see Affirmation 6). Here, the Panel recommends that the University expands this
initiative to include a more explicit alignment of assessment design with the intended student
learning outcomes.
Recommendation 11
The Oman Accreditation Council recommends that Sultan Qaboos
University establish and implement a policy of clear learning outcome
criteria and aligned assessment design, and that these be taken into
consideration during course approval, moderation and review processes.
One of the strengths of the University’s academic quality assurance system is the use of external
examiners. SQU provided evidence of many programs being subject to periodic – often annual –
external examination (of various forms) in eight of the University’s nine Colleges. This shows a
systematic approach to best practice international quality assurance. There is an opportunity for
the University to complete this system, by ensuring it is used with appropriate frequency in all
programs, and by sharing external examiner reports (which varied in style and substance) across
Colleges in order to identify and therefore require certain best practice elements in external
examiner processes and reports.
Commendation 5
The Oman Accreditation Council commends Sultan Qaboos University for
its extensive and appropriate usage of external examiners as a means for
ensuring international standards are maintained in its academic programs.
2.9
Academic Security and Invigilation
The credibility of any university’s academic standards is based in large part on the confidence
that the public has in the security of the academic assessment processes – especially
examinations. The University has identified opportunities to improve in this area. While this is
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encouraging, the Panel considers it appropriate to emphasise the magnitude of this opportunity.
Through its interviews, it found that policies and practices of academic security and invigilation
vary throughout SQU. In some cases, the College provides a coordinated approach, whereas in
other cases it is left up to individual instructors. Students reported variable practices in terms of
consequences of cheating in examinations.
The Panel is concerned about the potential for breaches of academic security, noting that there is
no comprehensive system for ensuring the integrity of these processes. A common Universitywide policy is essential and, as such, it would be appropriate for the Academic Council to carry
responsibility for this important matter. It is for SQU itself to determine whether this is best
implemented through centralised or localised processes, but centralised reporting of academic
security incidents and actions would enable the University to evaluate the effectiveness of its
policy and processes.
Affirmation 8
The Oman Accreditation Council affirms the intentions of Sultan Qaboos
University to strengthen its academic security provisions – particularly with
respect to examination materials and processes, and the establishment of a
centralised incident reporting system – and suggests that this happen as a
matter of urgency under the auspices of the Academic Council.
2.10
Student Retention, Probation and Progression
As has been mentioned (section 2.3), SQU holds the unique position of being guaranteed the best
academically qualified students from secondary school irrespective of its marketing efforts (but
see section 9.2). This is a potentially dangerous position, because it may conceal emerging
problems until they manifest themselves, such as high attrition and extended average time to
completion. A regular suite of data analyses would be appropriate (see section 1.11).
The University has established a very clear and systematic approach to addressing students
academically at risk – by placing them on probation. Students who have been unable to meet
certain academic standards are placed on probation and their credit load is reduced. Currently,
the University has a high proportion of its students on academic probation (nearly 1,500 in 2007 –
Portfolio, p.19). It is taking steps to respond to this, but it is the view of the Panel that more
research is needed to fully understand the multiple variables that contribute to this phenomenon.
Again, this links back to earlier observation that the University requires a high-performing
institutional research function (see section 1.11).
Similarly, the data suggest that the attrition rate of male students is an important issue. The
University has determined that the lack of on campus accommodation for male students at a
distance may be the causal factor. This possibility was also raised by students during the Panel’s
interviews. However, the international research consistently shows that several factors are
generally responsible for attrition, and again there is more research that should be done to assist
with decision-making on this significant matter.
Affirmation 9
The Oman Accreditation Council strongly supports Sultan Qaboos
University’s intentions to collect and analyse data and conduct
benchmarking studies of admissions, retention, and progression.
The Panel suggests that one area that may be worthy of study is to correlate students on/not on
probation with those who did/did not undertake the additional English language courses available
through the Language Centre.
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2.11
Sultan Qaboos University
Graduate Destinations and Employability
Most anecdotal evidence suggests that SQU graduates are sought and highly valued by employers
– particularly the public sector. However, the growing number of private higher education
providers, and changes to other public colleges, means that competition is increasing and
employers can afford to be more discriminatory. Moreover, employers expressed concerns about
the lack of soft skills possessed by SQU graduates, such as a strong work ethic, a capacity for
teamwork and a willingness to take instruction.
SQU needs to collect information about graduate destinations in order to evaluate the success of
its education. In some cases, it has employers represented on program liaison committees, which
is a good practice. However, a more empirical approach would add significant value for
curriculum planning and review purposes.
Recommendation 12
The Oman Accreditation Council, noting that Sultan Qaboos University has
identified following the employability of its Bachelor graduates as
important, recommends that the University establish annual surveys of
graduates in order to track graduate destinations and feedback on
programs; and survey employers to determine satisfaction with graduate
attributes and capabilities.
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STUDET LEARIG BY RESEARCH PROGRAMS
The University Charter (Article 4B) states the following research objective (amongst others):
c.
To prepare generations of Oman scientists, researchers, and experts to
become capable of performing organised and innovative work in all
disciplines.
SQU states that “in the past decade steps have been taken to establish a strong research basis”
(Portfolio, Page xiv, para 2). This is supported by developments in staff research (see chapter 4),
but is yet to manifest itself in student programs. Doctoral programs have only just commenced,
and although most Masters programs involve a project or thesis, SQU has chosen not to offer the
model of Masters by research programs. The University has had 17 years of offering Masters
programs on which to build further postgraduate activity. Given that research programs are new,
some of the comments that follow are proposals for the University to consider, rather than strictly
an audit of existing practices.
3.1
Research Program Design and Enrolment
[This section is titled “Research Program Design” in the OAC Quality Audit Manual.]
As has been mentioned, the University has not been significantly involved in postgraduate by
research programs (with the exception of one Doctoral program) prior to the audit. However,
new programs are commencing. The University is currently establishing the appropriate
postgraduate infrastructure. This includes a Deanship for Postgraduate Studies. Bearing in mind
the Panel’s findings with respect to the variety in academic practices it found in the Colleges
generally, the Panel strongly supports this Deanship as it will assist with implementing consistent
University-wide postgraduate policies and practices from the outset. At the time of the audit,
aspects of the administration were being done at the College level: for example the candidate’s
Thesis Examining Committee is appointed by the College on the recommendation of the
Department. The Panel supports the University, at least in the first instance, in fully empowering
the Deanship to centrally manage such issues, as well as Doctoral examinations. It also suggests
that the section in the Postgraduate Academic Regulations pertaining to Doctoral programs be
expanded and accompanied with guidelines to address complete management of the program
from admission to completion. Additions may include, for example, provision for six-monthly
progress reporting and student resource provision standards (see section 3.3).
3.2
Supervisors and Postgraduate Supervision
[In the OAC Quality Audit Manual these two topics are addressed separately. SQU merged the
“Supervisors” and “Postgraduate Supervision” sections together. Given the extent of activity, the
Panel has kept with this change.]
This is a new area of activity for the University. Policies and practices are still in the process of
being developed. The Panel met the persons responsible for these developments at University
and College level and has a high level of confidence in the progress being made.
During this developmental phase, there are not only new policies to be developed, but also
concomitant amendments to existing policies and practices. For example, the role of research
supervision is a significant and important role that ought to be explicitly recognised in workload
allocation models and promotion criteria. The Panel learned that this is not the case in all
Departments and Colleges, providing a disincentive for staff to assist the University with this
strategic initiative of postgraduate research growth.
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A student evaluation of supervision survey is being prepared but, as of the time of the Audit Visit,
had not been implemented. It is encouraging to note that the University is intending to seek
evaluative feedback about the quality of its research supervision. As with undergraduate teaching
(see section 2.5), the Panel recommends that the University adopt an approach to this evaluation
that is broader than only student feedback.
With regard to the use of external examiners in thesis examination, the Panel noted that in the
current regulations the external examiners were “preferably from outside the department or the
Thesis Committee” (Clause 6.2). The University should move to international practice in which
external examiners are not members of SQU. The Panel notes, and supports in the interests of
pursuing international standards, that in the case of a Doctoral thesis one external examiner
should be from outside Oman. The Panel also noted that a candidate’s supervisor was also an
examiner; this is not in accord with normal international practice.
