Oman Academic Accreditation Authority Report of an Audit of …oaaa.gov.om/Review/su_audit_report_finalweb.pdf · Sohar University HEI Quality Audit Report Page 1 of 49 © Oman Academic

Oman Academic

Accreditation Authority

Report of an Audit of

Sohar University

January 2011

HEI Quality Audit Report Sohar University

© Oman Academic Accreditation Authority

Audit Report Number 017

©2011 Oman Academic Accreditation Authority

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

Sohar University HEI Quality Audit Report

Page 1 of 49 © Oman Academic Accreditation Authority

CO�TE�TS

Overview of the Quality Audit Process..................................................................................................... 3

How to Read This Report........................................................................................................................... 4

Conclusions.................................................................................................................................................. 5

Executive Summary of Findings ............................................................................................................. 5

Summary of Commendations .................................................................................................................. 7

Summary of Affirmations........................................................................................................................ 7

Summary of Recommendations............................................................................................................... 9

1 Governance and Management............................................................................................................ 11

1.1 Mission, Vision and Values ........................................................................................................ 11

1.2 Governance................................................................................................................................. 12

1.3 Management ............................................................................................................................... 13

1.4 Institutional Affiliations for Programs and Quality Assurance................................................... 13

1.5 Strategic Plan.............................................................................................................................. 14

1.6 Operational Planning.................................................................................................................. 15

1.7 Financial Management ............................................................................................................... 15

1.8 Risk Management....................................................................................................................... 16

1.9 Policy Management.................................................................................................................... 16

1.10 Entity and Activity Review Systems .......................................................................................... 16

1.11 Student Grievance Process ......................................................................................................... 17

1.12 Health and Safety ....................................................................................................................... 18

1.13 Oversight of Associated Entities (e.g. owned companies) ......................................................... 18

2 Student Learning by Coursework Programs.................................................................................... 19

2.1 Graduate Attributes and Student Learning Objectives ............................................................... 19

2.2 Curriculum ................................................................................................................................. 20

2.3 Student Entry Standards ............................................................................................................. 20

2.4 Foundation Program................................................................................................................... 21

2.5 Teaching Quality ........................................................................................................................ 21

2.6 Plagiarism................................................................................................................................... 22

2.7 Student Placements..................................................................................................................... 22

2.8 Assessment Methods, Standards and Moderation ...................................................................... 23

2.9 Academic Security and Invigilation ........................................................................................... 23

2.10 Student Retention and Progression............................................................................................. 23

2.11 Graduate Destinations and Employability.................................................................................. 24

3 Student Learning by Research Programs ......................................................................................... 25

4 Staff Research and Consultancy ........................................................................................................ 26

4.1 Research Planning & Management ............................................................................................ 26

4.2 Research Performance................................................................................................................ 26

4.3 Research Funding Schemes........................................................................................................ 27

4.4 Consultancy Activities ............................................................................................................... 27

4.5 Intellectual Property, Ethics and Biosafety ................................................................................ 27

4.6 Professional Development for Research .................................................................................... 27

4.7 Research Commercialisation...................................................................................................... 28

4.8 Research – Teaching Nexus ....................................................................................................... 28


© Oman Academic Accreditation Authority Page 2 of 49

5 Industry and Community Engagement ............................................................................................. 29

5.1 Industry and Community Engagement Planning & Management .............................................. 29

5.2 Relationships with Industry and Employers ............................................................................... 29

5.3 Relationships with Professions................................................................................................... 29

5.4 Relationships with Other Education Providers........................................................................... 30

5.5 Relationships with Alumni ......................................................................................................... 30

5.6 Relationships with the Community at Large .............................................................................. 30

6 Academic Support Services................................................................................................................. 31

7 Students and Student Support Services............................................................................................. 34

7.1 Students and Student Support Services Planning & Management ............................................. 34

7.2 Student Profile ............................................................................................................................ 34

7.3 Student Satisfaction and Climate................................................................................................ 35

7.4 Student Behaviour ...................................................................................................................... 35

7.5 Career and Employment Services............................................................................................... 36

7.6 Student Finances......................................................................................................................... 36

7.7 Accommodation, Catering and Transport................................................................................... 36

7.8 Medical and Counselling Facilities ............................................................................................ 37

7.9 International Student Services .................................................................................................... 37

7.10 Social and Recreational Services and Facilities ......................................................................... 37

8 Staff and Staff Support Services......................................................................................................... 38

8.1 Human Resources Planning & Management.............................................................................. 38

8.2 Staff Profile................................................................................................................................. 38

8.3 Recruitment and Selection.......................................................................................................... 39

8.4 Induction..................................................................................................................................... 39

8.5 Professional Development.......................................................................................................... 40

8.6 Performance Planning and Review............................................................................................. 40

8.7 Promotion and Other Incentives ................................................................................................. 41

8.8 Severance.................................................................................................................................... 41

8.9 Staff Organisational Climate and Retention ............................................................................... 41

8.10 Omanisation................................................................................................................................ 42

9 General Support Services and Facilities............................................................................................ 43

9.1 General Support Services and Facilities Planning & Management ............................................ 43

9.2 Public Relations and Marketing ................................................................................................. 43

9.3 Communication Services............................................................................................................ 44

9.4 Facilities Management................................................................................................................ 44

Appendix A. Audit Panel ...................................................................................................................... 45

Appendix B. Abbreviations, Acronyms and Terms............................................................................ 46



OVERVIEW OF THE QUALITY AUDIT PROCESS

This Quality Audit Report (the ‘Report’) documents the findings of a Quality Audit by the Oman

Academic Accreditation Authority (OAAA – formerly the Oman Accreditation Council). It comments on

Sohar University’s Mission and Vision, and the appropriateness and effectiveness of its 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 SU’s activities,

and constructive feedback to SU to assist with its ongoing improvement efforts.

The Quality Audit commenced with SU undertaking a self study of its mission, vision and systems. The

results were summarised in their Quality Audit Portfolio (the ‘Portfolio’). This document was submitted

to the OAAA by the due date of 5 December 2009.

The OAAA 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 (international members by telephone) on 8 March 2010 to consider SU’s

Portfolio. Following this, the representative of the Audit Panel Chairperson and Executive Officer

undertook a planning visit on behalf of the Panel to SU on 4 April 2010 to clarify certain matters, request

additional information and make arrangements for the Panel’s audit visit.

Prior to the audit visit, the Panel invited submissions from the public about the quality of SU’s activities.

No submissions were received.

The audit visit took place over 29 – 31 May 2010. During this time, the Panel spoke with approximately

100 people, including governing authorities, staff, students and external stakeholders. They also visited a

selection of venues and reviewed additional materials.

No information provided after 31 May 2010 (being the last day of the audit visit) was taken into

consideration for the purposes of this audit, other than pre-existing items specifically requested by the

Panel in advance.

The Report contains a summary of the Panel’s findings, together with formal Commendations where good

practices have been confirmed, Affirmations where SU’s ongoing quality improvement efforts merit

support, and Recommendations where there are significant opportunities or improvement not yet being

adequately addressed. The Report aims to provide a balanced set of observations, but does not comment

on every system in place at SU.

The Panel’s audit activities and preparation of this Report were governed by regulations set by the OAAA

Board. This Report was approved for release by the OAAA Board on 10 January 2011.

The OAAA was established by Royal Decree No. 54/2010 to replace the Oman Accreditation Council.

Its responsibilities include conducting quality audits of higher education institutions (HEIs) in the

Sultanate of Oman. For further information, visit the OAAA website (http://www.oac.gov.om). Full

details of the quality audit process are available in OAAA’s HEI Quality Audit Manual (available from

http://www.oac.gov.om/qa/HEI/).



HOW TO READ THIS REPORT

Each OAAA 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 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 improve along with providing 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 independent

comment on the learning environment at this institution (particularly Chapters 2, 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; 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 HEIs 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, does 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 considered by the Audit Panel. These

references are for the HEI’s benefit in further addressing the issues raised. In most cases this evidence is

not in the public domain.



CO�CLUSIO�S

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

Sohar University (SU) was established as the first private university in Oman by Royal Decree in 2001

and was granted degree awarding powers by the Ministry of Higher Education (MoHE). The University is

based in Sohar, a rapidly expanding city with a growing industrial sector, approximately 200 km from the

capital Muscat and from Dubai, UAE. SU is owned by the Oman Education and Training Investment

Company. SU was formed from the private Sohar College for Applied Sciences, which opened in 1998.

At that time, the College’s main overseas partner was the University of Lincolnshire and Humberside,

UK. However, since achieving university status in 2001, SU has had an affiliation with the University of

Queensland (UQ), Australia, which audits the quality of SU’s activities in teaching, learning and research

(Portfolio, p. viii). SU also has affiliation agreements with Mu’tah University (MU), Jordan and the

former Sohar College of Education (Portfolio, p.5). The latter two are being phased out.

SU runs its programs through four Faculties: the Faculty of Business; the Faculty of Computing and

Information Technology; the Faculty of Engineering; and the Faculty of Humanities and Social Sciences.

At the time of the audit, the Faculties offered degree programs in over 17 fields and a General Foundation

Program was also being run for students in preparation for their higher level studies. SU also has plans to

run a number of postgraduate degree programs, including an MBA. In the academic year 2009-2010,

4495 students were enrolled.

The self-study exercise, which resulted in the SU's Portfolio, began in 2008 and benefited from the input

of SU’s affiliate, UQ, external consultants, internal working groups and feedback from key stakeholders

(Portfolio, p.xiii). Overall, the Panel found the Portfolio to be a well-written, evaluative document based

on the ADRI method (see Appendix B) with a clear identification of areas of strength and opportunities for improvement. However, the Portfolio indicated that the monitoring and review systems were being

put in place but there were not yet fully-fledged systems and processes in place for bringing the data

through to improvement. SU would benefit from enhancing its institutional data collection and analysis

in order to support its target setting and decision making.

SU has developed a Mission and Vision appropriate for its current stage of growth and location. The

Panel found that there was a shared understanding of these amongst internal and external stakeholders,

although SU needs to ensure that its Mission and Vision are consistently communicated. The University

has experienced considerable growth in a relatively short period of time which, in the Panel’s view, has

been well managed. SU is in the process of building a new campus which will support its plans for

further expansion. SU has noted a drop in student enrolments, however, which has been recognised as a

potential risk. Statistics presented to the Panel showed that the majority of students studied until Diploma

or below which has an impact on the academic level at which most of the institutional energy is focused.

SU needs to consider strategies to increase the proportion of Bachelor graduates in line with its

aspirations as a University, including a revision of its student entry standards and further support for

students as they prepare to embark on their higher education studies.

In terms of governance and management, the Panel found that SU’s strategic direction is supported by a

committed and dedicated leadership. The relationship with UQ has clearly had a positive impact in the

development and implementation of SU’s academic quality assurance system. SU has developed an

inclusive, systematic approach to strategic planning and now needs to focus its energies on developing a



consistent approach to planning at an operational level to ensure that this is in line with its overall

Strategic Plan. A number of policies and procedures have been adopted, many of which collated in the

Academic Quality Handbook; while the Panel encourages institutions to benchmark their policies, SU

needs to ensure that these are properly referenced and fully contextualised. SU has identified a number of

areas where its systems need to be improved, such as developing more effective financial systems;

adopting a comprehensive risk management system; formalising its internal periodic review system and

establishing clearer health and safety procedures. The Panel supports the University’s efforts in these

areas. In reflecting on its approach in these areas, SU also needs to implement a consistent policy

management system and develop mechanisms to ensure that findings of surveys and evaluations are

thoroughly analysed and acted upon. The University should also take the opportunity to review and

evaluate the effectiveness of its student grievance process.

Teaching and learning has been a core activity of the University and its intended graduate attributes are

embedded within its Mission. Generic outcomes have been developed to align with the different exit

awards and have been developed in consultation with local stakeholders. SU curricula have been based

on those provided by the affiliates, UQ and UM, and have been adapted for the students in Oman.

Although there are mechanisms in place to monitor programs, such as Faculty Annual Monitoring

Reports, the University needs to review its current curriculum review process in order to ensure that there

is a comprehensive and consistent approach in all fields. SU has outlined its intention to become a

“student-centred University” in its Strategic Plan but needs to ensure that there is a shared understanding

of what this means for the teaching and learning environment amongst the teaching staff, supported by a

professional development program related to this goal. The Panel acknowledges the University’s efforts

to improve its approach to academic assessment and security. SU’s efforts to increase the number of

opportunities for student work experience are recognised; the University now needs to monitor its

graduate destinations to support its commitment to employability in the long term.

As a University, SU recognises the importance of moving from a primary focus on its teaching-related

activities to incorporating a greater role for research. It has developed a comprehensive research plan and

recruited key staff to support its strategic objectives in this area. The Panel was informed that SU has

submitted proposals to the MoHE to run postgraduate programmes and these initiatives are to be

encouraged in line with the expectations of a institution with University status, as outlined in the

Requirements for Oman’s System of Quality Assurance (ROSQA). However, SU also needs to ensure

that its objectives to increase the quality and quantity of its research output are internationally

benchmarked and its success in this area is measured against clearly stipulated performance indicators.

