Volume 5

Ibri

Issue 05, October, 2018: Published by Quality Assurance Department, College of Applied Sciences - Ibri , Ministry of Higher Education

In this Issue 2

Ibri CAS Delega�on Visits
Majan University College

Lecture on: Prepara�on for 2
Ins�tu�onal Standards 3
Assessment

Workshop on Ins�tu�onal
Standards Ra�ngs

Workshop on Wri�ng ISAA 3

OAAA News and Events 4
8
An Overview on ADRI Model 9
for Teaching and Learning
Process
Incen�vizing IT Educa�on
through Hybrid Syllabus
Prescrip�on

[email protected] ibri-Quality Assurance ibriquality 1

Quality Assurance Department Ibri
News and Events

CAS Ibri Delega�on Visits Majan University College

As part of preparation for Standards Assessment which is the
second stage of institutional accreditation cycle, a team from
quality assurance committee at Ibri CAS visited Majan Univer-
sity College (MUC) to benefit from its experience as the first
higher
education institution in Oman to be accredited by OAAA.
During the visit, CAS-Ibri team had a meeting with the senior
management of (MUC) including Dr. Maha Kobeil,the Dean,
Dr. Brian Poole, Head of Teaching and Research Standards,
and Mr. Ian
McNaught, Head of Library and Computing Services. The
discussion was in areas related to standards assessment such
as sub-committees and drafting committee formation in
terms of members, timings, references, and incentives. There
was also discussion about training sessions given to staff of
sub-committees .

Lecture on: Prepara�on for Ins�tu�onal Standards Assessment

The College of Applied Sciences, Nizwa (CAS Nizwa) organized a
lecture entitled ‘’Preparation for Institutional Standar Assessment’’ in
cooperation with the Scientific College of Design. The lecture was
presented by Dr. Mona Ismail, the Dean of the Scientific College of
Design, who kindly responded to CAS Nizwa’s request to share her
experience on the preparation for the Institutional Standards Assess-
ment Application (ISAA). In the presence of Dr. Sharifa Al Mahroqi,
the Assistant Dean of CAS Nizwa, and a number of CAS Nizwa staff,
members of Quality Assurance Department at CAS IBRI, Dr. Mona
discussed in details the stages that the Scientific College of Design has undertaken to ensure positive
outcomes of the Institutiona standards Assessment. Dr. Mona started her presentation by talking about
the approach that was adopted by the Scientific College of Design to prepare for the institutional accredi-
tation stage. She emphasized that awarness was the key element in that approach in the whole process
of ISA. She then talked about the methodology used in writing the self-assessment application. Dr. Mona
also gave an overview on how the Scientific College of Design prepared for the panel visit of the Oman
Academic Accreditation Authority (OAAA). she spoke on the challenges they faced at this stage and how
they were dealt with. She finally opened the floor for discussion and questions from the audience. The
lecture was organized by the Quality Assurance Department at CAS Nizwa as
one of the activities to prepare for the upcoming stage of the institutional accreditation. The lecture’s
aim was to share experiences of different higher educational institutions in the field of assessment
against institutional standards. It is worth mentioning that CAS Nizwa has to submit the ISAA in June
2019, for the purpose of obtaining the institutional accreditation.

2

Ibri Quality Assurance Department
News and Events

Workshop on Ins�tu�onal Standards Ra�ngs

The Quality Assurance Department conducted a work-
shop on “Institutional Standard Ratings – Rating Criteria
and How Standard Ratings Determine Accreditation
Outcome” delivered by Dr. Syed Ziaur Rahman on 2nd
April,2018, at Ibri College of Applied Sciences. The work-
shop targeted all the members of the Quality Assurance
Sub-committees.

The aim of the workshop was to give a comprehensive
explanation of accreditation process in general, and
criteria and standards ratings in specific to build in a
stronger understanding of the whole process.

The objective was to explain clearly how meeting the satisfaction level of the requirements of any
criteria can result in a good rating. Brainstorming session was done to provide a better understanding
of the fine differences between innovative practices and of the best practices to match the view of
the external reviewers. The workshop concluded with a small exercise in identifying the accreditation
outcome with examples.

Workshop on Wri�ng ISAA

A workshop on “Writing Institutional Standards Assessment
Application (ISAA)” was conducted by Mr. Guru Prasad and
Mrs. Amal Al Abri from Ibri College of Technology. The work-
shop was attended by members of the Quality Assuance Com-
mittees.