Recommendation 13
The Oman Accreditation Council recommends that Sultan Qaboos
University, in order to be comparable with international best practice,
amend its Postgraduate Academic Regulations to ensure that all Doctoral
programs include at least two examiners, neither of whom is the supervisor,
and that at least one of these be from outside SQU; the OAC further
recommends that SQU properly recognise the importance of good
supervision of research students by providing training and by taking this
supervisory workload and outcomes (e.g. grants achieved, numbers of
successful postgraduates) into account for equity purposes, workload
purposes and staff promotion.
SQU has provided some training sessions for supervisors. This is welcomed and should become
a regular feature of the staff development program. Indeed, the Panel suggests that it be
compulsory for all first time supervisors.
The notion of such a criterion raises an international best practice that the University may wish to
consider. Traditionally, having a PhD was the criterion for supervising a Doctoral student. More
recently, universities have introduced other criteria. SQU is no exception. It has recommended a
minimum number of publications as one criterion, and some Colleges require a faculty member to
be at least of Associate Professor rank. The Panel supports this, and notes that other criteria
might be added which are more specifically oriented towards supervisory skill, such as being a
Co-Supervisor before being a Chief Supervisor and attending supervisory training. The Panel
suggests that SQU consider establishing a register of academic staff approved against the stated
criteria to supervise Doctoral students. This register should be regularly reviewed to add names,
and if necessary, remove them.
The University is committed to periodic review of its research programs, including external
reviewers as appropriate, and the panel supports this commitment.
3.3
Student Research Support
The University has created a number of financially attractive scholarships to attract high quality
national and international postgraduate students. Beyond that, it also provides support for them
to attend local conferences. It will be appropriate for the University to establish minimum
resourcing commitments to its postgraduate by research students so that students may enter into
their research activity knowing what resources they can rely upon. This will need to be boosted
to support students to attend (and preferably present at) at least one international conference.
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Several opportunities exist to provide financial support to help develop a strong postgraduate
research culture. For example, providing office space and computers, College and even
University-wide postgraduate seminars and symposia, online discussion forums and study
lounges and enhanced library access would all be beneficial. An opportunity also exists to align
the University’s journals with postgraduate research activity (see section 4.5).
3.4
Project/Thesis Assessment and Examination
[This section is titled “Thesis Examination” in the OAC Quality Audit Manual.]
The University has introduced a procedure for project/thesis assessment and examination. This
has proved to be effective in reducing the number of theses requiring revision. Now around 6575% of Masters’ theses are acceptable or require only minor revision upon first assessment.
Moreover, the University’s practice is to involve both internal and external examiners in the
assessment of projects and theses (Portfolio, p.26). The use of the latter should provide greater
quality assurance.
3.5
Retention, Graduate Destinations and Employability Status
SQU states that “about 100 Masters students graduate each year” (Portfolio, p.23). This is a low
number considering the number enrolled and allowing for standard progression rates. The Panel
was advised that a number of students did not complete their Masters and instead leave with a
diploma. It may be that the improvements to theses assessment mentioned above will lead to a
higher completion rate, but it was too soon to tell at the time of this Audit.
The Panel supports the establishment of a database on postgraduate students that includes
evaluative feedback about their research experiences, employment status and graduate
destinations (see Recommendation 14). Also, more comprehensive and transparent statistics are
required with which to accurately monitor graduate student progression.
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STAFF RESEARCH AD COSULTACY
The University Charter (Article 4B) states the following higher education objectives (in addition
to the one mentioned in chapter 3 above):
a. To conduct basic and applied research to serve the community, and to seek
solutions to social and economic problems faced by the community.
b. To relate research to the Sultanate’s comprehensive development plans and
to the future vision of the community in all areas of science, arts, the
humanities and technology.
SQU has grown significantly in its 23 years. The emergence of research activity (and
postgraduate studies) has been a more recent phase in this growth and is a current priority. As
can be seen above, the University has established some clear research goals that honour its role as
the nation’s public University. This section explores the University’s research activities and
quality assurance processes against these strategic goals.
4.1
Research Planning & Management
Research activity in the University is overseen by the Research Board, chaired by the DVC
(Postgraduate Studies and Research) and comprising two Assistant Deans Research from each
College, two Research Centre Directors, two faculty members and the Director of Research and
Innovation Affairs. The University has established a Strategic Plan for research based on a
SWOT analysis and using a consultative process that involved all Colleges. The plan was
provisionally approved by the Academic Council in 2008; at the time of the Audit Visit, the Panel
was advised that the plan had not been fully issued.
An objective in the University Charter is “to relate research… to the overall development plans
and future vision of the Omani nation” (Portfolio, p.29). The Panel was unable to confirm that
the University has methods for specifically and continuously scanning Governmental
development plans with a view to strategically aligning the research activities emerging within
Colleges. It would be appropriate for the University to collect and regularly update information
with which it can fulfil and report against this specific objective. That said, the activities of its
established research centres demonstrate an alignment with Oman’s needs (discussed more in
section 4.3). The Oman Accreditation Council commends SQU for the success of its
organisational structure – particularly research centres – for supporting research and leading to an
increase in research productivity.
The University research activity is supported through the Research and Innovation Affairs
Department (RIAD). This department fulfils a valuable role in processing grant applications and
other administrative functions. However, it does not appear to be proactive in relation to
suggesting development of research policy to the Research Board (such as for
commercialisation), and feedback from the Research Centres suggests that RIAD could also be
more proactive in identifying and anticipating support opportunities. Given the University’s
aspirations to be, at least, “regionally competitive” (Portfolio, page xiv, para 2) it may be timely
to review and revise RIAD. While the administrative tasks are necessary, more strategic support
is also required.
Affirmation 10
The Oman Accreditation Council agrees with the proposal for Sultan
Qaboos University to establish a Deanship for Research, to strategically
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manage SQU’s increased research activities, streamline existing processes
and review the performance of research centres.
4.2
Research Performance
The University is producing research outputs in most areas of academic activity, and reporting
this according to its research outputs classifications scheme. The data reported to the Panel was
aggregated in a rudimentary form which made it difficult to determine the quantity and quality of
these outputs. The website, for example, lists a single total figure of academic publications by
College (and various other entities). These statistics provide no date range or any other basis for
discrimination and, in the view of the Panel, are potentially misleading. The Portfolio provides
annual average publications per faculty member. This is more informative and shows an
increasing trend. However, these statistics still fall short of public accountability requirements
and are insufficiently discriminatory for internal management purposes.
A world class research university ought to have a research outputs classification scheme that
discriminates between type of publication (e.g. book, book chapter, edited book, journal article,
conference proceedings etc.) and according to whether the publications are independently
refereed or not. Such classifications are increasingly linked into impact databases and entries are
cross-referenced with citations indices in order to determine quality as well as quantity. The
trend data obtained over a number of years is essential for externally benchmarking the
University’s performance over a period.
The Panel was encouraged to hear that the University has developed a research outputs
classification scheme and suggests that even greater effective use could be made of this
information.
Recommendation 14
The Oman Accreditation Council recommends that Sultan Qaboos
University establish a centralised research outputs database that
discriminates by quality as well as quantity, and uses this database to help
target high impact publications.
4.3
Research Centres
[This section does not exist in the OAC Quality Audit Manual, but has been included in this
Report in recognition of the dominant role that Research Centres play in the overall research
efforts of the University.]
SQU has eight Research Centres, all of which are strategically aligned with national needs in
fulfillment of the University’s Charter. The Audit Panel met representatives from each and
considered relevant documentation such as centre reports and research outputs.
The Centres take a number of different forms, but they are all Centres of the University with the
capacity to involve faculty from multiple Colleges (the Water Research Centre, for example,
draws faculty from three Colleges). All have external stakeholders on their Steering Committees
(or equivalent). Each Centre has (at least) a Director and a Coordinator. Considering the
progress that has been made to date, and the University’s research aspirations, it may be
appropriate for the University to invest considerably more in these Centres.