The Panel was pleased to note SU’s success in research grant applications and commended the initiative

to pursue collaborative research paths with UQ. There are future opportunities for Sohar-based research

with the expanding industrial activity in the region which SU needs to explore. While SU has already

developed good relationships with local industry, it plans to strengthen these links and the Panel supports

this goal. One approach would be for the key SU bodies, the Industrial Liaison Committee and the Centre

for Continuing Education, to have clear operational plans to support this agenda. The University, through

the Deanship of Student Affairs, has facilitated a number of activities to build a positive relationship with

its local community. SU has also taken steps to increase its interaction with its alumni.

SU has developed plans to underpin academic and student support services, but acknowledges that these

need to be reviewed and resources allocated to support the activities in this areas. New software is being

introduced to improve student administration and the collection of student data and there are plans to

review the IT provision in order to meet the needs of the growing SU community. The Panel was

informed by a number of different sources that significant improvements have been made to the academic

advising service and a more proactive approach has been adopted to identify ‘at risk’ students. SU needs

to ensure, however, that there are sufficient mechanisms for the student voice to be heard and included in

the decision making processes at various organisational levels.

One of the challenges SU faces is the retention of staff. A Human Resources (HR) Strategic Plan has

been developed to partially address this and now needs to clearly align with the University’s overall

strategic objectives. SU has made efforts in this area to improve its staff induction process; to formalize



the planning, delivery and evaluation of its professional development program and to establish a

transparent process for incentive and promotion. In line with its status as a University, SU is urged to

explore ways of increasing the number of staff with doctorate degrees. The University is now urged to

embed a comprehensive performance management and review mechanism for all academic and non-

academic staff and develop a systematic approach to monitor the staff organisational climate. The Panel

commends SU its active approach to the Omanisation of its staff body and for exceeding government

targets in this area.

The development of SU’s new campus will provide further opportunities to improve the student learning

experience and the Panel supports the University’s efforts in this project. Significant time and resources

have been dedicated to this. SU now needs to develop operational plans for all aspects of general support

services and facilities on both the current campus and the new one to enhance provision of these in the

future.

Summary of Commendations

A formal Commendation recognises an instance of particularly good practice.

1. The Oman Academic Accreditation Authority commends Sohar University for having

committed and dedicated leadership which supports the strategic direction of the University........ 13

2. The Oman Academic Accreditation Authority commends Sohar University for developing an

effective relationship with the University of Queensland that has had a positive impact on the

development and implementation of its academic quality assurance system................................... 14

3. The Oman Academic Accreditation Authority commends Sohar University for developing a

systematic approach to strategic planning that has resulted in a positive impact on the

development of the institution. ......................................................................................................... 15

4. The Oman Academic Accreditation Authority commends Sohar University for tightening

exam procedures in order to ensure that the process is secure. ........................................................ 23

5. The Oman Academic Accreditation Authority commends Sohar University’s efforts to

procure competitive research grants succeeding in regional and national grants being

awarded. ........................................................................................................................................... 27

6. The Oman Academic Accreditation Authority commends Sohar University’s efforts to build

on its relationship with UQ in order to support the professional development of staff for

research purposes. ............................................................................................................................ 28

7. The Oman Academic Accreditation Authority commends Sohar University for its

institutional commitment to Omanisation and exceeding government targets for the

recruitment of Omani academic and non-academic staff. ................................................................ 42

Summary of Affirmations

A formal Affirmation recognises an instance in which SU has accurately identified a significant

opportunity for improvement and has demonstrated appropriate commitment to addressing the matter.

1. The Oman Academic Accreditation Authority agrees that Sohar University needs to develop

more effective systems for financial management and supports its efforts to do so. ....................... 15


a risk management system and supports the establishment of a risk management committee

and a risk register. ............................................................................................................................ 16



3. The Oman Academic Accreditation Authority agrees that Sohar University needs to

formalise its internal periodic review systems and supports its efforts to do so, for example

through the development of University-wide review procedures..................................................... 17


and implement a comprehensive set of clear health and safety procedures. .................................... 18

5. The Oman Academic Accreditation Authority agrees that Sohar University needs to align its

General Foundation Program with Oman’s national standards and supports its efforts in this

area. .................................................................................................................................................. 21

6. The Oman Academic Accreditation Authority agrees that Sohar University needs to enhance

its efforts to implement and monitor its plagiarism policy to create an environment of

academic integrity among staff and students and supports its initiatives in this area....................... 22

7. The Oman Academic Accreditation Authority agrees that Sohar University needs to increase

the opportunities for student placement and supports its efforts to do so......................................... 23

8. The Oman Academic Accreditation Authority agrees that Sohar University needs to review

and improve its current approach to assessment, and supports its efforts in this area,

including a move towards criterion-based assessment. .................................................................... 23

9. The Oman Academic Accreditation Authority agrees that Sohar University needs to deliver

postgraduate programs in three broad fields of learning in line with its classification as a

University, and supports its efforts in this area. ............................................................................... 25

10. The Oman Academic Accreditation Authority agrees that Sohar University needs to enhance

its research profile and supports its efforts to establish a research plan, appoint key personnel

to achieve its strategic objective and bring about capacity building for research. ........................... 26


strengthen its association with its alumni and supports its efforts in this area, including the

establishment of an alumni office..................................................................................................... 30


its approach to operational planning for academic support services and supports its efforts in

this area............................................................................................................................................. 31

13. The Oman Academic Accreditation Authority agrees that Sohar University needs to improve

the resources and systemisation of student administration, and supports its efforts in this

area. .................................................................................................................................................. 32


its IT support provision, including the need to increase bandwidth, and supports its efforts in

this area............................................................................................................................................. 33

15. The Oman Academic Accreditation Authority supports Sohar University’s efforts to improve

academic advising including the early identification and support of students at risk. ..................... 33


the provision of resources to support its student support services strategic objectives and

supports its efforts to do so............................................................................................................... 34

17. The Oman Academic Accreditation Authority agrees that Sohar University, in line with its

Mission’s focus on employability, needs to improve its current careers services for students

and supports the initiatives it has taken in this area.......................................................................... 36



18. The Oman Academic Accreditation Authority supports Sohar University’s efforts to

introduce an effective staff induction and mentoring program and providing a support

network for new staff. ...................................................................................................................... 40


formalise planning, delivery and evaluation of its staff professional development programs

and supports its efforts in this area. .................................................................................................. 40

20. The Oman Academic Accreditation Authority agrees that Sohar University needs to expand

its physical facilities and supports its efforts to develop its new campus. ....................................... 43

Summary of Recommendations

A Recommendation draws attention to a significant opportunity for improvement that SU has either not

yet accurately identified or to which it is not yet adequately attending.

1. The Oman Academic Accreditation Authority recommends that Sohar University, in line

with its Vision and Mission, enhance its efforts to be a fully fledged university by increasing

the proportion of Bachelor graduates. .............................................................................................. 12

2. The Oman Academic Accreditation Authority recommends that Sohar University review its

current approach to operational planning to ensure that all Departments, whether academic or

non-academic, develop plans which clearly support the University’s strategic objectives.............. 15


policy management system in order to ensure that the development, implementation and

monitoring of policies is consistent in all departments, whether academic or non-academic.......... 16

4. The Oman Academic Accreditation Authority recommends that Sohar University develop

and implement mechanisms to improve its data collection and ensure that the findings of

quality surveys, evaluations and reports are consistently analysed and acted upon and that

actions and improvements are fed back to stakeholders................................................................... 17


and implement mechanisms to monitor the effectiveness of its student grievance process,

including ensuring that academic complaints are separated from grievances concerning other

services. ............................................................................................................................................ 18


current curriculum monitoring system in order to support the implementation of a

comprehensive, consistent process across all faculties. ................................................................... 20


entry requirements and the implementation of the GFP standards in order to improve the

quality of students at entry point towards fulfillment of its Mission to produce high quality

graduates........................................................................................................................................... 21


and implement a shared understanding of its strategic goal to promote a student-centred

learning environment amongst its stakeholders and ensure that its professional development

activities are aligned to its teaching and learning aspirations........................................................... 22


and implement a clear strategy to monitor graduate destinations in order to support its long-

term graduate employability aspirations. ......................................................................................... 24



10. The Oman Academic Accreditation Authority recommends that Sohar University establish

performance indicators and international benchmarks to measure its research performance

and develop mechanisms to evaluate its success against these indicators........................................ 26


and implement a consistent approach to formalising and monitoring the research-teaching

nexus throughout the University....................................................................................................... 28


and implement operational plans with KPIs and targets to build relationships with industry

and the community, and integrate the efforts of the Industrial Liaison Committee and the

Centre for Continuing Education...................................................................................................... 29


mechanism for collecting and analysing student data in order to support planning and

decision making. ............................................................................................................................... 35

14. The Oman Academic Accreditation Authority recommends that Sohar University improve

the effectiveness of the mechanisms for the student voice to be included in decision making

bodies of the University, and develop and implement more mechanisms for students to

provide feedback on its services. ...................................................................................................... 35


Human Resources Strategic Plan in order to align it more closely with the University’s

overall strategic objectives, to include measurable targets and to develop an operational plan

to support its implementation. .......................................................................................................... 38


and implement comprehensive performance planning and review policies for all staff at all

levels, with clear reporting mechanisms and which are reviewed on a regular basis....................... 41

17. The Oman Academic Accreditation Authority recommends that Sohar University take

necessary measures to improve staff retention rates and develop and implement a systematic

approach to collecting staff feedback to inform decision making and to monitor the staff

organisational climate....................................................................................................................... 41


and implement a comprehensive operational plan to support its strategic objective to

effectively manage estates and facilities........................................................................................... 43



1 GOVER�A�CE A�D MA�AGEME�T

Sohar University (SU) was established in 2001 and became the first private university in Oman. It

is located in Sohar, the third largest city in Oman, with a rapidly growing industrial sector. The

University’s Mission and Vision take this local and regional context into account. SU’s principal

affiliate is the University of Queensland (UQ), Australia and it also runs programs from Mu’tah

University (MU), Jordan. This Chapter of the Report considers, amongst other areas, SU’s

Mission, Vision and Strategic Plan; its governance and management structures; its policy

management and entity and activity review mechanisms.

1.1 Mission, Vision and Values

Two slightly different versions of SU’s Mission Statement were provided to the Panel:

To produce talented, knowledgeable and creative graduates who because of their

experiences at Sohar University will be known for their employability,

leadership, entrepreneurial and ethical attributes and who will improve the

economy and society of Oman and the Gulf region and be able to participate in

the global economy”. (Portfolio, p.ix)

To provide high quality education and training in order to produce talented,

knowledgeable and creative graduates who because of their experiences at Sohar

University will be known for their employability, leadership, entrepreneurial and

ethical attributes and who will improve the economy and society of Oman and

the Gulf Region and be able to participate in the global economy. (Academic

Quality Handbook, p.1)

Similarly, different versions of the Vision were found in the official documents:

To be internationally recognized as a University of excellence in the Gulf Region,

through partnering with industry, building Oman’s economy, serving Oman’s

society and enhancing Oman’s culture by focusing on learning and research.

(Portfolio, p.ix)

To be internationally recognised as a University of excellence in the Gulf Region,

through partnering with industry, building our economy, serving our society and

enhancing our culture. (Strategic Plan, p.8)

The Panel also noted that the Mission Statement and core values of the Faculty of Engineering

(FE) were not fully aligned with the institutional Mission. The FE Mission reads:

To be a respected teaching and research faculty, providing quality educational

services, which are relevant to the needs of the national, regional and

international community (FE Strategic Plan, 2007-2010, p.2).

While the differences among these statements are not substantial in nature, the Panel was of the

view that the University needs to develop and publish consistent written Mission and Vision

Statements that are disseminated throughout the campus and to all stakeholders.

The Panel concluded that the overall focus of SU’s Mission and Vision was appropriate for SU,

given its history and context, in particular the need to respond to the social and economic

development needs of Oman and the Sohar region. SU is engaged in various efforts to enhance its

interaction and cooperation with industries in the region (see Chapter 5). The staff members of



SU are familiar with the Vision and Mission and share a sense of ownership of it. Although it is

not clear how the envisioned attributes “talented” and “ethical” are measured (Portfolio, p.ix), it

is appropriate to be committed to these ideals, in particular, for example, the need to instill a work

ethic in students that will be carried through into the world of work. The University would also

benefit from defining for itself what it means to be “internationally recognised” and the

mechanisms needed to achieve this.

SU implemented a growth strategy in recent years that resulted in an increase in total student

enrolments from less than two thousand in 2005 to more than five thousand in 2008, although that

was followed by a drop of 6% in the 2009-2010 academic year. Almost nine hundred of the total

enrolments (19.6%) were in the General Foundation Program (GFP). The breakdown of

enrolments across the other faculties is as follows: 19.7% in the FE, 6.4% in the Faculty of

Computing and Information Technology (FCIT), 9.2% in the Faculty of Business (FB), and

44.9% in the Faculty of Humanities and Social Sciences (FHSS). This drastic expansion in

student numbers before 2009/2010 was met by an increase of more than 400% in the total number

of staff employed by SU, and an increase of almost 600% in academic staff members (Portfolio,

pp.70-71). By the time of the Panel’s visit to SU in May 2010, the construction of a new campus

with new buildings to accommodate this expansion in staff and student numbers had commenced.