The aim of the workshop was to give a comprehensive expla-
nation of writing on ISAA using ADRI model.
The Workshop gave an opportunity for the participants to
understand the ADRI model and use it when writing commen-
tary on ISAA. The practices and the exercises during the work-
shop enhanced the participants’ competence in writing com-
mentary of their criteria and gave them a greater understand-
ing of the ISAA.

3

Oman Academic Accredita�on Authority Ibri
News and Events

OAAA Holds GFP Training Workshop

Oman Academic Accreditaion Authority (OAAA) held a General
Foundation Program (GFP) Quality Audit training workshop for 14
HEIs that are currently scheduled to submit their GFP Quality
Audit Portfolio in February and November 2018.  The HEIs were
Buraimi University College; Al Zahra College for Women; Caledo-
nian College for Engineering; College of Banking and Financial
Studies; Global College of Engineering and Technology; Majan
University College; Mazoon College; Modern College of Business
and Science; Muscat College; Oman College of Management and
Technology; Oman Medical College; Sohar University; Sultan
Qaboos University; and University of Nizwa. The workshop included ve sessions and began with an introduc-
tion on the OAAA background for GFP Quality Audit (GFPQA), given by Mr. Yousuf AlOu . 
In the second session, Dr. Gargi Chugh and Dr. Nasser Al Hinai talked about GFPQA process, scope, key roles
and reports, which elaborated more about the protocols, panels, audit process, scope, and other aspects of
the GFPQA. Dr. Hamadi Dhaou and Dr. Houda Al Habsi, who talked about carrying out a self-study and prepar-
ing a GFP Quality Audit Portfolio, led the third session; the process, stages, procedures that should be taken
by HEIs in order to submit a good portfolio. In the fth session, Dr. Tess Goodli e talked about methods of
analysis and using ADRI for GFP Quality Audit, as an analytical tool to support the self-analysis. The workshop
ended with the fth session, which was consolidation of what was mentioned in the training in general, and
an open opportunity for the attendants to ask questions.

Workshop for External Reviewers

Oman Academic Accreditation Authority organized a training workshop for
locally-based external reviewers for Institutional Standards Assessment (ISA)
on 17 and 18 January 2018. The workshop aimed to help external reviewers
understand the context of ISA and its purpose; to be familiar with the ISA
Manual (ISAM) and ISA process and the key stages of it; and to understand
how to read an ISA Application (ISAA) and have experience of reviewing one
area of the ISA scope. On the rst day of the workshop, Dr. Salim Radhawi,
OAAA CEO, delivered a presentation on the quality management system in
HEIs in Oman and gave some background about Institutional Standards Assessment.  Ms. Jenny Walker then
talked about the key features of ISA; the timeline and stages, and working with standards and criteria. Follow-
ing that, Dr. Lejla Vrazalic, Educational Consultant based in the UAE, talked about the di erent roles of panel
members; implementing ISA protocols; and understanding the skills needed by external reviewers. Dr. Tess
Goodli e talked about how to critically read the ISAA, preparing preliminary comments, using ADRI, and rating
standards and criteria. On the second day of the workshop, Dr. Lejla Vrazalic delivered a session on how to
conduct ISA interviews; by presenting di erent questioning techniques. Participants were also provided with
an opportunity to practice interview techniques. Ms. Jenny Walker then delivered a presentation on ISA
outcomes and how to agree on ratings and prepare the draft of ISA report. 

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Ibri Submission of CAS ISAA
and Review Visit

Ins�tu�onal Standards Assessment Applica�on (ISAA) Submission of CAS

College Date for Submi�ng Review Visit
ISAA
CAS Salalah
CAS Niwza January 2019 April 2019
CAS Ibri
CAS Sur June 2019 September 2019
CAS Sohar
CAS Rustaq November 2019 February 2020

December 2019 March 2020
April 2020
December 2019/January September 2020
2020

June 2020

General Foundation Program Quality Audit Report Submission

All CAS colleges will submit General Foundation Program Quality Audit Report in
February 2019
Review visits will be in May 2019
NOTE: All CAS colleges will submit the same GFP audit report to OAAA

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Criterion and Standards Ra�ngs Ibri