Commendation 6
The Oman Accreditation Council commends Sultan Qaboos University for
the success of some of its Research Centres in supporting interdisciplinary
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research and leading to an increase in research productivity, including
potentially commercialisable outputs.
The Research Centres are established with an open remit. They vary considerably in their size
and productivity. Directors are asked to prepare a five year strategic plan. Annual reports from
these Centres vary in detail, with some providing better accountability than others. The
University is proposing, in its Strategic Plan for Research, to analyse the performance of research
centres. The panel recommends taking this a step further. It would be appropriate for the
University to establish a mechanism for periodic review of its Research Centres, including
provision for closing down Centres that are either not performing or that have successfully
fulfilled their purpose or for increasing support of Centres that are demonstrating their
effectiveness and continue to address national needs.
Recommendation 15
The Oman Accreditation Council recommends that Sultan Qaboos
University conduct periodic external reviews of its research centres.
4.4
Research Funding Schemes
At present, only around 4% of the University’s annual expenditure is attributable to research
activity. This is significantly below international standards for a comprehensive, researchintensive university. Moreover, expenditure has not increased over the past five years, and some
resources allocated for research have not been spent. In fact, research expenditure has declined.
This suggests that the University could improve the targeting of its various research funding
schemes.
At present, Colleges are provided a research grants budget. The University controls larger grants
(and His Majesty’s Research Trust Fund). Academic staff supported the University’s statement
that it “has a mature system for approval of project funding and a monitoring system from project
approval to conclusion”, although some suggested that it could be more transparent and efficient.
The Panel concluded that the University’s ability to manage such schemes is not the primary
issue; nor is it the overall availability of funds (although the availability of funds has a
disproportionate impact among the various Departments and Colleges). Rather, the opportunity
for improvement is in relation to the strategic targeting of such funds to stimulate research
activity. Given that many of the faculty have limited experience with research projects, and
limited time to commit to research activity, it would be appropriate to develop a number of
research grant schemes that focus specifically on stimulating research activity.
The first of these could target new researchers. Such schemes are commonplace internationally,
and benchmarks are readily available. For any young researcher the issue is to build a reputation
to enable them to apply competitively for research grants. Typical early researcher support
schemes provide guaranteed research support at a modest level for up to two years, and thereafter
they are awarded competitively, for a further year or two. The scheme could be combined with
appropriate professional development and/or mentoring.
A second stimulus, used in a number of new universities world-wide, is to appoint visiting
professors for six to 12 months. Such people can assist in developing research projects and assist
in the development of research practices and policies.
A third stimulus opportunity would arise from increasing the cross-College research collaboration
by targeting inter-disciplinary research projects (in which some of the Research Centres have had
notable success). Indeed, there is scope for SQU to engage in inter-disciplinary research by
partnering more with other universities in Oman and abroad. Several examples of such
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collaboration were provided to the Panel by the University, and should perhaps be publicised
more actively within the University to serve as exemplars for other faculty.
The Panel noted that the Oman Research Council is commencing its distribution of contestable
research funds. It is expected that SQU will benefit from this scheme. A further opportunity is
the generation of research revenue from sources other than Government and Petroleum
Development Oman (PDO – the University’s most significant external partner, with whom it has
an excellent and extensive relationship). Pursuing external research revenue may help to
establish and mobilise new research teams, and further enhance relationships with industry (see
section 5.2), leading to improved research productivity. It may also help minimise risks
associated with a single principal funder.
A fourth opportunity pertains to maximising the potential benefits of SQU’s formal relationships
with other universities internationally by aligning resource allocations to collaborative research
activities. It may be that the new Office of External Cooperation can play a leading role in this
matter (see section 5.1).
Recommendation 16
The Oman Accreditation Council, in support of the University’s intentions
to establish a continuous monitoring and quality assurance process for
research, recommends that Sultan Qaboos University improve the efficiency
of its process for the approval of internal research grants, establish a
sizeable grants scheme that targets new researchers, appoint visiting
research professors and provide incentives for research projects involving
collaboration between internal researchers from different parts of the
University as well as with external researchers at national and international
levels.
The University has traditionally built its staff workload on the assumption of limited research
activity. Now that greater research productivity is required from faculty, the time needed to do
this must to be found and cannot simply be added to already-full faculty workloads. Using grants
for time-release is one solution, provided that suitable alternative teaching staff can be found.
4.5
Journals
[This section is not included in the OAC Quality Audit Manual.]
SQU publishes six journals. As an area of activity, this is in keeping with its aspirations to be a
comprehensive, research-led university. Strategically the journals could be better used, valued
and resourced. Their publication results from the hard work of individuals rather than from
systematic, institutional support. Moreover, most of these journals have limited impact (two are
indexed, and it is hoped a third soon will be), partly as a consequence of them not being
integrated strategically into the University’s development.
These journals could play a significant role in encouraging postgraduate research students and
new research staff to produce publishable, refereed research outputs. However, established
academic staff should seek publication in higher impact international journals.
The University has signalled in the Strategic Plan for Research that it intends to externally assess
and strengthen these journals. The Panel endorses this intention and observes that the strategic
value of the journals will increase with appropriate funding and support, and stronger links to the
related University (including postgraduate student) research activities.
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The Panel notes with favour that the University has been providing paper writing workshops.
Based on feedback received during interviews with journal staff and upon observing the level of
SQU content in the journals, the Panel suggest that there may be scope for journal editorial staff
and providers of the workshops to collaborate in identifying opportunities for enhancing these
professional development activities for academic staff and research students.
4.6
Consultancy Activities
The Panel chose to not include this matter in its detailed look at issues for the Quality Audit.
However the Panel recognizes favorably the contributions that the staff of SQU make to national
committees and boards and a range of other consultancy activities.
4.7
Ethics and Biosafety
The University operates two ethics approval processes. The first is through the Medical Ethics
Committee within the College of Medical and Health Sciences. This process focuses on activities
involving manipulation of the human body. The second is the Animal-Use Ethics Committee,
which considers research that manipulates animals. In both cases, access to research funds is
dependent upon the appropriate ethics approvals. This is an international good practice.
While supportive of these processes, the Panel identified a number of opportunities for
improvement in this area.
Firstly, there is a wide range of ethical issues associated with research and teaching activities that
is not currently included within the scope of these two processes. For example, social sciences
that involve interviewing people regarding potentially sensitive information can have
consequences potentially harmful to interviewees. Research involving the physical sciences can
lead to the development of substances and instruments that could be applied in harmful ways. It
would be appropriate, therefore, for SQU to expand the scope of its ethics approval processes to
encompass all areas of research in which ethical issues may arise.
Secondly, the consequences of poor ethical practice will rest, at least in part, not with the
Colleges but with the University as the legal entity. Therefore, the responsibility for managing
ethical risks must be treated as a corporate matter. The University Council has the ultimate
responsibility. It is common international good practice for ethics committees to report directly
to the Council and/or the Vice-Chancellor, even though these committees may be operationalised
through college subcommittees as appropriate.
Thirdly, a vital element of ethical accountability, and almost universal in international practice, is
the involvement of persons external to the University on the committees responsible for setting
the ethics protocols and for implementing the approval processes. These will be people of
impeccable moral standing, and typically include people with religious, professional and civic
leadership positions.
Recommendation 17
The Oman Accreditation Council recommends that Sultan Qaboos
University: (a) reconstitute the Animal-Use Ethics and Medical Ethics
committees as University committees in recognition of the University’s
overall responsibilities and liabilities for these areas; (b) establish a Human
Ethics Committee to ensure that all areas of research that may impact upon
people are adequately addressed; and (c) include persons external to the
University in the associated policy setting and approval processes.
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Intellectual Property
The University community is engaged in the generation of original intellectual property in terms
of textbooks and other curriculum materials, research publications, student work and,
increasingly, other forms of research output. It has a clear policy regarding intellectual property,
although this policy is not strongly supported by the staff actively engaged in research, suggesting
that some attention is required to this matter. Moreover, with the establishment of Doctoral
programs, it may be necessary to revise this procedure to ensure it adequately addresses student
work.