In terms of the Strategic Plan, further growth up to 10000 students is envisaged once the new

campus has been developed.

The Panel found that the growth strategy was, in general, responsibly managed. However, with

regard to the shape of the institution, both in terms of the level of studies pursued by the majority

of the student body (namely, at Diploma level and below) and the spread across the different

fields of studies, interventions will be required to ensure a more appropriate alignment with the

institution’s Vision and Mission. Most recent indications are that only about 15% of students

proceed to the Bachelor level (Portfolio, p.69). For a university, this is not a satisfactory balance

and it will inevitably have an impact on the academic level at which most of the institutional

energy is focused.

Recommendation 1

The Oman Academic Accreditation Authority recommends that Sohar

University, in line with its Vision and Mission, enhance its efforts to be a

fully fledged university by increasing the proportion of Bachelor graduates.

The Panel noted the challenges faced by SU to attract the appropriate students to meet this aim,

and to pitch the entry requirements correctly. See, however, Section 2.3 of this Report on student entry requirements.

1.2 Governance

The governance of SU is the responsibility of two different bodies, namely a Board of Directors

(BoD), consisting of five members, and a Board of Governors (BoG). The BoG consists of 11

members, including two persons with expertise and experience in higher education, three leading

figures from industry and government institutions, one person appointed by the Ministry of

Higher Education (MoHE), and three ex officio members, namely the Vice-Chancellor (VC), the

Deputy Vice-Chancellor (DVC) and the Pro Vice-Chancellor (PVC).

The BoD represents the owners of the institution and carries the fiduciary responsibility of the

institution, in particular the determination of financial policy and the oversight and approval of

the financial statements. The BoG is constituted according to the standing requirements for such a

body set by the MoHE. It has a broader area of responsibility, covering the full scope of

governance oversight. According to SU, both these Boards were involved in the process to

determine its Vision, Mission and values. Mechanisms to ensure the calibration of the activities



of the two Boards and the required flow of information between them are in place. SU advised

that the formal requirements for effective governance are in place (e.g. delegations, committees

and reporting procedures) (Portfolio, p.4 and supporting materials). The effectiveness of the

governance structures was confirmed in interviews with key stakeholders and in documentation

considered by the Panel. The Panel was impressed by the presence of a strong BoD and BoG that

are committed and dedicated to SU’s sustainability, growth and continuous well-being. Evidence

of this commitment and dedication was found in the fact that newly appointed members of the

BoD participated in the induction opportunities provided to them to ensure an understanding of

the context and financial constraints within which this institution operates.

Commendation 1

The Oman Academic Accreditation Authority commends Sohar University

for having committed and dedicated leadership which supports the strategic

direction of the University.

1.3 Management

The executive management of SU consists of the VC, DVC and PVC. Other levels of

management include the Deans of the four faculties, Head of the GFP, and the Heads of the

various support service Departments. The DVC is responsible for academic matters whereas the

PVC is responsible for operations. The principal body for the management of academic affairs is

the Academic Board. Key management committees include the Academic Planning and Resource

Committee (APRC) (chaired by the DVC) and the University Corporate Management Team

(UCMT) (chaired by the PVC). A range of other committees is involved in the management and

quality assurance processes and on the operational side committees for finance, human resources

and senior appointments, risk management exist and meet regularly. Faculties are expected to

submit business plans annually (Portfolio, p.4).

The Panel noted SU’s observation that it found the preparation of the Portfolio process useful in

order to identify areas in need of improvement (Portfolio, p.ix), given that much of the

institutional energy has been absorbed in recent years by the implementation of the growth

strategy and the steep learning curve of the institution. The Panel was informed that SU intended

to employ a Planning Officer to coordinate the development of processes and tools to generate

more comprehensive and in-depth institutional data and translate this into actionable information

to inform decision-making at different levels. Given the close link between evidence-based

decision-making and planning and quality management, these intended actions can also

contribute to the building of a quality culture beyond the academic areas.

1.4 Institutional Affiliations for Programs and Quality Assurance

SU has affiliation agreements with the University of Queensland (UQ) in Brisbane, Australia;

Mu’tah University (MU), Jordan and the former Sohar College of Education (Portfolio, p.5). The

latter two are being phased out.

UQ is a leading Australian University and a member of the prestigious Group of Eight

Universities. The Panel found that the affiliation with UQ has served SU very well over the past

decade. This was evidenced in various ways, including the quality assurance of the academic

programs and the development of the curriculum. Progress has also been made with the

development of SU’s research portfolio, in particular through the creation of adjunct positions at

UQ for senior SU academic staff which gives them access to the academic information resources

of UQ (see Chapter 4 of this Report). The agreement between SU and UQ is up for renewal in

2011. In the event that the contract is not renewed, SU will have to make alternative

arrangements to ensure the continuation of the academic quality assurance currently conducted by

UQ.



On UQ’s side, the DVC International Affairs is the officer responsible for the management of the

partnership and ensuring a single point of entry for interaction between the two institutions. UQ

considers this to be an important affiliation, giving effect to its desire to establish and maintain a

presence in the Gulf region. Representatives of UQ visit SU twice per year. They conduct a range

of quality assurance related activities during these visits. Written reports on all the areas of

cooperation stated in the contract with UQ have been submitted annually. UQ provides the

curriculum for the programs listed in the affiliation agreement; however, the responsibility for the

contextualisation of the programs to ensure a meaningful learning experience in the Omani

context lies with SU. UQ staff members are not involved in the assessment of SU students but

they check that appropriate assessments methods are used by SU. The Panel is of the view that

this partnership has enhanced the learning opportunities for the students at the University.

Commendation 2


for developing an effective relationship with the University of Queensland

that has had a positive impact on the development and implementation of its

academic quality assurance system.

The Panel found that SU had put in a sustained effort to act upon UQ recommendations, although

not all the concerns raised repeatedly by UQ have been addressed satisfactorily. These issues

include the need to improve students’ English language skills; the concern about the preparedness

of the student intake for University level studies; and the need to provide faster internet access

and to enhance access to academic information resources. The Panel encourages the University to

address these matters.

In terms of the affiliation agreement with MU, the Masters course in Education of MU is offered

at SU, with identical coursework and examinations. MU is responsible for the quality assurance

of this program and awards the degree certificates to successful students. SU intends to phase out

the agreement with MU by the end of the academic year 2009-2010 academic year but

arrangements have been made to enable currently enrolled students to complete their program

under the same conditions as when they enrolled. Continuous and more detailed communication

with students on this program is required to give them the necessary assurances in this regard.

1.5 Strategic Plan

The BoD, the BoG, Deans of Faculties and Heads of support services were involved in the

development of SU’s Strategic Plan for 2008-2012 (Portfolio, p.6). The Panel found that

ownership for the Strategic Plan and direction was widely shared among the staff members of

SU. Eight strategic goals were set for the institution and a range of qualitative or process oriented

Key Performance Indicators (KPIs) were identified for each of the goals (Portfolio, p.6).

The Strategic Plan is quite comprehensive, and fairly ambitious Key Performance Indicators

(KPIs) have been set. In interviews with the Panel, SU staff emphasised that since they consider

the institution to be on a learning curve and in a developmental phase, they decided not to set

quantitative KPIs for all the strategic goals. Examples of reporting against the KPIs were

presented to the Panel. Reports to the BoD and the BoG are generated from inputs from faculties,

support units and discussions in forums such as the APRC and the UCMT. The Panel was

informed that staff members are consulted in the planning and reporting processes. The Panel

considered documentation to show that SU was continually monitoring the implementation of the

Plan against KPIs. It is clear to the Panel that a systematic approach to institutional planning at a

strategic level is in place.



Commendation 3


for developing a systematic approach to strategic planning that has resulted

in a positive impact on the development of the institution.

1.6 Operational Planning

Operational planning, according to SU, is driven by the Finance Committee (Portfolio, p.7). The

Panel reviewed a number of Strategic Plans of Departments and Units, including those developed

for the academic Faculties, IT Support, Learning Resource Centre and Administration and

Registration Department. The Panel found a lack of an overall University-wide approach to the

development and review of operational plans and instances where the Strategic Plans of

Departments and Units were not fully consistent with SU’s strategic objectives. SU needs to

build on its success at the level of strategic planning to support a consistent approach to

operational planning throughout the University.

Recommendation 2


University review its current approach to operational planning to ensure

that all Departments, whether academic or non-academic, develop plans

which clearly support the University’s strategic objectives.

1.7 Financial Management

The University states that its financial management system monitors and reviews budgetary and

financial aspects of the strategic plan to ensure that appropriate financial and fiduciary systems

are in place (Portfolio, p.7). SU has a Finance Strategic Plan and a Finance Committee in place

and a Financial and Administrative Policies and Procedure Manual has been developed. During

the annual budgeting process, academic staff and support staff are requested to submit items on a

prescribed template to be considered for financial support. The financial manager integrates the

submissions from all the faculties and support units and prepares a budget that is aligned with the

available resources. The budget is submitted to the BoG to check that it is in accordance with the

institutional mission before it is submitted for approval to the BoD. Although staff have the

opportunity to submit requests for financial support, financial decision making and the

management of the budget are centralised.

SU recognises the need to develop more effective systems for financial management (Portfolio,

p.13). The Panel was informed that new software for the management of financial information

has been acquired and when fully implemented it is expected that there will be better integration

between the different information systems of SU. The Panel supports the University’s efforts in

this area.

Affirmation 1

The Oman Academic Accreditation Authority agrees that Sohar University

needs to develop more effective systems for financial management and

supports its efforts to do so.

It was evident to the Panel that the leadership of SU is closely involved in the financial

management of the institution and that SU has visionary leaders with financial expertise. At the

moment SU does not have any other sources of income other than student fees. The Panel is of

the view that the University needs to review opportunities to diversify its financial resources as

this will enhance the financial health of the institution.



1.8 Risk Management

A Risk Management Committee was established recently and has met a number of times to

consider the development of a Risk Register for SU. The committee was established because SU

realised that it did not have a fully developed risk strategy (Portfolio, p.8). When asked by the

Panel to indicate the top risks of the institution, there was a range of different responses from SU

stakeholders. The risks mentioned included the fact that SU may not be able to maintain its

growth in student numbers because of increased competition with the establishment of new

universities and that the University may not be able to recruit and retain the academic staff

compliment required by its Mission (see Chapter 8). The continuity of government policy and

regulation relating to higher education institutions is considered by SU senior management an

important aspect of risk mitigation.

With regard to risk management, SU has placed an emphasis on physical and financial risks, but

needs to also consider ‘academic risks’, such as growth in staff/student ratio (Portfolio, p.8). The

Panel noted that SU has identified risk management as an opportunity for improvement and

supports the efforts that it is making in this area.

Affirmation 2


needs to develop a risk management system and supports the establishment

of a risk management committee and a risk register.

1.9 Policy Management

With the development of the Academic Quality Handbook (AQH) during 2009, SU reviewed

most of its existing academic policies and where necessary developed new policies (Portfolio,

p.9). The Panel was informed that the academic policies were developed with an external

consultant and have been reviewed over the last 15 months. However, SU does not yet have a

procedure on the making, implementing, and reviewing of non-academic policies and guidelines

in a more comprehensive manner. This is an area the University needs to address.

Recommendation 3


University review its policy management system in order to ensure that the

development, implementation and monitoring of policies is consistent in all

departments, whether academic or non-academic.

1.10 Entity and Activity Review Systems

SU states that it has made measurable progress in embedding quality management systems to

assure and maintain standards and to enhance the quality of the student learning experience and

emphasises the role of the AQH in its entity and activity review systems (Portfolio, p.9). The

Panel reviewed the AQH and found the AQH to be comprehensive and thorough. The Panel also

found the AQH serves as a continuous reference and guide at the different levels of the academic

management processes of the university to ensure consistency across the institution and across the

different dimensions of the academic process. While it is helpful to benefit from documents of

other institutions, SU needs to ensure that sources are referenced and contextualised where

appropriate.

As mentioned in Section 1.4, UQ produces quality assurance reports on the basis of their visits. The Panel was informed that these reports are discussed in Academic Board meetings and action

plans are developed. SU also takes into account feedback from the visits by the MoHE. Faculties

produce Annual Monitoring Reports which bring together feedback from external reports and



staff. The Panel found that the need to formalise internal periodic reviews for academic

departments and support service units has been identified by SU (Portfolio, pp.10-11) and the

Panel found during the visit that initiatives have been taken to move forward in this area such as

the development of University-wide review procedures in the AQH. The Panel supports SU’s

efforts in this area.

Affirmation 3


needs to formalise its internal periodic review systems and supports its

efforts to do so, for example through the development of University-wide

review procedures.

The Panel was informed that SU intends to build and sustain a culture of reflective practice

through its internal processes and quality systems. The feedback cycle has not as yet been fully

implemented as the quality assurance systems are still in the early stages of development. At

present, there is little evidence that any self-reflective practices in teaching and learning are

feeding into the academic planning and development process of SU.

There is a need for SU to improve significantly its collection and analysis of data, and to ensure

that its quality assurance system is supported by a variety of formal feedback mechanisms. This

would provide reliable sources of information that could meaningfully inform internal reviews as

well as provide evidence to support University claims of quality provision. The Panel encourages

SU to strengthen this area.