4.9
Professional Development for Research
The Panel supports SQU on its professional development activities for research but notes with
concern the few faculty taking sabbatical (averaging about four per year) and research leave
(averaging 30 per year). For a community of over 1000 faculty, these figures are extremely low
and indicative of a University that has yet to embrace its full research potential. Some staff were
unaware of the potential for research leave. Given that sabbaticals and research leave will help
increase research productivity, the Panel suggests that the University increase its efforts to
promote these options to its faculty. Heads of Department and the DVC (Postgraduate Studies
and Research) have roles to play in promoting these opportunities.
4.10
Research Commercialisation
The commercialisation of research outputs is, logically, of a lower priority than the establishment
of the research activity itself. As such, the policy and procedures for commercialising research
outputs remain undeveloped. To date, only one research project has led to potentially
commercialisable results.
That said, research is a priority for the University. Potentially, commercially valuable outputs
may arise at any time. When they do, they may require rapid response – the period of time in
which revenue may be generated from research is often of short duration. The Panel urges the
University to attend to this policy in advance of marketable outputs being produced, so that it
may respond in an effective and timely fashion when the opportunities arise.
4.11
Research – Teaching =exus
The University does not yet have a general policy regarding the relationship between teaching
and research. As a comprehensive University with world class research aspirations, there is an
opportunity to ensure that the curriculum and teaching activities include the latest developments
in the field not only in terms of scholarship (i.e. keeping up to date with the literature), but also in
terms of research activity taking place at the University.
This is a value that is strongly held by many of the faculty. A number of examples were provided
whereby students are engaged in staff research projects including, in some cases, in the field.
Students also have opportunities to undertake some of their studies in association with Research
Centres.
It may be timely for the University, perhaps under the leadership of an appropriate DVC, to
convene a working group to identify a suite of means by which faculty in all programs and at all
levels can link their teaching activities with either their own research or research taking place
within the University. These could then form the basis for guidelines of good practice to be
promoted throughout the University.
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IDUSTRY AD COMMUITY EGAGEMET
The University Charter (Article 4C) states the following community service and development
objectives:
a. To serve the community and participate in its development through direct and
continuous contact with its economic, social and cultural institutions, and to
provide these institutions with scientific and technical advice so that the
community can benefit from the expertise and resources of the University.
b. To develop Oman’s human resources and improve their competence through the
provision of continuous education and training programs to all community
institutions, and to disseminate the culture of science and humanities across the
nation.
These are typical objectives for comprehensive public universities. In the case of SQU, being
Oman’s only public university, they take on a special significance. SQU has a clear mandate to
not only operate as an internationally-recognised university, but to fulfill a leadership role to the
Oman higher education sector and, indeed, to Oman in general.
The Panel reviewed the University’s documentation in this matter, and met with a wide range of
internal and external stakeholders. In summary, it concluded that the University has responded
admirably to these objectives. While the University has an opportunity to improve its
coordination and strategic approach to community engagement, there can be no question that the
staff of the University have a strong sense of commitment to serving the community and are
engaged on a several levels. This manifests itself in various ways. As a significant repository of
expertise, staff are invited to participate in a wide range of activities outside the university,
ranging from board memberships to participation in projects, serving on appointment panels,
conducting speaking engagements and performing advisory functions. Collectively, these
amount to a significant call upon staff time (an issue discussed further in section 5.1).
Commendation 7
The Oman Accreditation Council commends Sultan Qaboos University for
its commitment to the wider community and for the variety of ways in which
it serves Oman.
5.1
Industry and Community Engagement Planning & Management
The University, as has been mentioned, plays a significant and positive role in the wider
community. For the most part, these activities are the product of individual staff dedication rather
than a systematic approach to community engagement. The University does not have a
comprehensive record of the full extent of these contributions. This is not uncommon for large
universities. Nonetheless, an opportunity exists to achieve better coordination in order to gain
maximum benefits and manage risks associated with such linkages. Whether or not the
University should take a more co-ordinated approach to its community engagement in order to
maximise its strategic impact in targeted areas/ways, or leave it loose/organic in order to allow a
diverse range of engagement, is ultimately a decision for University management. Providing
some centralised coordination can help manage risks associated with staff representing (directly
or vicariously) the name of the University outside, and managing the use of staff time and other
University resources. This approach is consistent with quality management precepts.
The University recently established an Office of External Cooperation in order to provide greater
coordination and a strategic approach to the University’s relations with external parties.
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Leadership is provided by a prominent and respected member of Omani society which, amongst
other benefits, is proving invaluable for national and international liaison purposes. At the time
of the Quality Audit, the Office was still being established. Nonetheless, it was already apparent
that greater attempts are being made to coordinate and strategically prioritise the university’s
external efforts – particularly in relation to agreements with foreign universities.
Commendation 8
The Oman Accreditation Council commends Sultan Qaboos University for
establishing the Office for External Cooperation, which is already proving to
be effective in coordinating and maximising benefits to the University from
its external relationships.
Given the prominence that industry and community engagement has for SQU as the national
University, it would be appropriate for the University to prepare comprehensive operational plans
for community engagement (domestically and internationally) based on the Community Service
section in the University’s Strategic Plan, and to collect, analyse and report on performance in
this area at the institutional level. At present, it is difficult for the University to ascertain the
amount of value being provided and attained from all its engagement efforts. The type of annual
reporting undertaken by, for example, the College of Arts and Social Sciences in this regard may
provide a suitable template. The collection, analysis and reporting of this information would be
an appropriate task for the Department of Planning & Statistics as discussed in section 1.11
above.
5.2
Relationships with Industry and Employers
SQU has identified a need to improve the evaluation of its services to industry, with the aim of
assessing their effectiveness and exploring the need for additional ones. The Panel concurs. This
is another example of the endemic lack of evaluative information. The Panel notes that the
relationships SQU has with industry (if not specifically with organisations in their capacity as
employers of graduates) is a major strength of the University. The ability to harness the full
range of its interactions and make strategic use of it has considerable potential.
The Panel wishes to commend a particular aspect of the University’s relationship with industry
(and other external parties), and that is the liaison/advisory committees established in some
Departments and Colleges (such as in Education, Science and Engineering) to facilitate
interaction. Interviews revealed that the extent to which these are effective varied, but some
cases of good practice were noted. The Panel urges the University to investigate the good
practices in these committees and use them as the basis for university-wide guidelines for
liaison/advisory committees to be used in all Departments.
Commendation 9
The Oman Accreditation Council commends Sultan Qaboos University for
its use of liaison/advisory committees involving industry, alumni, employers,
and Ministries.
5.3
Relationships with Professions
The University has a strategy of pursuing professional accreditation in program areas where such
accreditation is available (Oman has a limited range of professional bodies, and many
international professional bodies will not accredit in other national jurisdictions). The University
has achieved notable success in respect of its Engineering programs. The Panel noted the
University’s intentions to seek further professional accreditations and, given the high risks
associated with healthcare, urges the University to prioritise its Hospital and the College of
Medicine and Health Sciences.
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5.4
Sultan Qaboos University
Relationships with Other Higher Education Providers
[This section is titled “Relationships with Other Education Providers” in the OAC Quality Audit
Manual because it is intended to include feeder institutions etc. within its scope.]
The University Charter (Article 4D) states the following cooperation with other educational
institutions’ objectives:
a. To promote academic links and exchange of expertise with universities and
academic institutions overseas and within GCC countries.
b. To interact with international institutions in order to benefit from their academic
expertise and experience in fields related to knowledge, science, and culture.
SQU has an impressive number of agreements (Portfolio p.41 and Appendix B) with higher
education institutions around the world. This is positive evidence of the University’s reputation
and networking abilities. For the most part, however, evidence of their effectiveness is lacking.
It would be appropriate for the University to be able to report routinely on such matters as staff
and student exchanges; student graduate progression; research collaboration outputs etc. arising
from these agreements. This matter is now being addressed by the new Office for External
Cooperation (see section 5.1) and, given the statistical element, could be undertaken in
conjunction with the Office for Institutional Research recommended in section 1.11 above.
Domestically, a number of SQU faculty serve as members of Boards of Directors or Boards of
Trustees at other educational institutions. This is a generous means by which the University’s
expertise can contribute to the development of the sector as a whole and is to be applauded.