Recommendation 4


University develop and implement mechanisms to improve its data collection

and ensure that the findings of quality surveys, evaluations and reports are

consistently analysed and acted upon and that actions and improvements

are fed back to stakeholders.

1.11 Student Grievance Process

Student complaints related to academic issues are considered within the Faculty context by the

academic advisors or course coordinators. Students keep the same academic advisor for more

than one year. Only when a satisfactorily solution is not found are grievances referred to the Dean

of the Faculty. All other grievances are submitted to the office of the Student Affairs (DSA) in a

Student Complaint Form that is available in Arabic on the internet. SU states that the majority of

grievances attended to relate to accommodation, catering and transportation (Portfolio, p.12). It is

the responsibility of the DSA to attend to these grievances.

SU states that: “A comprehensive complaints procedure has been established for use by all

aggrieved parties. A distinction is made between complaints that relate to academic matters and

to other aspects of the University” (Portfolio, p.12). However, the Student Complaints Form is for

all complaints, whether academic or in relation to other services of the University. The complaint

policy and procedure is included in the Student Handbook as well as in the AQH. The Panel

noted that in the Student Handbook, it is stated that informal complaints can be submitted to

members of staff (p.33) but in the section on Student Council says that the Council deals with

complaints (p.43). The approach in this area needs to be clear and consistently communicated to

students. The Panel encourages the University to develop and implement mechanisms to

formally review and evaluate the effectiveness of its student grievance process.



Recommendation 5


University develop and implement mechanisms to monitor the effectiveness

of its student grievance process, including ensuring that academic

complaints are separated from grievances concerning other services.

1.12 Health and Safety

The Health and Safety Committee is chaired by the DSA (Portfolio, p.13). Although SU stated

that it has a relatively good record in safeguarding those on campus who are engaged in SU

activities, the institution recognises that its policies regarding workplace safety, staff and student

safety, fire safety procedures, food hygiene and kitchen cleanliness and evacuation plans for

unforeseen events such as natural disasters have to be written or improved (Portfolio, p.12). A

Plan for the development of a Health and Safety Manual was noted in the minutes of the Health

and Safety Committee in October 2008 but this was not followed up. SU recognises that it needs

to define its procedures and guidelines more clearly with regard to health and safety and dealing

with emergencies (Portfolio, p.68). SU has hired an external contractor to develop a health and

safety plan including a health and safety policy for SU. The Panel supports SU’s moves to

develop a comprehensive health and safety plan.

Affirmation 4


needs to develop and implement a comprehensive set of clear health and

safety procedures.

1.13 Oversight of Associated Entities (e.g. owned companies)

This is not applicable to SU.



2 STUDE�T LEAR�I�G BY COURSEWORK PROGRAMS

In carrying out its Mission, SU aims to create an environment in which students can mature in

terms of academic skills and personal development. The aim of SU is to provide high quality

education and to have well qualified graduates who are able to contribute to the community. In

order to achieve this, it seeks to create a supportive environment to enable staff and students

achieve international standards for similar awards (Portfolio, p.14).

Programs are delivered through four faculties. The Faculty of Business (FB) offers programs in

Accounting; Management; Marketing; and Management Information Systems. There are plans to

offer a Masters in Business Administration and new programs in the area of Management

Information Systems and Corporate Law. The Faculty of Computing and Information

Technology (FCIT) offers programs in Computing and Multimedia; Computing and Web

Engineering; and Networking; Database Administration and Business Information Technology

(run in conjunction with the FB). Programs in Mechanical and Mechatronic Engineering;

Electrical and Computer Engineering; Civil Engineering; and Chemical Engineering are offered

by the Faculty of Engineering (FE). The Faculty of Humanities and Social Sciences (FHSS),

which is the largest Faculty with over 1800 students, offers programs in Journalism and

Communication; Arabic Language; Arabic Language/Education; Physical Education; English

Language/Education; Mathematics/Education and Biology/Education. The FHSS also offers a

number of postgraduate awards. A separate department, located on a nearby site, runs the

General Foundation Program (GFP), providing courses which prepare students for their academic

studies (Portfolio, p.x).

2.1 Graduate Attributes and Student Learning Objectives

In its Mission, SU states that it aims to:

produce talented, knowledgeable, and creative graduates who because of their

experience at SU will be known for their employability, leadership,

entrepreneurial and ethical attributes and who will improve the economy and

society of Oman and the Gulf region and be able to participate in the global

economy. (Portfolio, p.ix)

SU has embedded its graduate attributes in level descriptors for each level of study (Academic

Quality Handbook (AQH), Appendix D). The Panel found that SU has made efforts to define

the generic qualities and outcomes to be attained by students and to benchmark them against

national and international systems (namely, the Oman Qualifications Framework and the UK

Quality Assurance Agency). SU has received input from external stakeholders (such as through

its Industrial Liaison Committee) on the graduate attributes and learning objectives. The Panel

was informed that in this regard the contribution of University of Queensland (UQ), in particular,

had been helpful. The Panel found that although academic staff and some students were aware of

the graduate attributes, academic staff could take further steps to ensure that course work is

aligned with these attributes. SU has stated that each Faculty needs to meet on an annual basis

with employer representatives to “obtain advice on the attributes of our graduates” (Strategic

Plan, p.9). SU needs to activate this and, as its graduates enter the workplace, the University

needs to consider mechanisms to measure the appropriateness of its graduate attributes and the

extent to which students have achieved these. This could be included with its analysis of

graduate destinations (see Section 2.11).

The Panel reviewed a sample of course materials and found that there was a link between the

learning outcomes , the general level descriptors and attributes. The section on ‘Learning

Outcomes’ in the AQH (pp.70-74), however, was found to be heavily dependent on international



sources. Whilst the Panel acknowledges that it is useful for a relatively young institution like SU

to consider the documents of other institutions, it needs to ensure that these are clearly referenced

and contextualised for its educational environment.

2.2 Curriculum

SU is responsible for the development of its academic programs and, like all HEIs, for their

approval by the Ministry of Higher Education (MoHE). The original curricula of SU programs

were provided by UQ. SU academic staff are responsible for the contextualisation or modification

of the courses to adapt them for the Omani context (Portfolio, p.15). The Panel was provided

with a number of examples of how the UQ curriculum has been adapted for the Omani context,

for example through the inclusion of more ‘hands-on’ experiments. The courses based on Mu’tah

University (MU) curricula were also found to have been revised in order to meet the needs of the

students in Oman.

In terms of curriculum review, SU has a number of mechanisms in place. Students complete an

evaluation form and teaching staff complete a course review form and each Faculty produces an

Annual Monitoring Report (AMR). The Panel considered a sample of these reports and found

that they varied both in length and the extent to which they met the criteria set out in the AQH

(p.59). Visit reports from UQ and MU also provide feedback on the curriculum and support the

benchmarking of programs to international standards. Representatives of UQ review the

programs and graduation rates annually as part of the quality assurance arrangements between the

two institutions. Where necessary, the UQ representatives recommend changes and modifications

in the programs. According to the FE AMR, a curriculum revision committee was established to

discuss changes to the curriculum and the Panel was informed that the Engineering curriculum

had been revised twice since 2001, and approved by the Academic Board. However, the AMRs

reviewed by the Panel would suggest that the formation of these committees is not consistent

across all four Faculties. The Terms of Reference (ToR) for the Teaching and Learning

Committee (TLC) indicate that it is responsible for:

Promoting the development of the University’s curriculum, assessing the

curriculum and offering recommendations on needs for change, introduction of

new programmes and courses or discontinuation of programmes or courses

(AQH, p.7)

However, in reviewing a sample of the minutes of this committee, the Panel concluded that it has

not yet fully taken on this role. SU also states that there are periodic reviews of curricula

(Portfolio, p.15) which come under the ToR of the Quality Assurance Committee (AQH, p.8).

SU needs to ensure that the various mechanisms link to an overall curriculum review process

which is systematically incorporated across all faculties. This will ensure that the feedback from

students, teaching staff and external stakeholders (including affiliates and industry/employers) is

taken into consideration and provide the basis for a consistent curriculum review system.

Recommendation 6


University review its current curriculum monitoring system in order to

support the implementation of a comprehensive, consistent process across

all faculties.

2.3 Student Entry Standards

SU has defined the requirements for entry into each program as well as the requirements for

progression to each subsequent level. Students progress to level 1 of their chosen program, after

having satisfied the learning outcomes of the General Foundation Program (GFP) for courses

taught in English (Portfolio, p.15).



Having considered the entry standards and statistics of Diploma/Bachelor graduates, the Panel

concluded that in order for SU to achieve its objectives of producing well-qualified graduates

(Portfolio, p.ix) (and not mostly diploma-qualified graduates) it needs to review its student entry

requirements and ensure that students entering the higher education programs have met the GFP

learning outcomes. This issue was raised in the 2008 UQ Visit Report, which referred to

continued concerns about entry standards and student proficiency in English. Although SU has

outlined action plans to address some of these concerns, for example through revising the

placement test and recruiting more native speakers to teach on the English language courses, the

threshold for student entry standards still needs to be considered.

The Panel believes that if entry requirements are raised and GFP learning outcome standards met,

this may result in a student body from which a higher number of students will continue their

studies after two years towards the completion of the Bachelor level degree.

Recommendation 7


University review its entry requirements and the implementation of the GFP

standards in order to improve the quality of students at entry point towards

fulfillment of its Mission to produce high quality graduates.

2.4 Foundation Program

All of the courses at SU are taught in English, except those in Islamic studies, Arabic language

and Education. To enable students to attain the required levels of proficiency in English, SU

offers a GFP program which focuses on English, IT and Mathematics (Portfolio, p.xi and p.16).

As a large number of SU students are enrolled in the GFP program, has the potential to play a

crucial role in the preparation of students. The Panel noted that SU has accurately identified the

need for the continuous improvement of this program, and supports the University’s efforts to

align it with Oman’s National Standards for Foundation Programs. The GFP Strategic Plan

reflects the University’s ongoing commitment to the improvement in this area and is expected to

have a key role in supporting the development of students’ skills to succeed in their higher

education studies.

Affirmation 5


needs to align its General Foundation Program with Oman’s national

standards and supports its efforts in this area.

2.5 Teaching Quality

In its Strategic Plan, SU undertakes to recruit highly qualified academic staff to ensure they

deliver high quality education (p.13). SU states that it deploys a number of mechanisms to

monitor teaching quality, including student feedback, internal peer review system, and

observation by international partners (Portfolio, p.16). Staff maintain teaching portfolios in order

to monitor their performance. The Panel found that SU organises regular peer evaluation of

teaching opportunities to promote discussion on the quality of teaching. The course moderators

also undertake reviews of course profiles ensuring that course profiles are being followed and are

consistent. Heads of Departments and line managers conduct reviews and appraisals and the

Panel was informed that the feedback of these reviews helps in improving the quality of teaching.

The TLC is tasked with “Providing general guidelines for methods, ethics and procedures in

teaching and learning, and reviewing the learning and teaching practices in the University”

(AQH, p.7) but it was not clear to the Panel what progress had been made in this area.



SU provides staff development opportunities, including seminars and workshops on learning and

teaching, for academic staff. The University would benefit from systemically collecting and

analysing feedback on these events in order to ascertain their effectiveness and the extent to

which they are aligned with staff needs.

In its approach to learning and teaching in general, SU has committed itself to the promotion of

an “excellent teaching and learning environment” (Portfolio, p.xi) and “a student-centered

learning environment” (Portfolio, p.40). One of the University’s strategic goals is to become a

“Student-Centered University” (Strategic Plan, p.12). However, the Panel found a lack of clear

or consistent understanding as to what a student-centered learning environment meant to

academic staff and how this was translated into teaching practice. SU needs to develop a shared

understanding of what is meant by a student-centered learning environment throughout its

academic community and what the implications are for teaching and learning activities.

Professional development opportunities for academic staff should be more clearly-aligned with

SU’s strategic goal in order to meet its teaching and learning aspirations. Mechanisms to

measure the effectiveness of this approach also need to be developed, such as inclusion of

teaching approaches in the student course evaluation feedback.

Recommendation 8


University develop and implement a shared understanding of its strategic

goal to promote a student-centred learning environment amongst its

stakeholders and ensure that its professional development activities are

aligned to its teaching and learning aspirations.

2.6 Plagiarism

SU has a policy on plagiarism which is outlined in the AQH (p.37), the Student Handbook and

posted on the SU's website. The Panel found in interviews that there was an overall awareness of

this policy amongst teaching staff and students. However, the University needs to develop a

system to consistently monitor instances of plagiarism and support an environment of academic

integrity amongst staff and students. SU is aware of this and is currently considering the

acquisition and implementation of a software instrument to assist staff in the detection of

plagiarism. Academic staff are also adopting different assessment approaches in order to limit

opportunities for plagiarism. The Panel supports the University’s efforts in this area.

Affirmation 6


needs to enhance its efforts to implement and monitor its plagiarism policy

to create an environment of academic integrity among staff and students

and supports its initiatives in this area.