5.5
Relationships with Alumni
The University has been graduating students for two decades. The size of the Alumni community
is significant, and members hold important positions throughout the country and overseas. The
University has recognised the need to update its Alumni database in its Strategic Plan, but it
needs to strengthen its relationships with Alumni. The potential benefits from such a strategy
may include obtaining evaluative information from graduates about their learning experiences at
the University; information about graduate destinations through alumni surveys; stronger
relationships with industry and the community; marketing of graduate and continuing education
possibilities; and perhaps assistance with fundraising for specific purposes.
5.6
Relationships with the Community at Large
The University’s Centre for Community Service and Continuing Education is a valuable unit for
coordinating SQU’s services to the community. It provides a wide range of programs and the
evidence shows that these are well attended and positively received. This is a very tangible
means by which the University fulfills its broader responsibilities to Omani society.
Commendation 10
The Oman Accreditation Council commends Sultan Qaboos University for
the success of its Continuing Education activities.
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6
ACADEMIC SUPPORT SERVICES
6.1
Academic Support Services Planning & Management
The University offers a broad range of academic support services to students, and these are being
expanded. In particular the University intends to increase its online services. Each academic
support service adds value to the learning environment, and students feel supported. There is an
opportunity for these services to work together in a more integrated fashion, in terms of planning,
coordinated programs and evaluation.
Affirmation 11
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions to establish a more coordinated approach to managing its
academic support services, and urges that this also include a systematic
approach to the selection, design and evaluation of these services.
6.2
Registry (Enrolment and Student Records)
The Panel notes that the process for admitting and enrolling students has undergone significant
changes over the past few years with the introduction of Higher Education Admission Centre
(HEAC). A general consensus exists that the process is improving each year. Some students
expressed concerns regarding the timeliness with which changes to their course registrations are
handled (the “add & drop” period). The Quality Audit did not provide a suitable mechanism for
auditing such matters in detail. The Panel suggests that an annual audit of the enrolment process
– conducted independently from those responsible for its operation, but not necessarily
independently of the University itself – should be a standard component of the University’s
review schedule (see section 1.11 above).
6.3
Libraries
The University is served with a Main Library, a Medical Library and a number of specialised
Libraries. The Panel visited the Main Library, met with Library management and staff, and
reviewed relevant documents.
The University has not yet developed a strong Library-oriented academic culture. A number of
students indicated that they had never used a Library. There may be several reasons for this.
Students receive all of their required reading materials without cost and some believe that this,
combined with access to the Internet, constitutes sufficient information resources. Also, the new
Library, while being a very impressive facility indeed, is located at a distance from the heart of
the campus which, in the heat of summer, is prohibitively far. The Panel understands that there
have been many campus planning reasons that necessitated this location, but notes that it
marginalises the Library culturally and in terms of access. In response, the University provides a
bus service to the Library from other campus locations. This is a positive solution, but the buses
stop service around 4pm. Also, students were critical of the Library closing at 9pm, which they
regard as too early. The Panel endorses this concern. Internationally, university libraries are
typically open much later, in line with the study patterns of students. Moreover, the range of
online Library options available to students when they are off campus is very limited (the
University advised that Panel that this is being addressed). In summary, the University should
take steps to address these impediments to the development of a library-oriented academic
culture.
A second major issue regarding the ability of the Libraries to add effectively to student learning
and staff research is the management system. Each library is managed separately, and the level of
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collaboration between them is marginal. As an example, each library has its own acquisitions
processes (except for periodicals). It may be that this is resulting in inefficient acquisitions, but
the lack of communication makes this impossible to determine. As another example, the plans to
expand the Library’s online services apply only to the Main Library.
Representatives from each Library used to meet regularly as an Executive Committee, but even
this form of coordination no longer occurs. Clearly there is an opportunity to improve the
efficiency of the Libraries by integrating them within a single management structure with a Head
Librarian to provide appropriate overall leadership for this important teaching, research and
community resource. More than that, a consolidated structure would enable the development of a
strategic plan for library resources and services – at present there is no long-term strategic plan
for the libraries. Given the entrenchment of the current, insular management systems it may be
appropriate for the University to consider a fresh approach to an integrated management system
for all Libraries (albeit including provision for some of the most specialised libraries – such as
Medicine, Law and the Oman collection, to retain an appropriate degree of autonomy).
Recommendation 18
The Oman Accreditation Council recommends that Sultan Qaboos
University restructure its Library management system under a newly
established Head Librarianship in order to maximise the strategic,
operational and financial benefits.
At the very least, greater coordination should achieve financial savings in terms of duplication, as
would decreasing the libraries’ expenditure on textbooks which are already provided free of
charge to undergraduate students.
In the absence of a National Library in Oman, the SQU Library welcomes and fulfils a
responsibility to serve as the national depository for Oman publications. This comes with a
concomitant responsibility to ensure these deposits are available to the broader public, and to that
end the Main Library offers various classes of membership to persons from outside the
University.
The University commissioned an external review of its Libraries in 2008. The resulting report
(27 November 2008) provided an astute set of findings which were subsequently discussed and,
for the most part, endorsed by Library staff (7 April 2009). Given that this was shortly prior to
the OAC Audit Visit, it was too soon to expect evidence of follow-up from the University.
However, the Panel considered the review and response documents and found that they generally
aligned with the Panel’s own findings. The Panel particularly notes and supports references to the
potential for Library staff to become more directly involved in facilitating student learning.
6.4
Information and Learning Technology Services
The University uses a range of information learning technologies, including WebCT and Moodle
learning platforms. The Centre for Education and Technology provides support for staff in using
these technologies, although staff advise that the opportunity exists for more expanded and more
timely training opportunities in this area.
6.5
Academic Advising
The University has developed an Academic Advisory Program designed to provide assistance to
students having difficulties with their studies. The program is supported by a comprehensive
Faculty Handbook that provides helpful advice to the academic staff, on both procedural and
personal matters. This handbook provides an excellent resource but is now over 10 years old.
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The Panel was told that students do not always attend their Academic Advising appointments,
which naturally undermines their effectiveness. The University intends, according to its Strategic
Plan, to establish committees, under the Assistant Deans for Undergraduate Studies, for liaising
with advisors and assisting students on probation. It is too soon to determine whether this change
has been effective. The University also plans to provide training to faculty on the advising
process.
The Academic Advisory Program was clearly based on best practice and continues to play a
valuable role. However, the evidence suggests that the academic advising system is not currently
proving to be as effective as it could be, with high probation numbers, students not attending
appointments and an out-of-date handbook. Rather than increase efforts to implement the system,
the Panel suggests that it may be timely to review the system itself.
6.6
Student Learning Support
The University does not provide a strong suite of student learning support services once students
have completed their foundation program. At present, the students attend to some of their
learning support needs issues themselves, through commendable student clubs.
Student learning support services are an increasingly normal part of the assistance world class
universities provide to their students. They typically include study skills assistance and peer
learning support schemes offered by professional library staff and dedicated student learning
support centres, and programs run in halls of residence.
Given the high number of students on probation, such services could add significant value to the
overall learning environment. The Panel suggests that the University establish a team to consider
the possibilities, informed by good practices from well established universities internationally.
6.7
Teaching Resources
The Panel did not visit the University’s teaching spaces. The documentation, interviews and
public submissions processes raised no concerns about the teaching resources of the University.
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7
STUDETS AD STUDET SUPPORT SERVICES
7.1
Students and Student Support Services Planning & Management
The OAC supports the existence of a University Consultative Committee chaired by the Dean of
Student Affairs with comprehensive staff representation and strongly urges that the University
Consultative Committee should have a similar representation of students.
SQU provides a broad range of support services, including free textbooks, financial support for
low income families, free meals, and full free campus accommodation for females, and a monthly
allowance of RO 40 or 60 monthly for some students (Portfolio, p.xiii and chapter 7). It would be
appropriate for the University to have a consistent means for regularly evaluating the
effectiveness of these services, not only in and of themselves, but also in terms of the impact that
these services may influence on student behavior (such as, for example, student attitudes towards
studying).
Affirmation 12
The Oman Accreditation Council agrees with Sultan Qaboos University that
it should periodically evaluate and document the effectiveness of its various
student support activities and services.
7.2
Student Profile
The University may take for granted its student profile because it is overwhelmingly the
institution of first preference for the majority of the best prepared applicants. However, increased
competition locally, internationally and online, combined with new national academic standards,
high student probation numbers and increased public accountability of the University’s
educational activities suggest that the University needs to analyse closely changes in its student
profile over the years, including comparing the nature of its intakes with those from other higher
educational institutions in the Sultanate. Such analyses would assist the University with
identifying and responding to changes in the profile that may have implications for curriculum,
support services and other resources. At present, the University does not use information
strategically to determine and respond to predictors of students’ academic success. Moreover,
information about students is collected, analysed and reported in different locations and with
different results. The University has recognised the need for significant improvements in data
management (e.g. Portfolio, p.53). This could be a task of the Department of Planning &
Statistics mentioned earlier (section 1.11).
Affirmation 13
The Oman Accreditation Council agrees with Sultan Qaboos University that
it should periodically (at least biennially) collect, analyse and consider
student profile data to assess current educational practice and to inform
strategic decision making.
The student body is built almost entirely upon intakes from secondary school leavers. This is
consistent with the University Charter, which, in places, refers specifically to “Omani youths”
(Charter, Article 4A). The Panel notes that international trends show that people are upskilling
and retraining several times throughout the span of their career – often through post-secondary
programs at undergraduate and graduate levels. The University may have an opportunity to
reconceptualise its ability to fulfill its social mandate by revising this aspect of its Charter to
include students not immediately out of high school.
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7.3
HEI Quality Audit Report
Student Satisfaction and Environment
SQU states that: “Student satisfaction has always been a University central focus…” (Portfolio,
p.54 – emphasis added). This statement is not yet fully supported in practice by many other
statements in the Portfolio stressing the need for improvements for getting better feedback, nor by
the Panel’s own findings. For example, in regard to the University’s student support services it
was not clear to the Panel what formal evaluation is made by students. The University has
implemented a system of student evaluations of teachers and courses that appear to be used by the
Colleges. The University has plans for a more systematic assessment of student satisfaction with
broader University functions, but it has not been totally implemented yet. Implementation of
these tools will help determine if students are satisfied with the student welfare programs.
Annual feedback surveys should be routinely implemented for the various student services, with
the data analysed and used for continuous quality improvement purposes.
Affirmation 14
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions to conduct an annual student satisfaction survey, with a focus on
matters beyond the program of study (such as campus life; academic
advising; support services; access to information).
There are many international models of such surveys. The University could consider linking into
an established survey in order to benefit from the psychometric expertise that has contributed to
the development of those surveys and, most importantly, gain access to relevant benchmark
information.
7.4
Student Behaviour
The Panel chose to not include this matter in its sample of issues for the Quality Audit.
7.5
Career and Employment Services
The provision of good quality educational and occupational information to aid student career and
educational planning is a strength of the University. Students are particularly supportive of career
advice and work placement assistance provided by the Centre for Career Guidance.
Commendation 11
The Oman Accreditation Council commends Sultan Qaboos University’s
Centre for Career Guidance for the comprehensive nature of its services to
students – particularly the Career Capabilities Program.
7.6
Student Finances
SQU provides free undergraduate education and textbooks for Omani students. A variety of other
financial support systems is available according to a student’s family circumstances. The Panel
noted this as an enviable situation compared with many countries. Beyond that, the Panel chose
to not include this matter in its sample of issues for the Quality Audit.
7.7
Accommodation, Catering and Transportation
The main University campus is, in effect, a small city where well over 10,000 people are present
each day. This means that accommodation, catering and transportation services are essential.
The Panel acknowledges that the University provides free meals to students, but spent most of its
attention in this section on transportation and accommodation. Being situated in Al Khodh on the
outskirts of Muscat (except for the College of Law) makes transportation services vital. For some
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students, particularly those who live away from Al-Khodh, accommodation is provided on
campus.
The continuous growth of the student population increases demand for these services. The
University recognises this and has incorporated the issue into its Strategic Plan. It has recently
developed a new accommodation service, which the students appreciate. However, a major issue
for the University is the lack of student accommodation for males. This has been suggested as an
explanatory factor for high male student attrition. The Panel understands the cultural importance
of providing a safe accommodation environment for female students and recognises why this has
been the priority. However, it is timely for the University to take a new look at gender equity
amongst students and the support services that may be mobilised to help address male student
attrition. Female students outnumber and academically outperform the male students in most
fields of study. SQU should monitor this trend and consider policies that might help improve the
retention and academic success of males.
Oman is a hot country. Temperatures on campus in the high forties (Celsius) are not uncommon.
Given that the campus covers a large area, commuting between buildings poses a problem. As
has already been mentioned with reference to the Library (see section 6.3), transportation around
the campus is a major issue that was raised by students and that has the potential to significantly
aid or disrupt the learning environment.
This issue extends to the availability of transportation between the campus and major residential
areas. Students complained that the bus services are irregular, insufficiently frequent and finish
too early in the day to facilitate longer study opportunities. This, therefore, can clearly have a
profound impact on student learning.
Affirmation 15
The Oman Accreditation Council affirms Sultan Qaboos University’s
intentions review its transportation services to and around campus in order
to strategically align these services with desired patterns of student study
and mobility.
7.8
Medical Facilities and Student Counselling Services
[The OAC recognises that the University found it appropriate to separate this section, titled
“Medical and Counselling Facilities” in the OAC Quality Audit Manual, into two sections in its
Portfolio. The regrouping here is for convenience only.]
Documentation reviewed by the Panel, supported by feedback from students during interviews,
suggests that the range and quality of medical support available on campus is appreciated by the
student body.
The Student Counselling Centre is proving to be particularly important at SQU in supporting
students on academic probation. In addition to individual counseling, the Centre is providing a
range of services specifically designed to help students achieve to their fullest academic potential.
Students spoke positively of this Centre.
Commendation 12
The Oman Accreditation Council commends Sultan Qaboos University for
the medical support it provides its students and for regular workshops
provided by Student Counseling Centre for students on academic probation
together with developmental, preventive and remedial counseling activities.
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Without diminishing the commendation above, the Panel notes that the University is still unable
to provide students at the College of Law, which is located at a separate campus, with an
equivalent level of service. Service staff make visits to the College of Law campus, but the
planning and management processes for these services are not able to determine whether or not
the level of service being provided is satisfactory compared with student needs. The University
needs to collect, analyse and respond to better data on this matter.
7.9
International Student Services
SQU is focused, at the undergraduate level, almost exclusively on Omani students. Expatriate
students are likely to be children of expatriate staff members. This is largely a consequence of
the financial system, in that SQU is funded by the Government for Omani students, and does not
currently have flexibility to charge private tuition fees for undergraduate studies. The Panel
recognises that this is, in part, a strategic issue rather than a quality issue. The University’s
Charter specifically mandates the University “to prepare Omani youths” and the Panel does not
challenge this mandate. However, the Panel observes that a consequence of interpreting this
mandate too strictly is that students miss out on the breadth of cultural interaction and learning
generated by enrolling international students that is a hallmark of the world’s great universities
through interaction with students from many nations. Omani students would benefit strongly
from studying alongside a greater proportion of international students, and the University may
wish to consider increasing the number of undergraduate and postgraduate places for
international students in some appropriate fashion.
7.10
Social and Recreational Services and Facilities
The University provides a rich social environment for its students and encourages students to
avail themselves of the clubs, societies and sporting and recreational opportunities available. It
has published Guidelines for Clubs that have proven valuable in helping students to organise their
activities. A new multipurpose Cultural Centre (which includes the new Main Library) is a most
impressive facility. It had not opened at the time of the Audit Visit, and it is to be hoped that the
management of the facility will ensure that students are able to take maximum advantage of all
that the centre has to offer.
Commendation 13
The Oman Accreditation Council commends Sultan Qaboos University for
its strong encouragement of student engagement in extra-curricular
activities.