2.7 Student Placements

At the time of the audit, student placement was not compulsory across all programs and was not

formally assessed. A small number of students participated in On-the-Job training, supported

and advised by SU, including those students enrolled on Education programs. The University

recognises the benefits from students undertaking placements, which could lead to future

employment opportunities (Portfolio, p.17) and the Panel was informed that it is making a greater

effort to increase the number of students in work experience during the summer. The Panel

supports SU in this activity and its efforts in creating further contacts with local industry in order

to increase student placements. In extending this area of activity, SU needs to develop systems

and procedures to ensure consistent deployment across all four faculties.



Affirmation 7


needs to increase the opportunities for student placement and supports its

efforts to do so.

2.8 Assessment Methods, Standards and Moderation

According to the requirements stipulated in SU’s AQH, explicit assessment criteria must be

developed at program and course level (p.55). The AQH also provides various broad examples of

assessment criteria and general principles, e.g. that assessments should be aligned to the learning

objectives and should be challenging enough to assess the true levels of the students (p.56). SU

has defined methods and appropriate types of assessments for every program, for example, course

work, projects and formal examinations. According to reports from UQ, however, some of the

assessment tasks have not been challenging enough to enable academic staff to judge the actual

level of students' achievement.

Recently, SU has taken effective steps to tighten up on the assessment procedures (Portfolio,

p.14). These include new assessment regulations, better system for moderation, and the review of

assessments and oversight of examination scripts by the Deans. It also introduced assessment

training opportunities for academic staff and course moderators covering, for example, setting

examinations, managing examinations and student appeals. The Panel supports these endeavors

which are expected to improve the institutional assessment procedures and practices.

SU has signalled its intention to move towards criterion-based assessment. It realises that the

concept is not yet fully shared across the institution and is currently working on this with the

Deans of different faculties.

Affirmation 8


needs to review and improve its current approach to assessment, and

supports its efforts in this area, including a move towards criterion-based

assessment.

2.9 Academic Security and Invigilation

SU has recently taken steps to tighten security arrangements related to the examinations and

invigilation systems and procedures (Portfolio, p.14). These improvements were also evidenced

in the documentation reviewed by the Panel and in interviews with staff and students. The Panel

concluded that this is evidence of effective management processes in the institution. The new

measures ensure that the examination process is more secure. Through its internal processes, the

institution has accurately identified the need to tighten up these systems, and it has successfully

done so.

Commendation 4


for tightening exam procedures in order to ensure that the process is secure.

2.10 Student Retention and Progression

SU states that student retention is of great importance to the University (Portfolio, p.18). Data

provided by SU indicated that student retention and progression rates need to be improved. This

was specifically the case in faculties with large numbers of students rather than in all faculties.

The data provided to the Panel also indicated that at present, only about 15% of the students

continue their studies beyond the Diploma level. The Panel was informed by staff that there were



various explanations for this situation (for example, that the entry requirements are set too low

and therefore students are unable to progress), but it is clear that much more reflection and

appropriate action is needed to address this challenge. As the University reviews its approach to

data collection and analysis ( Recommendation 13), the outcomes of this review should support

SU in analysing and addressing the issues in relation to student retention.

2.11 Graduate Destinations and Employability

SU states that its graduates generally find appropriate employment (Portfolio, p.18). In its

Strategic Plan, the University has included the objective “our students will be sought by

employers because of their knowledge, creativity, leadership and ethical behaviour” (p.9) with

KPIs to include these attributes in all courses; for each Faculty to record statistics of its graduates;

and an annual meeting to be held between the Faculty and employers. While the Panel supports

this aspiration, the data submitted suggests that the University needs to monitor graduate

destinations more systematically and develop quantifiable targets. For example, the 2007-2008

Annual Monitoring Report for the Faculty of Engineering (FE) claimed that the number of

graduates employed after graduation increased but no graduate employment data has been

included to support that conclusion. The FE page on the SU web-site states that “Employment

rate among graduates of this faculty is more than 90%” ( http://soharuni.edu.om/, accessed 30

May 2010) but the Panel found no statistical evidence or data to support this claim.

SU identifies the need to improve the tracking of destination statistics and more analysis of

statistical information as opportunities for improvement (Portfolio, p.19). However, the Panel

found no progress yet in this area. The University now needs to develop a clear strategy with an

identified responsible person or department, to collect and analyse the data in a more systematic

manner in order to support its graduate employability aspirations in the long term.

Recommendation 9


University develop and implement a clear strategy to monitor graduate

destinations in order to support its long-term graduate employability

aspirations.



3 STUDE�T LEAR�I�G BY RESEARCH PROGRAMS

SU is committed to developing a research culture amongst its staff and postgraduate students as

one of its strategic objectives (Portfolio, p.20). To meet this objective, the University has

submitted proposals to the Ministry of Higher Education (MoHE) to offer research Masters and

PhD degrees. A range of policies and documents has been developed to support this initiative,

including a Research Degree Handbook and guidelines for Research Supervisors. The proposals

have yet to be approved. SU has therefore decided to develop a two-stage approach to

introducing research degrees, in conjunction with its affiliate University of Queensland (UQ).

The first stage involves enrolling SU staff as part-time external postgraduate students of UQ with

co-supervisors at SU and UQ. The second stage will be implemented once SU has received the

approval to run its postgraduate research degrees, in which case UQ will oversee the quality

assurance of these degrees and provide co-supervisors (SU Research Plan, p.3). This was

confirmed by the Panel with UQ staff. This initiative is outlined in the Research Strategic Plan

and is expected to benefit SU junior Omani academics wishing to undertake postgraduate

degrees.

In the Requirements for Oman’s System of Quality Assurance (ROSQA, B, Part One, Chapter 1,

section v(b)), a university is expected to:

Conduct[s] undergraduate and postgraduate programmes in faculties

representing at least three broad fields of learning.)

The Panel supports the SU’s efforts in developing proposals to offer undergraduate and

postgraduate programs in order to meet the expectations of a University in Oman.

Affirmation 9


needs to deliver postgraduate programs in three broad fields of learning in

line with its classification as a University, and supports its efforts in this

area.



4 STAFF RESEARCH A�D CO�SULTA�CY

Sohar University has recognised that in keeping with its status as a university, a key strategic goal

must be research (Portfolio, p.26). SU has made some important progress towards increasing

research outputs. As noted in the Portfolio, a Director of Research and Industry Collaboration

(DRIC) has been appointed, as well as the establishment of University-wide and Faculty-specific

research committees (ibid). SU has used its collaboration with the University of Queensland (UQ)

to develop research partnerships and some important successes have been achieved in winning

competitive research grants. SU has put in place a number of policies that could lead to reaching

its strategic goal of becoming a University recognised for its research.

4.1 Research Planning & Management

A key strategic objective in the area of research is “to build research capacity through the

establishment of Research Centres, Research Chairs and MPhil/PhD programs” (Strategic Plan,

p.11). SU has developed an appropriate research plan in line with its strategic objective and has

been able to put in place a number of measures and policies that could lead to successful research

outputs. The appointment of an experienced DRIC has been key to this. University and Faculty

research committees have been appointed and meet regularly. SU has also identified a number of

KPIs in the area of research which could be made more quantifiable as this area of activity

increases.

Affirmation 10


needs to enhance its research profile and supports its efforts to establish a

research plan, appoint key personnel to achieve its strategic objective and

bring about capacity building for research.

4.2 Research Performance

SU has outlined its research performance in a Research Report 2003-2008, which recognises that

SU needs to develop its research output. SU plans to benchmark research outputs with other

comparable higher education institutions (HEIs) in Oman and the GCC region. Thereafter,

international benchmarking will be undertaken, pursuing the goal of “encouraging staff to publish

in high calibre journals” (Portfolio, p.27). Although it was clear from the Report and from

interviews with staff that a range of research is being carried out, SU needs to ensure that its

research performance meets the expectations of a University, as outlined in the Requirements for

Oman’s System of Quality Assurance (ROSQA). These expectations include establishing KPIs

and international benchmarks for research performance; providing regular reports in the

implementation of the University’s research strategy; and the development of inter-disciplinary

approaches to research (ROSQA, B Part One, Chapter 1, section v (a)). SU is urged to address

these areas in line with its classification as a university in Oman.

Recommendation 10


University establish performance indicators and international benchmarks

to measure its research performance and develop mechanisms to evaluate its

success against these indicators.



4.3 Research Funding Schemes

SU has worked to prepare its staff for grant application with an in-house workshop on effective

research grant writing. The Panel was informed that a high level of support is given to staff

applying for competitive research grants. Four applications for grants from The Research Council

of Oman have to date been successful. In addition, one staff member has won an external

competitive grant from the Qatar National Research Fund and one from the Emirates Foundation

for Philanthropy. A conference travel policy enables staff to present their results at international

conferences, following seminar presentation of the paper at SU. There are plans to develop a

strong link between research output and the promotion system.

Commendation 5

The Oman Academic Accreditation Authority commends Sohar University’s

efforts to procure competitive research grants succeeding in regional and

national grants being awarded.

4.4 Consultancy Activities

As noted in the Portfolio, the University’s location in an area experiencing a rapid expansion of

industries offers strong potential for staff to undertake research consultancies (p.ix). A small

number of research consultancies have been achieved to date. Staff are given the incentive to

undertake such consultancies in that they are rewarded with a payment of a percentage of the

grant and a workload adjustment. Consultancies are overseen by the Industrial Liaison Committee

and SU now needs to develop both a policy and an operational plan to support the growth of this

area in the future. SU has developed a consultancy policy but now needs to be prepared to meet

the expectations of consultancy activities in line with the ROSQA requirements for an institution

classified as a university.

4.5 Intellectual Property, Ethics and Biosafety

The University has developed an intellectual property policy that covers copyright, discovery and

inventions, ownership rights and dispute procedures. SU has also developed ethics and biosafety

policies and these are available to staff undertaking research. Seminars on all these policies are

planned for the future (Portfolio, p.30). SU intends to establish a University Ethics Committee in

2011/12 and the Panel supports this development.

4.6 Professional Development for Research

SU states that it has provided a number of professional development activities designed to

enhance research skills (Portfolio, p.30). Providing funds for conference attendance and for

partnering with UQ are important aspects of professional development and the Panel supports

these developments.

One key aspect of improving SU’s research standing will be the upgrading of staff to the level of

PhD. SU has worked with UQ to arrange for the appointment of senior SU staff as adjunct

appointments of UQ. This enables SU staff access to UQ library facilities and on-line databases

which are critical for research. Furthermore, SU has adopted a travel policy which enables staff to

travel to UQ to work with colleagues for periods of time which has supported the professional

development of staff in this area. It was clear to the Panel through talking to staff and

representatives from UQ that this was a positive initiative that will support the University’s

research aspirations.



Commendation 6

The Oman Academic Accreditation Authority commends Sohar University’s

efforts to build on its relationship with UQ in order to support the

professional development of staff for research purposes.

4.7 Research Commercialisation

SU has developed a research commercialisation policy to support the long term objective of the

University in this area (to date there is no evidence of any research commercialisation). SU has

plans to establish a Research Park in the future and has entered into discussion with potential

tenants (Portfolio, p.31). The Panel supports SU’s strategic objectives in these areas.

4.8 Research – Teaching <exus

SU acknowledges the importance of the relationship between teaching and research; however,

the teaching-research nexus is left to individual members of staff at this stage. As SU’s research

profile grows, work will have to be put into defining expectations regarding the research-teaching

nexus at institutional, Faculty, and individual levels. As the link between research and teaching is

a major element in delineating universities from other providers, this will be a key area of interest

for the future at SU.

Recommendation 11


University develop and implement a consistent approach to formalising and

monitoring the research-teaching nexus throughout the University.



5 I�DUSTRY A�D COMMU�ITY E�GAGEME�T

One of SU’s Strategic Goals is to “be responsive to the needs and well-being of the community”

(Strategic Plan, p.15). SU aims to develop strong relationships with the growing local industry in

Sohar. The formal mechanism for maintaining links with industry is through the Industry Liaison

Committee (ILC) which meets twice annually and is chaired by the Vice-Chancellor. SU has an

active Centre for Continuing Education (CCE) which mounts a range of professional

development activities in conjunction with local industry and organises community events – the

largest of which is a summer school program.

5.1 Industry and Community Engagement Planning & Management

SU has established an ILC and a CCE, both of which are in the process of developing strong links

with local industry and, in the latter case, with the local community. The Panel reviewed the

document entitled “Vision and Mission of the CCE” but found that neither the ILC nor the CCE

have developed operational plans with KPIs or targets. While both bodies have made extensive

linkages with industry and the community, these seem to be somewhat opportunistic and

developed on an ad hoc basis. Furthermore, the Panel found evidence of little systematic co-

ordination between the ILC and CCE, for example the CCE Director not being a permanent

member of the ILC. The Panel concluded that SU would benefit from having a more concerted

approach to planning and coordination in this area.

Recommendation 12


University develop and implement operational plans with KPIs and targets

to build relationships with industry and the community, and integrate the

efforts of the Industrial Liaison Committee and the Centre for Continuing

Education.