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8
STAFF AD STAFF SUPPORT SERVICES
8.1
Human Resources Planning & Management
SQU is currently supported by a traditional personnel function which addresses the procedural
aspects of recruitment, salaries, severance etc. The University does not currently have a strategic
human resource function capable of providing the professional advice to senior management
necessary to align the University’s staffing profile with its Strategic Plan. The University needs a
human resources (HR) function that can aid decision-making with information about such matters
as changing staff profiles vis-à-vis program requirements; strategic approaches to professional
development; and advice and support to line managers. Also, the University currently has no
formalised approach to succession planning, although formalisation of this is accepted
international good practice and may be a particularly useful strategy to develop considering the
recruitment challenges posed by the grading system.
Provision of strategic advice would be of benefit not only to senior management, but also at any
staff supervisory level. In this regard, one of the University’s priorities for improvement in its
human resource management should be the development and maintenance of a comprehensive
human resources manual for staff – especially (but certainly not only) those with supervisory
responsibilities.
Staff positions and salaries are currently all based on Grades. While SQU retains its position as
the national higher education leader this may suffice, but it is likely that such a limited scope of
flexibility will prove problematic as it seeks to increase research activity, compete with
strengthening local higher education providers, participate on international ranking systems and
perhaps even diversify its operating locales internationally. The current grading system may
prove to be a deterrent in attracting top quality staff (particularly in highly specialised fields of
teaching, research and administration).
8.2
Staff Profile
The University reports, as at the end of 2007, 1,074 faculty and 1,485 administrative staff from a
total of 4,294 staff (including Hospital staff). By international standards, this is a comfortable
ratio of support staff to academic staff. More detailed analyses are difficult to undertake because
the University does not have a human resource management system that facilitates such analysis.
Personnel data are managed in a number of different locations, and collecting and consolidating
this information using consistent fields of data is problematic. This is again a possible task for
the Department of Planning and Statistics (section 1.11).
Affirmation 16
The Oman Accreditation Council agrees with Sultan Qaboos University that
it should periodically collect, analyse and consider staff profile data to
inform strategic decision making.
Gender equity for staff remains an issue. The University aims to recruit a high-quality and
diverse workforce functioning within an environment of equal responsibilities and opportunities
(Portfolio, p.62). The percentage of female employees has increased from 2005 to 2007 and is
currently around 30%. This may come into balance over time, given that the majority of students
are female and they achieve at a mean Grade Point Average (GPA) superior to that of male
students. However, active steps will still be required by the University to ensure that it is a fully
inclusive employer.
While acknowledging that the University’s appointment processes are
based on merit, the attainment of gender parity is likely to require a range of innovative
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affirmative action strategies (as has been the experience of universities in many other countries).
This is a strategic issue to which the Panel strongly urges the University to turn its attention.
8.3
Recruitment, Selection and Omanisation
[The OAC Quality Audit Manual has separate sections for Recruitment and Selection, and
Omanisation. They are merged here to reflect the Panel’s findings on these matters at SQU.]
SQU aims at recruiting a high-quality and diverse workforce functioning within an environment
of equal responsibilities and opportunities. The University has a goal of 70% Omanisation of
academic staff (Portfolio, p.64). The challenge for the University will be to balance attainment of
this goal with the importance of maintaining academic staff quality – not only in terms of
qualification, but also in terms of international experience. The ability to manage this matter is
rendered somewhat complicated by the University’s use of separate recruitment and selection
processes (and people) for Omani and non-Omani staff. SQU implements a laudable policy of
employing its own graduates (Portfolio, p.63). Several benefits results from this, including
complying with Omanisation requirements, providing academic career paths for bright graduates,
and recruiting efficiently. Care has to be taken in such schemes to ensure that over time the
University’s staff is not overwhelmingly made up of SQU graduates. It is also therefore very
important for SQU to ensure that it is an attractive workplace for international academics.
Recommendation 19
The Oman Accreditation Council recommends that Sultan Qaboos
University enhance its recruitment policy by increasing coordination
between the Omani and non-Omani pathways.
The Panel formed the impression, supported by information received during the interviews, that
the policy of Omanisation has been introduced quickly, and that this has put pressure on the
steady development of a mature workforce – which is a positive characteristic of academia. The
Panel agrees with the University that it needs to follow up on the Omanisation process by
including regular staff performance evaluation and plans for postgraduate studies.
The Panel notes that SQU has been successful in developing its students and junior staff to share
in the responsibility for developing of the University. In the next stage, the University should
develop processes to help staff to plan their career development in order to facilitate progression
into more senior roles.
The University needs a ‘fast track’ as well as a ‘slow track’ for its most promising Omani
graduates. At present, a graduate will work for a couple of years within the University as a tutor,
then go overseas for study at the Masters level and return to SQU to a lectureship, and then after a
few more years go overseas again to complete a Doctorate, before finally returning to SQU: a
process that can take 10 years. This time may allow a Bachelor graduate to evaluate his or her
potential as an academic, but the Panel suggests that the best graduates could proceed overseas
for Doctoral study after two years maximum as teaching assistants.
The University will need to collect the appropriate data to ensure that it is able to analyse and
report meaningful statistics for monitoring the Omanisation strategy.
8.4
Induction
The University does not have a formal process of inducting staff into the workplace (although
Heads of Department are very welcoming of new staff). Indeed, on some occasions academic
staff are expected to commence teaching responsibilities within days of starting work at the
University. Internationally, it would be expected that new staff would benefit from two forms of
induction into the workplace: one at a general level to learn about the University, its policies and
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systems; and a second within their College and/or Department to learn about the academic
culture, policies and practices such as preferred teaching design, methods of assessment etc.
Such induction programs are designed to enable the new staff member to become a fully
contributing member as quickly and as comfortably as possible.
This is less of an issue in the case of Omani staff who have been taken on after graduation (as
mentioned in the previous section). However, for staff from outside the University and,
particularly, from outside Oman it would add significant value.
The University “recognizes the need to introduce a system to look into staff induction satisfaction
and hence improve this service” (Portfolio, p. 65). The Panel supports the University’s intentions
but suggests that it is not necessary to await an assessment of satisfaction before making the
required improvements that are identifiable now.
Affirmation 17
The Oman Accreditation Council affirms that Sultan Qaboos University
establish a system of induction for new academic staff, with common
components for all staff and specialised components for academic and
general staff.
8.5
Professional Development
The University provides staff with a range of professional development opportunities internally
and through external referral as appropriate. Statistics provided show that the level of activity is
significant (although the statistics were rudimentary and did not lend themselves to any further
analysis). Staff who were interviewed indicated satisfaction with the professional development
opportunities available. In particular, the general consensus was that the University was very
supportive of conference leave although it was a major problem to find the time to attend.
8.6
Performance Planning and Review
The University’s system of performance planning and review requires attention – especially at the
senior levels. The system should provide an opportunity for staff to meet with a senior peer
periodically (at least annually) and review their performance, identify and address obstacles,
determine professional development needs, and set professional goals for the next period. It is
also an opportunity for a staff member to talk through ideas and concerns and discuss promotion
possibilities, as well as receive information about their own performance and developments in
their workplace. This is occurring in some parts of the University, but is by no means systematic.
The process should involve the collection and consideration of a range of performance data,
including self reflection notes, student evaluations of teaching, workload records, professional
development accomplishments etc. Given its desire for greater collegiality and transparency,
SQU may even wish to consider applying a 360 degree model, whereby evaluative feedback is
collected from colleagues around the person (including management, peers and subordinates).
That said, the Panel does not prescribe a particular model of performance planning and review. It
does, however, strongly advise the University to implement an appropriate method of periodic
performance planning and review for its academic staff that will enable it to take a proactive
approach to the ongoing professional development of its staffing profile.
Recommendation 20
The Oman Accreditation Council recommends that Sultan Qaboos
University implement an appropriate system of performance planning and
review for staff at all levels as a key tool for proactively attending to the
professionalism of its staffing profile.
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The Panel notes that this Recommendation was also made in the Campbell Report (2005). Its
inclusion in this Report should reinforce how essential it is that the University attend to it
urgently. Performance appraisal systems are part of the staff support in world class universities.
8.7
Promotion and Other Incentives
The University provided in its Portfolio (Table 8-1, p.67) details on its system for staff
promotion. Through interviews, the Panel learned that staff regard the system as being opaque in
terms of criteria and process. Where the criteria are known, they are regarded as being more in
keeping with those of a well established, research-intensive university than being aligned with the
current state of the University’s development. This particularly applies to the research criteria,
which appear too stringent for a faculty that is in the early stages of developing a fully fledged
research culture (for example, the lack of graduate research students and new researcher grants
mitigates against faculty achieving the sort of research output levels found in a research-intensive
university).
This matter was raised in the Campbell Review report but was rejected by the University. The
Panel reiterates the Campbell Review findings and suggests strongly that the development of a
research culture and concomitant research criteria for promotion need to progress in parallel at
this stage in the University’s development. To do otherwise would not recognise the growing
research culture in SQU.
Recommendation 21
The Oman Accreditation Council recommends that Sultan Qaboos
University review its system for academic staff promotion in order to
strategically align promotion with the current developmental needs of the
University.
8.8
Staff Organisational Climate and Retention
There is no question that staff, as with students, have a strong sense of pride in the University and
believe in its Mission and Vision. The staff whom the Panel met (over a hundred) all appeared
committed and enthusiastic about the University and the units within which they work. The new
senior leadership team has brought with it a strong sense of energy which is appreciated by staff.
However, there is clearly room for more collaboration between the various units, and this
reinforces other Panel findings such as the need for more interdisciplinary research opportunities
(see section 4.4) and greater coordination between various service units (see sections 6.1 and 7.1).
The University has a number of liaison committees which provide opportunities for staff input.
However, the University recognises that it would benefit from a more empirical approach to
monitoring staff satisfaction with the workplace. An annual or biennial staff experience survey
may be appropriate.
Affirmation 18
The Oman Accreditation Council agrees with Sultan Qaboos University that
it should regularly survey all staff about their experiences working at the
University, to help identify opportunities to improve the working
environment.
An issue which is the cause of some disquiet within the University community is the handling of
disagreements and disputes. A number of staff indicated a reluctance to voice dissenting opinions
for fear of recrimination. The culture within the University appears, in many respects, to have
been one of line management rather than collegiality. In other words, senior persons expect to
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simply direct junior staff. The new senior management is endeavouring to change this attitude,
but it will take time and may require a multifaceted effort. One strategy which may assist would
be for the University’s Centre for Staff Development, or other appropriate unit, to provide
workshops on dispute resolution.
8.9
Severance
The Panel chose to not include this matter in its sample of issues for the Quality Audit.
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9
GEERAL SUPPORT SERVICES AD FACILITIES
9.1
General Support Services and Facilities Planning and Management
The University has an attractive campus environment and the facilities observed by the Panel
appeared to befit a world class university. However, the Panel noted a lack of evaluative
information, including benchmarking, about the general support services and facilities with which
the University could improve planning, resource allocations and management.
9.2
Public Relations and Marketing
Until now, the University has not needed to deploy significant resources to marketing itself given
that it has enjoyed an unchallenged reputation as the country’s premier higher education
institution. However, in the current environment of greater competition, increased accountability
and constraints on the availability of public funding (considering inflation), and bearing in mind
the University’s desire to expand its graduate level offerings, it will be necessary to take a more
proactive approach to promoting itself to the national and international communities. The
University has accurately identified this in its Strategic Plan.
9.3
Communication Services
The Panel selected the University’s website as a topic to explore as part of SQU’s communication
services. It perused the website from an external user’s perspective and discussed its utility with
students. The Panel did not conduct an IT audit of the website structure or management.
In general, the University’s bilingual website is an extremely valuable communication tool. It is
easy to navigate and provides a wealth of information and resources. The Panel found some
discrepancies between content on the website and content in other SQU publications (see, for
example, section 1.1) that, using a date check, showed the website content is older. This suggests
that maintenance of the website content could be improved in terms of accuracy and version
control.
9.4
Facilities Management
[SQU did not include this section in their Portfolio. Independently, the Panel chose to not include
this matter in its sample of issues for the Quality Audit.]
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APPEDIX A.
Sultan Qaboos University
AUDIT PAEL
Professor Gus Guthrie AM (Panel Chairperson)
Former Vice-Chancellor and President,
University of Technology, Sydney
Australia
Professor Abood Al Sawafi (Deputy Chairperson)
Vice-Chancellor,
Sohar University
Sultanate of Oman
Dr John B. Lee
President,
JBL & Associates
United States of America
Dr Elizabeth Stanley
Assistant Provost,
Zayed University
United Arab Emirates
Professor Emeritus Ken Milne
Former Dean, Graduate Research School,
Massey University
New Zealand
Professor Barbara Stäuble
Deputy Rector Academic Affairs,
German University of Technology in Oman
Sultanate of Oman
Martin Carroll (Executive Officer)
Oman Accreditation Council
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APPEDIX B.
HEI Quality Audit Report
ABBREVIATIOS, ACROYMS AD TERMS
The following abbreviations, acronyms and terms are used in this Report. As necessary, they are
explained in context. In some cases, URLs are provided to facilitate further enquiries about these
acronyms and terms.
ADRI ............................................. A four step, cyclical model for analysing a topic, comprising:
Approach → Deployment → Results → Improvement.
A.H. ............................................... After Hijrah
Approach ....................................... The first dimension of the ADRI cycle, which focuses on evaluating
what a HEI aims to achieve for a given topic and how it proposes to
achieve it.
Call Back Interview ....................... An interview conducted by the Audit Panel towards the end of the
Audit Visit for which it has invited specific people, usually at short
notice, to respond to particular issues on which the Panel will require
assistance.
Deployment ................................... The second dimension of the ADRI cycle, which focuses on whether a
HEI’s plans for a given topic are being followed in practice, and if not,
why not.
DVC............................................... Deputy Vice-Chancellor
Executive Officer........................... An OAC staff member assigned to an Audit Panel to provide
professional guidance and support.
External Reviewer ......................... A Member of the OAC Register of External Reviewers; a person
approved by the OAC Board to participate as a member of the OAC’s
various external review panels.
HEI................................................. Higher Education Institution (also known as HEP – Higher Education
Provider
Improvement.................................. The fourth dimension of the ADRI cycle, which focuses on how
effectively an organisation is improving its approach and deployment
for any given topic in order to achieve better results.
MoHE ............................................ Ministry of Higher Education (www.mohe.gov.om)
OAC Board .................................... The governing body of the Oman Accreditation Council
OAC............................................... Oman Accreditation Council (www.oac.gov.om)
OFI................................................. Opportunity for improvement.
OQF ............................................... Oman Qualifications Framework.
Panel Chairperson.......................... The Chairperson of the Audit Panel.
Panel Member................................ An OAC External Reviewer who is a member of an Audit Panel.
PDO ............................................... Petroleum Development Oman
Portfolio ......................................... See Quality Audit Portfolio.
Qarar .............................................. Administrative order
Quality Assurance.......................... The combination of policies and processes for ensuring that stated
intentions are met.
Quality Audit Portfolio .................. The report produced as the result of a self study. Also forms the main
submission made to the OAC by the HEI being audited.
Quality Audit Report...................... This public report published by the OAC which presents the findings
and conclusions of the Audit Panel’s External Review of an HEI.
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Quality Audit.................................. An independent evaluation of the effectiveness of the system and
processes by which a HEI sets, pursues and achieves its mission and
vision.
Quality Enhancement..................... The combination of policies and processes for improving upon
existing approach, deployment and results.
Random Interview.......................... An interview conducted in situ by individual Panel Members during
the Audit but separately from the main interview sessions.
Report ............................................ Unless otherwise specified in context, see Quality Audit Report.
Results............................................ The third dimension of the ADRI cycle, which focuses on the
evidence of the outputs and outcomes of a topic’s approach and
deployment.
RIAD.............................................. Research and Innovation Affairs Department
SQU ............................................... Sultan Qaboos University (www.squ.edu.om)
System............................................ In this Report, system refers to plans, policies, processes and results
that are integrated towards the fulfilment of a common purpose.
UAR ............................................... Undergraduate Academic Regulations
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