5.2 Relationships with Industry and Employers

SU acknowledges the importance of developing strong relationships with industry in Sohar,

particularly the new industries in the port area (Portfolio, p.35). The Panel was informed that SU

has already received funding from Sohar Aluminum in the form of four scholarships, and is

working to develop further such arrangements. In addition, SU has been able to arrange a number

of work placements for students in local industry and the Panel saw evidence that many of these

placements resulted in permanent employment on graduation. SU identifies “further

strengthening of University links with local industries” (Portfolio, p.39) as an opportunity for

improvement and plans to establish a system of incentives to encourage staff and students to

participate in activities in the business and social communities (Strategic Plan, p.15). The Panel

supports SU’s endeavours in this area.

5.3 Relationships with Professions

A number of academic staff, particularly in the Faculty of Engineering (FE), hold membership of

a variety of professional bodies. A number of staff are also reviewers for academic journals

(Portfolio, p.36). The Faculty of Information Technology (FIT) has a variety of links with IT

companies (Cisco, Oracle, Adobe and Microsoft) and work with these organisations to offer

programs. The Faculty is working towards accreditation with the Australian Computer Society.

The Panel supports these linkages. SU could also consider encouraging other Faculties to develop

professional links, such as its FE and the Oman Society of Engineers. “Further institutional links

with professional bodies and associations” (Portfolio, p.39) has been identified as an opportunity



for improvement and SU needs to consider how this objective will be achieved as it develops its

operational plans in this area (see Recommendation 12).

5.4 Relationships with Other Education Providers

In addition to the established relationships with University of Queensland (UQ) and Mu'tah

University (MU) (mentioned in Section 1.4 above), SU is active in promoting relationships with

other higher education institutions (HEIs). This includes cooperation with Sultan Qaboos

University, University of Nizwa and College of Applied Sciences Sohar (Portfolio, pp.36-37).

SU recognises that better co-ordination of these activities is required (Portfolio, p.37) and the

Panel supports the University’s intentions in this area.

5.5 Relationships with Alumni

SU recognises the importance of maintaining links with its alumni and states that while it has

“well-developed systems for maintaining positive relationships with alumni” (ibid), the

University acknowledges that these are not consistent across the faculties. The Panel was

informed that recently SU had appointed an Alumni Officer and established an Alumni Office.

SU may wish to consider using social network media to assist in maintaining contact with alumni.

Affirmation 11


needs to strengthen its association with its alumni and supports its efforts in

this area, including the establishment of an alumni office.

5.6 Relationships with the Community at Large

SU has a pro-active approach to involvement with the local community. A wide range of

activities are reported, including national day activities, social function days, open days and

athletic and sporting activities (Portfolio, p.38). These activities are overseen by the Deanship of

Student Affairs (DSA) and are included in the DSA Strategic Plan. The DSA aims to “play a

major role in enhancing the student experience through the support of students’ extra-curricular

activities” (DSA Strategic Plan, p.2).

Panel interviews with external stakeholders indicated that SU is working hard to build on its

relationships with the community at large: SU rents a network of buses to offer students and the

community access to and from the campus from outlying districts; it supports people with

disabilities; runs an English Language Program for Omani women; runs poetry competitions, has

mounted a safe driving program with Petroleum Development of Oman; and, conferences for the

local communities. SU is involved with local schools and runs a vacation schools’ program. The

Panel found that SU has made an effort to be well integrated within its community and is keen to

develop and build on the activities it has established so far. The University recognises that these

events are organised on an ad hoc basis and should now take steps to include this area within its

operational planning activities (see Recommendation 12).



6 ACADEMIC SUPPORT SERVICES

SU states that it recognises the importance of academic support services and has taken steps to

build a student centered learning environment by increasing the resources allocated to the

academic support services (Portfolio, p.40). Objective 1 of the Strategic Plan states that SU will

provide “A learning environment which enables all students to realise their academic potential”

(p.12).

The teaching facilities such as lecture halls and other learning spaces are becoming progressively

inadequate as a result of the rapid growth in the number of students and will have to be increased

to meet the current and future needs of the University. The new SU campus currently under

construction is expected to provide better facilities once it is completed (see Affirmation 20).

6.1 Academic Support Services Planning & Management

Academic support services include learning resources, student administration, student advising

and information technology (IT) (Portfolio, p.40). The SU Strategic Plan makes provision for the

further development of academic support services in order to provide adequate academic support

for the growing number of students (p.12). The University has set up various committees to

assist in the management of these areas and SU believes that there is a need to further improve

the function of these committees and ensure implementations of the actions plans (Portfolio,

p.45). While the Panel supports the development of Strategic Plans for key areas such as the

Learning Resource Centre (LRC), IT Services and Administration and Registration, SU needs to

ensure that academic support services planning links with the overall Strategic Plan and that there

is a mechanism put in place to monitor overall planning in this area at an operational level. SU

has recognised this as an opportunity for improvement and suggests that some changes may be

needed in the current management and organisational structure to ensure better coordination of

the academic and student services (Portfolio, p.40). The Panel was informed that SU also intends

to benchmark its services against other institutions which will help SU better plan to realise its

objectives. The Panel supports the University’s initiatives to improve in this area.

Affirmation 12


needs to review its approach to operational planning for academic support

services and supports its efforts in this area.

6.2 Registry (Enrolment and Student Records)

The Student Administration Department is responsible for student admission and registration and

for keeping academic records of all the students (Portfolio, p.40). The Department has developed

a Strategic Plan 2009-2012, which states that its Vision is to “provide an efficient and

professional service that meets all of its users needs” (p.1).

Staff informed the Panel that the University recognises the challenges that student administration

is facing; more physical resources will be made available when the new campus is built. The

Panel noted that SU is replacing its current administrative software package PEAK with e-

Register (Portfolio, p.41). SU staff informed the Panel that it is hoped this will improve the

management of student records and institutional information in general.



Affirmation 13


needs to improve the resources and systemisation of student administration,

and supports its efforts in this area.

6.3 Library (Learning Resources Centre)

The LRC plays an important role in providing information and resources for students and

academic staff. The LRC has developed a Strategic Plan 2009-2012 which aims to: “improve and

enhance facilities; ensure resources meet the needs of the students and staff; establish resources

and facilities for research; and ensure sufficient staff to meet the needs of the University” (p.1).

KPIs have been devised and will need to be monitored for the LRC to measure progress against

its goals.

The Library has an experienced Head who represents the LRC on the Academic Board and puts

forward proposals and recommendations to maintain and develop the LRC collections and other

forms of access to academic information. The Head of the LRC also chairs the LRC Committee.

A regular newsletter is produced and circulated to LRC users. The Panel visited and reviewed the

Library and was informed that it holds hard copies of most of the essential textbooks. Students

can access additional resources through the e-library although not all the academic information

required by the curriculum is available online.

The Panel was informed that SU has conducted some user satisfaction surveys with staff and

students which help to provide useful information that will assist continuous improvement

through the LRC. SU may find it useful to inform users on changes that have been incorporated

in response to feedback received. Feedback from students to the Panel indicated that there was a

need to provide more space for group discussion. The numbers of computers in the library may

also need to be increased to cope with the increased users in the Library, and improved internet

services will be of great benefit to the students and staff. The Panel noted that SU expects the

new LRC building to be sufficiently resourced and equipped to enable the institution to achieve

its goals and meet the needs to the SU learning community. In developing the new LRC, SU

needs to ensure that its Library services are sufficient to underpin its strategic goals in the

specified research areas.

6.4 Information and Learning Technology Services

SU states that it aims to provide IT services and resources aligned to its academic needs and to

enable students to achieve excellent skills in the use of information and communication

technologies (Portfolio, p.42). The goals and objectives of IT Services are clearly described in

the IT Services Strategic Planning document. SU has an ambitious plan for IT support expansion

(Portfolio, p.45).

Although SU’s current IT services have improved significantly since the University was founded,

the Panel found that SU’s current IT services were facing the challenge of the needs of the

growing student population as well as the University’s academic and administrative needs. SU

would benefit from reviewing the number of computers available on campus together with the

infrastructure and provision of sufficient numbers of technical and support staff to maintain and

develop IT services. Internet access is generally slow and requires further enhancement in order

to ensure faster and easier access to academic information and material. SU is aware of the slow

internet speed and informed the Panel that it is taking steps to negotiate with the Service Provider

hoping to increase the bandwidth with a dedicated leased line. The IT Strategic Plan recognises

the need to increase the number of staff in this area and the need for more training and SU is

taking steps to fulfill this objective. The Panel supports SU’s initiatives in this area.



Affirmation 14


needs to review its IT support provision, including the need to increase

bandwidth, and supports its efforts in this area.

6.5 Academic Advising

SU states that academic advising is an important function in all academic programs and learning

activities and has established guidelines to ensure more consistent and comprehensive services

(Portfolio, p.43). Students are allocated to academic advisors and provided with their contact

details. Students are expected to meet either in groups or individually to discuss their academic

progress and to find solutions for problems that they may have (ibid). According to the Student

Handbook, “The primary focus of the University’s academic counselling and advising strategy is

the regular provision of guidance to students so that they may maintain maximum academic

progress and gain full benefit from the learning environment of the University” (p.45). The Panel

was informed that SU is making a real effort to encourage students to take responsibility for their

learning but with support from their advisors. The academic advising system has been improved

in order to identify students at risk earlier and provide remedial support in a timely manner.

Feedback from staff and students along with the academic advising documents considered by the

Panel suggests that a robust, consistent approach is now being developed which will support SU’s

efforts to improve student retention and progression rates. While the Panel acknowledges that SU

is taking positive steps forward in the area of academic advising, the University now needs to

develop mechanisms to monitor the impact and effectiveness of its approach in this area for all

programmes and in all Faculties.

Affirmation 15

The Oman Academic Accreditation Authority supports Sohar University’s

efforts to improve academic advising including the early identification and

support of students at risk.

6.6 Student Learning Support

SU has established a system of learning support by providing additional seminars and workshops.

These include topics such as IT training, language classes, discussion groups and field trips.

Students who have been identified by their academic advisors as being at risk are provided help

through remedial classes (Portfolio, pp.43-44). SU uses senior students as teaching assistants for

the junior students. In some courses the level 3 or 4 students provide tuition for level 1 or level 2

students in extra tutorial sessions and peer support among students is found to be helpful in

assisting students who need support. The sample of student learning support measures

considered by the Panel were found to be appropriate and helpful and appreciated by

representatives of the student body.

6.7 Teaching Resources

The Panel reviewed and visited a number of teaching facilities, including laboratories. The

increasing number of students is causing pressure on the teaching facilities and students informed

the Panel that in their view there are insufficient classrooms and lecture halls. Only about 50% of

the classrooms have data or overhead projectors (Portfolio, p.44). The Panel found that the

laboratories, in particular for Sciences and Engineering, will need to be expanded and equipment

upgraded to provide for the needs of the growing number of students and the further development

of academic offerings. The Panel noted that SU expects teaching facilities to improve and be

better equipped when the construction of the new campus is completed in 2012 (Portfolio, p.i). In

the meantime, the Panel encourages SU to monitor the effectiveness of its current teaching

resources in order to ensure that they support the current program learning objectives.



7 STUDE�TS A�D STUDE�T SUPPORT SERVICES

In its Strategic Plan, Sohar University states its aim is “to become a Student-Centered University”

(p.12). The University manages its student support services through the Deanship of Student

Affairs (DSA). SU states that it values students and aims to create a supportive academic

environment which ensures that, while learning is their central focus, this is combined with

social, cultural, sporting and recreational opportunities to enable the full realisation of their

potential for academic and personal development (Strategic Plan, p.8). This Chapter of the

Report considers the key areas in relation to the area of students and student support services.

7.1 Students and Student Support Services Planning & Management

The DSA is the unit responsible for the provision of student support services in SU. The unit

provides the following services: Student Services, Student Activities, Counseling and supporting

Alumni. In the DSA Strategic Plan 2007-2010, these services also include the Clinic. The DSA

proposes to include another section responsible for disabled students. The staff in these sections

report to the DSA and from there to the DVC and to the Academic Board (Portfolio, p.47). The

role of the DSA is clearly articulated in the Student Handbook. This unit has developed its own

Mission and Strategic Plan with measurable deliverables identified. The Panel notes that the

DSA Strategic Plan predates the SU 2008-2012 Strategic Plan and may now need to be reviewed

to ensure that it is in line with the University’s overall strategic direction.

In its 2008-2009 Annual Report, the DSA noted that some of the proposed student services

programs were delayed or canceled due to lack of resources. SU acknowledges that there is a

need for greater staffing and indicates that it is going to recruit more staff in order to cater for

increased activities in different sections and to create a balance between them (Portfolio, p.47).

This was confirmed in interviews with SU staff. The Panel affirms the University’s decision to

increase the unit capacity which will enable it to better perform its responsibilities and supports

its efforts to achieve this goal.

Affirmation 16


needs to review the provision of resources to support its student support

services strategic objectives and supports its efforts to do so.

7.2 Student Profile

According to statistics provided by SU, of the 4495 student enrolled in the academic year 2009-

2010, 68.4% of the population was female (Portfolio, p.69). Over 1730 students are enrolled on

programs in the Faculty of Humanities and Social Sciences (FHSS) and over 800 are in the

Foundation Program. As noted earlier (Section 1.1), the majority of students exit with a Diploma,

leaving small cohorts who move on to Advanced Diploma or Bachelor Degrees. SU would

benefit from monitoring the students that exit at Diploma level. The data provided from this

monitoring process would help SU to have a better understanding of these cohorts and support

efforts to increase student retention. SU has noted the drop in student enrolments from 2008-2009

to 2009-2010 and the Panel was informed that this was due to increased competition from other

higher education institutions (HEIs). The majority of students are self-financing, with a minority

on either full or partial scholarships. Nearly all the students at SU are Omani, with many coming

from the Sohar region. There are a small number of international students (Portfolio, p.52).

The Panel noted a lack of consistency with the student data presented in the Portfolio and data

used in the Faculty Strategic Plans. The Panel urges SU to systematically carry out detailed

analysis of available statistical data on its student profile in order to inform decision making.



Recommendation 13


University review its mechanism for collecting and analysing student data in

order to support planning and decision making.

7.3 Student Satisfaction and Climate

SU states that level of student satisfaction is monitored through the DSA (Portfolio, p.48). A

number of surveys have been carried out in areas of catering and medical services but these do

not seem to be part of a systematic approach to monitoring student satisfaction. The results of

these surveys were reviewed by the Panel but there was no evidence of analysis of these results or

action planning in response to the issues raised.

The Student Handbook outlines the formal complaint procedure and student complaint forms are

available on the University website. Another plan is to introduce an electronic forum to survey

student opinions and to follow up on students’ complaints (Portfolio, p.48). The Panel endorses

this initiative.

The students interviewed by the Panel were highly satisfied with the course-related services and

general support services available to them. Staff play a significant role in the pastoral support of

students. Students informed the Panel of their satisfaction with the quality of the teaching and

learning support they receive and reported that they have good access to teaching staff outside of

class hours through pre-announced office hours. However, students felt that formal mechanisms

for feedback were lacking and, apart from the Student Council, would welcome more

opportunities for their voice to be heard. SU should consider providing more opportunities for

students to be consulted in the University decision making processes. The Panel also encourages

the University to develop and implement feedback surveys for the various student services to

measure student satisfaction with these services and to use the results of these surveys to improve

services (see Recommendation 4). SU should also adopt more systematic approach to collecting

student feedback in response to all areas of its activities and ensure that students are informed of

the actions taken as a result of their feedback.

Recommendation 14


University improve the effectiveness of the mechanisms for the student voice

to be included in decision making bodies of the University, and develop and

implement more mechanisms for students to provide feedback on its

services.

7.4 Student Behaviour

The University states that it provides all the students who register for the first time with a Student

Handbook which contains instructions, guidance and clear rules and regulations (Portfolio, p.48).

The Panel was informed that students are provided with a thorough induction on behaviour and

conduct when they enter the Foundation Program and when they join the Undergraduate program.

Each Faculty provides its students with a Handbook which contains the expectations regarding

student behaviour, both on and off campus. Complaints about student behaviour or misconduct

are reported to the DSA by security staff, students, wardens, or social workers (Portfolio, p.49).

SU would benefit from monitoring reports on student behaviour and analysing the results in order

to ascertain the effectiveness of its approaches.



7.5 Career and Employment Services

SU identifies career and employment services of graduates as being very important (Portfolio,

p.49). SU provides students with annual career counseling workshops that assist graduating

students with preparing their resumes/CVs and with job applications. Other activities for students

include participating in careers fairs and during student week (Portfolio, p.50). However, there is

no evidence of the University having a mechanism to capture or evaluate market needs. SU

recognises that it needs to improve its current careers service support that it offers to students

(Portfolio, p.53) and has instigated a number of initiatives, such as recruiting more staff to work

with alumni, to increase its results in this area. The DSA could also review its Strategic Plan in

order to accommodate initiatives in relation to its careers service for students. This area needs to

be reviewed as SU develops its mechanisms for monitoring graduate destinations (see

Recommendation 9).

Affirmation 17

The Oman Academic Accreditation Authority agrees that Sohar University,

in line with its Mission’s focus on employability, needs to improve its current

careers services for students and supports the initiatives it has taken in this

area.

7.6 Student Finances

SU states that it provides a number of financial support mechanisms to selected students such as

scholarships, discounts, grants and deferred payments and loans to support students who have

financial difficulties. The University offers a 25% discount to 20 chosen students each academic

year according to specified criteria. Other discounts are given for handicapped students (50%),

children of staff (50% up to two children), low income students (20%), and so on up to a

maximum of 20 candidates per year (Portfolio, p.50).

The Panel acknowledges the provision of scholarships to meritorious applicants and encourages it

to continue with this positive practice. However, the Panel could not find any policy pertaining to

the implementation of the allocation of the scholarships. There is no documentation that explains

how students may apply for scholarships and the process by which an application is evaluated.

The Panel encourages the University to develop and implement its policy on financial support for

students.

7.7 Accommodation, Catering and Transport

The University provides and manages on-campus student accommodation for female students and

provides rented facilities for male students, with transport being made available for all students.

The students who live in hostels were in general satisfied with the accommodation. The

University has identified in its Portfolio the need to improve student accommodation by building

more hostels and setting up a tent for female students where they can spend recreational time

(p.48). The Panel found that SU has made progress in this area, for example providing a tent for

students.

The University provides students with transportation on a daily, weekly or fortnightly basis for

off campus activities. Catering is provided by a private contractor (Portfolio, p. 51). Catering is

provided on campus but the Panel was informed that students were dissatisfied with the quality of

food. In line with Recommendation 14, the Panel urges SU to monitor students’ satisfaction with

its services.



7.8 Medical and Counselling Facilities

SU provides basic medical and personal counselling service to all students. The University has a

full-time doctor assisted by a nurse, pharmacy, three full-time social workers and one part-time

psychological counsellor (Portfolio, p.51). The Panel was informed that the counselling services

mainly deal with students coping with stress and depression. Documentation reviewed by the

Panel, supported by feedback from students during interviews, suggests that the range and quality

of medical and counselling support available on campus is appreciated by the student body. SU

now needs to develop mechanisms for monitoring its services in this area, such as measuring the

impact of the counselling system on the well-being of students, through which it can evaluate and

improve its student support services (see Section 7.3).

7.9 International Student Services

A very small percentage of students at SU are from countries other than Oman. The University

has identified the need to increase the number of international students (Portfolio, p.52) and will

therefore need to develop policies in the future to address their specific needs.

7.10 Social and Recreational Services and Facilities

The Student Council plans social and recreational services for students under the supervision of

the DSA. The Student Council consists of various committees such as English Language and

Translation Club, and the Group of Literature and Poetry (Portfolio, p.52). The Panel met with

representatives from the Student Council who are primarily involved with promoting and

organising student activities and charitable events. While the University claims that for all extra-

curricular there is a budget (ibid), it was evident to the Panel that members of Student Council

were not aware that such budget allocation existed. Clarity regarding financial support for

activities is needed for all stakeholders in order to support future events.

SU recognises that continued improvement is needed in the area of sports facilities and

extracurricular activities (Portfolio, p.53). The new campus will provide new sports areas and the

Panel supports SU’s initiatives in this area.



8 STAFF A�D STAFF SUPPORT SERVICES

One of SU’s objectives is to be one of the best higher education institutions in Oman and that it

aims to do this by recruiting and retaining high quality academics (HR Strategic Plan 2009-2012,

p.2). This Chapter of the Report considers all areas pertaining to staff and staff support services.

8.1 Human Resources Planning & Management

Human Resources (HR) planning and management is carried out by the HR Department, led by a

manager and a deputy manager. SU acknowledges that the roles of authority and responsibilities

of the officers supporting the functions of the HR Department are not yet fully defined (Portfolio,

p.54), reflected in the different HR Department organisational charts presented in the HR

Strategic Plan and the HR Department Policies and Procedures Manual (PPM). This will need to

be addressed in the revised version of the Manual that SU stated is in progress (ibid). The

Department is also looking to expand to 28 staff (HR Strategic Plan, p.3) although it does not

provide a timeline or plan for achieving this. SU acknowledges that it needs to work on

improving the qualifications and skills of its HR Team (Portfolio, p.61).

The HR Strategic Plan identifies four goals aimed at meeting and supporting staff and staffing

needs and providing support and advice on personnel matters. While the plan is a positive step in

providing a strategic direction for HR, it would provide clearer direction if specific quantifiable

targets were identified. It would also benefit from a closer alignment with the SWOT analysis

included, especially in relation to strategies targeting the recruitment and retention of high quality

academics stated in its Mission (see Section 8.3).

Academic staffing needs are initiated by the Dean of the concerned Faculty or by the Head of the

non-academic Department and then passed on to the HR Department for processing. The Panel

considers that developing, managing and monitoring such a plan is essential in informing

decisions and in achieving goals. The HR Department would benefit from developing a clear

operational plan to support its Strategic Plan, with measurable targets and linking to SU’s overall

strategic objectives.

Recommendation 15


University review its Human Resources Strategic Plan in order to align it

more closely with the University’s overall strategic objectives, to include

measurable targets and to develop an operational plan to support its

implementation.

8.2 Staff Profile

At the time of the audit, SU stated that it employed 370 staff although the data in the Portfolio

Appendices showed some discrepancies in the statistics. Slightly more than half of the staff are

academic (Portfolio, p.54). Female staff account for about 44% of the total number, with the

ratio of female academic staff to total academic staff at 30%. SU is encouraged to increase this

percentage, especially as the majority of students are female (68%).

SU aspires to attract more academic staff with doctorate qualifications. SU presented data to

show that that slightly more than two-thirds of academic staff (not including staff teaching on the

General Foundation Program (GFP) or teaching assistants) have a doctorate (Portfolio, p.54 and

Appendix D). As indicated in the Requirements for Oman’s System of Quality Assurance

(ROSQA), a University is expected to implement “a staffing structure in which at least 75% of all



academic staff and all staff teaching at the degree level have Doctorates” (ROSQA B, Part One,

section v(a)). The Panel acknowledges that SU is making efforts in this area and that it needs to

continue to take explicit steps to attract and retain more qualified academic staff with doctorate

degrees in line with its status as a University and order to support its strategic objectives.

8.3 Recruitment and Selection

SU has a strategic objective to “recruit and retain staff of high quality” (Strategic Plan, p.13). SU

states that workforce planning is based on staffing requirements drawn up by the Deans of

Faculties and Heads of Department (HoDs) (Portfolio, p.55). Job descriptions for academic staff

are developed by Deans as necessary; SU acknowledges, however, that formal job descriptions

for administrative staff are not complete for all Departments. Recruitment requisitions for

academic staff are made after week 6 of each semester in order to ensure that the required staff

are in place for the commencement of the next semester.

The selection of academic staff is carried out by an interview panel comprising the Dean

concerned and other academic staff. For administrative positions, this process is managed by the

HR Department. Recruitment of new staff is approved by the VC. Recruitment and selection

procedures seem comprehensive and well documented in the HR PPM. However, SU would

benefit from developing a formal review procedure to oversee the consistent implementation of

these procedures and to monitor their effectiveness. SU recognises that some areas need to be

tightened up, such as ensuring that records of selection interviews are kept (Portfolio, p.55). SU

also stated that problems sometimes arise when an offer has been made to an overseas candidate

but Ministry of Higher Education (MoHE) approval or visa processing is delayed.

Interview sessions with staff confirmed that the attraction and retention of such staff is one of the

three top risks identified by the university. The Panel was informed of the risk that SU may not be

able to recruit and retain the academic staff compliment required by its Mission due to current

remuneration levels, increased competition from other HEIs and limited promotion opportunities.

SU noted that work permits for expatriates are issued only for a period of two years (although

these are renewable) and feels that this has a negative impact on staff retention. SU would

benefit from reviewing its current HR Strategic Plan (see Section 8.1) in order to address the current challenges in relation to recruitment and retention.

8.4 Induction

SU states that the induction of new staff is conducted at both University and Faculty/Department

level. The induction system comprises presentations, staff manual and induction briefings

(Portfolio, p.56). The Vice Chancellor (VC), Deans and HoDs take part in this induction system.

SU states that all new academic are assigned staff mentors and the Panel was informed by a

number of staff that this system was appreciated.

The Staff Induction Manual, made available for the first time in the academic year 2009-2010,

was found by the Panel to be comprehensive and helpful. The area on academic induction

focuses on teaching load and responsibilities and to the needs and characteristics of Omani

students. SU may wish to broaden the scope of its staff induction for academic staff to include

teaching and learning quality issues. SU is also encouraged to monitor the level of staff

satisfaction with the induction process as part of a quality improvement process.

The University acknowledges that its induction system needs improvement, in terms of

standardisation, monitoring the quantity and quality of information provided and ensuring that all

staff, including latecomers, go through the induction process (ibid). Newly recruited staff

informed the Panel that they had been asked to evaluate the effectiveness of their induction which

would indicate that SU is working towards improving its current induction system. The Panel

supports SU’s efforts in this area.



Affirmation 18

The Oman Academic Accreditation Authority supports Sohar University’s

efforts to introduce an effective staff induction and mentoring program and

providing a support network for new staff.

8.5 Professional Development

The University states that staff professional development is based on needs analyses and arranged

through workshops and other training programs (Portfolio, p.57). Although the University has not

adopted a formal approach to professional development, it provides a number of

seminars/presentations. SU recognises that “more analysis is needed at university level to

determine what is required by staff” (ibid). This is reflected in the University’s need to align its

strategic goal of promoting a student-centered learning environment with its professional

development activities (see Recommendation 8). The Panel was informed that conference leave is

available to staff wishing to attend conferences who can apply for financial support if presenting

papers; all conference attendees who receive financial support are required to present seminars to

colleagues.

The Panel considered two forms, ‘Academic Personal and Professional Development Plan Form’

and ‘Personal and Professional Development Plan for non-academic Staff Form’, which have

been developed to identify needs and support the link between performance review and

professional development. SU is encouraged to use these as a basis for an overall HR

Department plan for the implementation of University-wide professional development programs.

The effectiveness of such programs could also be evaluated on a regular basis. SU recognises

this as an area for improvement, and the Panel supports its steps to improve in the area of

professional development of staff.

Affirmation 19


needs to formalise planning, delivery and evaluation of its staff professional

development programs and supports its efforts in this area.

8.6 Performance Planning and Review

SU states that it aims to improve performance by providing performance feedback and through

development plans (Portfolio, p.58). One of the goals of the HR Strategic Plan is to “Implement a

performance management framework for University staff” (p.7) but this is not an area covered in

the HR PPM. The introduction of Academic Portfolios of Achievement for teaching staff is a

positive step forward, and SU is encouraged to ensure these are embedded within its overall

performance planning and review system. However, the Panel found limited evidence of a clear

and robust system which deals with staff performance review for all academic and non-academic

staff. SU admits that staff awareness about policies and procedures needs improvement and that

clarification of “departmental roles and responsibilities must be put in place” (Portfolio, p.58).

Although SU recognises that a more consistent application of the appraisal system for staff is

needed (Portfolio, p.61), this intention now needs to be realised. The Panel believes that SU

needs to develop a University-wide comprehensive performance review process which, for

academic staff, takes into account various relevant performance data certainly including student

feedback and possibly peer teaching review (subject to a proper system being implemented

including the training of reviewers). A robust approach in this area may support the University’s

efforts to improve staff retention.



Recommendation 16


University develop and implement comprehensive performance planning

and review policies for all staff at all levels, with clear reporting mechanisms

and which are reviewed on a regular basis.

8.7 Promotion and Other Incentives

SU recognises the fact that promotions and salary increments to staff are not well defined. The

major financial incentive to expatriate staff is a gratuity at the end of service (Portfolio, p.58).

The University is currently working on a new workload model for academic staff and the Deputy

Vice-Chancellor (DVC) has submitted a proposal on a review of salary grades. In addition, SU

states that annual increments are provided, based on the value of service to the University (HR

PPM, p.41). In the Strategic Plan, SU aims to “develop policies which recognise and award

achievement” with the introduction of performance-based bonuses for all staff and the

establishment of a promotion system based on ‘high performance’” (p.13). The Panel supports

SU in these initiatives and urges it to move forward in this area.

8.8 Severance

SU provides information about termination of staff contract in the contract agreement and in

other relevant SU documents. The services of staff can be terminated on disciplinary grounds, for

non-performance, redundancy or on completion of the contract. However, a staff contract may be

terminated immediately and without any compensation for the notice period because of

dishonesty, disciplinary or criminal offences, or absenteeism (Portfolio, p.59). The process for

termination is provided in the University’s HR PPM. SU now needs to develop and implement a

formal systematic approach to documenting, monitoring and reviewing severance and dismissals

including appeals, and exit records.

8.9 Staff Organisational Climate and Retention

SU recognises that staff retention is an ongoing issue. In its efforts to improve retention, SU has

identified a number of Key Performance Indicators (KPIs) in its 2008-2012 Strategic Plan,

including the establishment of a criteria for evaluating teaching excellence; establish teaching

excellence awards; promotion based on high performance; performance development reviews and

feedback; improvement of the working environment and performance-based bonuses for staff

(Strategic Plan, p.13). The Panel supports the University in its aspiration and plans to improve

staff retention but SU now needs to develop an operational plan to improve staff retention. The

University needs to take measures to address the issue of staff retention as a matter of priority, in

particular on with regard to academic staff.

SU recognises that it needs to monitor staff satisfaction and introduce a staff survey (Portfolio,

p.60) but this has not yet been implemented. The Panel urges SU to develop and implement a

formal system to collect feedback from staff to inform its decisions on staff satisfaction and

retention.

Recommendation 17


University take necessary measures to improve staff retention rates and

develop and implement a systematic approach to collecting staff feedback to

inform decision making and to monitor the staff organisational climate.



8.10 Omanisation

SU states that:

Omanisation targets issued by the Ministry of Manpower in July 2009 stipulate

16% of academic staff and 74% of non-academic staff should be Omani. At

present, more than 20% of SU academic staff are Omani nationals, while more

than half of the staff as a whole is Omani...Sohar University is meeting or

exceeding national government targets (Portfolio, p.60).

This was confirmed by the Panel during the audit visit. In its Strategic Plan, SU aims to support

Omani academics in obtaining higher research degrees (p.13). The University offers discounts

and scholarships (up to 50%) to its Omani staff where they have been employed for at least one

year. In interviews with staff, the Panel found that there was an appreciation of the support

available to promote Omanisation and that it provided a strong incentive to staff. The Panel

recognises the efforts that SU has made in supporting the Omanisation of its staff, particularly in

academic areas.

Commendation 7


for its institutional commitment to Omanisation and exceeding government

targets for the recruitment of Omani academic and non-academic staff.

The University is encouraged to develop succession plans to identify Omani employees who

could benefit from professional development leading to promotion to senior academic positions.



9 GE�ERAL SUPPORT SERVICES A�D FACILITIES

SU manages its general support services and facilities through the Department of Estates,

overseen by the University Corporate Management Team (Portfolio, p.62). The University has

grown rapidly since 2005-2006, more than doubling its student numbers. As would be expected

with such rapid growth, pressure has been placed on physical facilities to cope with such

numbers. SU has been the beneficiary of an Omani government grant which is enabling it to build

a new campus adjacent to the existing one. Construction is well underway and when completed,

the new campus is expected to alleviate the current space concerns.

Affirmation 20


needs to expand its physical facilities and supports its efforts to develop its

new campus.

9.1 General Support Services and Facilities Planning & Management

One of SU’s strategic objectives is to “improve efficiency in asset utilisation” through effectively

managing estates and facilities (Strategic Plan, p.14). SU claims the planning of the general

support services is aligned with SU’s Mission and Strategic Plan, and that it emphasises long

term planning in order to ensure that the physical facilities are available to support staff and

students of the University (Portfolio, p.62). Although there is a plan to support the development

of the new campus, there is no overall operational plan in place to underpin the effective

management of estates and facilities. This is an area SU needs to address.

Recommendation 18


University develop and implement a comprehensive operational plan to

support its strategic objective to effectively manage estates and facilities.

9.2 Public Relations and Marketing

SU states that “Effective public relations and marketing are central to SU’s strategy for

institutional promotion” (Portfolio, p.62). SU notes that enrolments in the 2009/2010 year have

dropped reducing SU’s total enrolment by some 6 percent (Portfolio, p.63). The Panel was

informed that there were a number of possible reasons for this, such as an increase in the number

of private higher education institutions in the region and the impact of economic factors

impacting on students’ families being able to afford the fees.

SU has responded by preparing a Strategic Plan for Marketing which is awaiting approval by the

Board of Directors. A further response by SU has been to expand the number of courses offered,

with plans to offer a new degree in Law and a degree in Health Management.

SU recognises the importance of demographic information in determining a response to

marketing to ensure enrolment targets are met. A more sophisticated approach based on

interviews and segmented market analysis would be useful. A course profile study with respect

to demographics and demand could be undertaken. This could be useful in order to ensure SU’s

Mission and Vision are met. The Panel supports SU’s endeavours in this area.



9.3 Communication Services

SU states that it “has developed an organisational structure which aims to encourage good

communication” (Portfolio, p.5). SU uses Microsoft Outlook to communicate messages to all

staff, and holds regular Faculty and University wide staff meetings. SU does not currently host an

intranet but is investigating that possibility. Internet speed is a serious impediment to the

efficiency of the University although the extent to which this is a University or regional issue is

unclear. Nonetheless, efforts to improve internet speed are supported by the Panel (see Section

6.4). One area SU could consider is the introduction of email accounts for students to facilitate

communication with its student population.

Communication with staff is supported electronically and through staff meetings (Portfolio, p.65).

SU states that the “systems for inter-staff communication are generally appropriate and effective”

but that further improvement is needed (Portfolio, p.66). This is an area that could be included in

the staff satisfaction survey (Section 8.9). SU would benefit from developing mechanisms to

monitor the effectiveness of its communication systems.

9.4 Facilities Management

The SU Estate Department is responsible for all aspects of estate management, which includes

general campus management and planning, effective custody and safeguarding of physical assets,

analysis of the use of facilities, maintenance of assets and facilities, security, management and

replacement of items, general cleaning, landscaping, irrigation, and car parking (Portfolio, p.67).

The Panel observed that the campus was well maintained and supports SU’s efforts here. SU also

aims to focus on preventive maintenance and ensuring that needs are planned and performed

effectively in line the planned preventive maintenance program (ibid). SU plans to benchmark its

facilities standards (Strategic Plan, p.13) and the Panel supports its efforts in this area.



APPE�DIX A. AUDIT PA�EL

Prof Graham Webb (Co-Panel Chairperson)

Deputy Vice Chancellor

University of New England

Australia

Prof Jan Botha (Co-Panel Chairperson)

Director

Division for Institutional Research and Planning

Stellenbosch University

South Africa

Dr Mothana Al Kubaisy

Former Dean

Muscat College

Sultanate of Oman

Dr Saleh Al Khusaiby

Dean

Oman Medical College

Sohar

Sultanate of Oman

Prof Raymond Harbridge

Former Dean

Faculty of Law and Management

La Trobe University

Melbourne

Australia

Dr Tariq Al Sindi

Director

Quality Assurance Authority for Education and Training

Higher Education Review Unit (HERU)

Kingdom of Bahrain

Tess Goodliffe (Executive Officer)

Oman Academic Accreditation Authority



APPE�DIX B. ABBREVIATIO�S, ACRO�YMS A�D 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.

AMR .............................................. Annual Monitoring Report

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.

APRC............................................. Academic Planning and Resource Committee

AQH............................................... Academic Quality Handbook

BoD................................................ Board of Directors

BoG................................................ Board of Governors

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.

CCE................................................ Centre for Continuing Education

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.

DRIC.............................................. Director of Research and Industry Collaboration

DSA ............................................... Deanship of Student Affairs

DVC............................................... Deputy Vice-Chancellor

Ex officio member ......................... Members of a Board or Committee due to their position or title.

Executive Officer ........................... An OAAA staff member assigned to an Audit Panel to provide

professional guidance and support.

External Reviewer.......................... A Member of the OAAA Register of External Reviewers; a person

approved by the OAAA Board to participate as a member of the

OAAA’s various external review panels.

FB .................................................. Faculty of Business

FCIT............................................... Faculty of Computing and Information Technology

FE................................................... Faculty of Engineering

FHSS.............................................. Faculty of Humanities and Social Sciences

GFP ................................................ General Foundation Program

HEI................................................. Higher Education Institution (also known as HEP – Higher Education

Provider)

HR.................................................. Human Resources

HR PPM......................................... Human Resources Department Policies and Procedures Manual

Ibid ................................................. As per previous reference

ILC................................................. Industrial Liaison Committee



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.

KPI................................................. Key Performance Indicator

LRC ............................................... Learning Resources Centre

MoHE ............................................ Ministry of Higher Education (www.mohe.gov.om)

MU................................................. Mu’tah University, Jordan

OAAA Board ................................. The governing body of the Oman Academic Accreditation Authority

OAAA............................................ Oman Academic Accreditation Authority (www.oac.gov.om)

OFI................................................. Opportunity for improvement.

OQF ............................................... Oman Qualifications Framework.

Panel Chairperson.......................... The Chairperson of the Audit Panel.

Panel Member................................ An OAAA External Reviewer who is a member of an Audit Panel.

Portfolio ......................................... see Quality Audit Portfolio.

PVC ............................................... Pro Vice-Chancellor

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 OAAA by the HEI being audited.

Quality Audit Report...................... A public report published by the OAAA which presents the findings

and conclusions of the Audit Panel’s External Review of a HEI.

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.

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.

ROSQA.......................................... Requirements for Oman’s System of Quality Assurance, published in

2004.

SWOT analysis .............................. An analysis of an organisation’s strengths, weaknesses, opportunities

and threats.

SU .................................................. Sohar University

System ........................................... In this Report, system refers to plans, policies, processes and results

that are integrated towards the fulfilment of a common purpose.

The University ............................... Sohar University

TLC................................................ Teaching and Learning Committee

ToR ................................................ Terms of Reference

UCMT............................................ University Corporate Management Team

UQ ................................................. University of Queensland, Brisbane, Australia

VC.................................................. Vice-Chancellor



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Documents

Oman Academic Accreditation Authority Report of an Audit of …oaaa.gov.om/Review/su_audit_report_finalweb.pdf · Sohar University HEI Quality Audit Report Page 1 of 49 © Oman Academic