Criterion Ra�ngs

Criterion Ra�ng Descrip�on Outcome

Prac�ce - exceeds the requirements most of the �me Met

4 Results against the criterion are achieved through
A deliberate approach and are sustainable
Innova�ve prac�ce

Prac�ce - exceeds the requirements most of the �me Met

3 Results against the criterion are achieved through
a deliberate approach and are sustainable
Good prac�ce

2 Prac�ce – meets the requirements most of the �me Met
Results against the criterion are achieved through

a deliberate approach and are sustainable
Standard prac�ce.Meets Interna�onal Norms and Expecta�ons

1 All the Requirements of the criterion are not met and there is Par�ally Applicable Met
enough evidence that the above will be met in future

0 Provision or prac�ce does not meet the requirements of Not Met
the criterion

NA A deliberate approach and are sustainable

Not

Standards Ra�ngs

Standard Descrip�on Standard
Ra�ng Outcome
Excellent The HEI exceeds the requirements of more than half of the applicable criteria of
a standard and meets the requirements of rest of them Met
Good The HEI has demonstrated innova�ve and/or best prac�ce in at least one of the criteria
Sa�sfactory Not Met
The HEI exceeds the requirements of more than half of the applicable criteria of a standard Not Applicable
The HEI either meets the rest of the applicable criteria; or meets the rest of them except for up to
two criteria which the HEI par�ally meets and demonstrates commitment to fully mee�ng in the future

The HEI either meets the requirements of all the applicable criteria of a standard; or meets all
the applicable criteria except for up to two criteria which the HEI par�ally meets and
demonstrates commitment to fully mee�ng in the future.

Unsa�sfactory The HEI does not meet the requirements of one or more of the applicable criteria of a
standard and/or par�ally meets more than two of the applicable criteria

NA The standard is not applicable to the HEI’s context

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Ibri Accredita�on Outcomes and Descrip�ons

Accredita�on Outcomes

Standards Ra�ngs Leads Accredita�on
to Outcome

All standards are rated at least Sa�sfactory. Any standard which is Accredited with
rated Excellent is recognised with Dis�nc�on. Any standard which is Dis�nc�on/Merit in
[(name of Standard(s]
rated Good is recognised with Merit

All standards are rated Sa�sfactory Accredited

One or more standard is rated Unsa�sfactory On Proba�on

One or more standard is rated Unsa�sfactory Not Accredited
(following Ins�tu�onal Standards Reassessment)

Accredita�on Outcomes and Descrip�ons

Accredita�on Outcome Descrip�on

Accredited with The HEI meets all applicable na�onal ins�tu�onal standards and
Dis�nc�on/Merit in has demonstrated excellent/good performance in [name of
[name of Standard(s)] Standard

Accredited The HEI meets all applicable na�onal ins�tu�onal standards.

On Proba�on The HEI does not meet one or more of the applicable na�onal
ins�tu�onal standards

The HEI will undergo Ins�tu�onal Standards Reassessment following
a defined period of proba�on

Not Accredited The HEI has failed to demonstrate that it meets the applicable na�onal
ins�tu�onal standards.
The HEI has already completed one or more periods of proba�on and
undergone Ins�tu�onal Standards Reassessment at least once.

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An Overview on ADRI Model for Teaching Ibri
and Learning Process

(Dr. A. Rex Macedo / Lecturer – IT)

This ar�cle presents an overview of implemen�ng ADRI model (Approach, Deployment, Result, and Improve-
ment) in the teaching-learning process. The defini�on of teaching is to undertake certain tasks or ac�vi�es,
inten�on of which is to induce learning. Teaching commonly takes the form of ques�oning, listening, giving infor-
ma�on, explaining some phenomenon, demonstra�ng a skill or process, tes�ng understanding and capacity,
and facilita�ng learning ac�vi�es. Learning is defined as understanding from the effec�ve classroom strategies
adopted by a teacher .

According to Ruth C. Clark and Richard E. Mayer statement ‘Learning involves strengthening correct responses
and weakening incorrect responses. Learning involves adding new informa�on to memory. It also involves
making sense of the presented material by refering to relevant informa�on, mentally reorganizing it, and
connec�ng it with the known examples. In many educa�onal ins�tu�ons, the tradi�onal method of teaching
and learning process followed is called an instruc�onal method. It is basically an ac�vity of teaching for a fixed
�me involving delivery of certain contents.

input Classroom Processes output

Teacher Teacher Behavier Teacher
Characteris�cs Student Behavier
Student Characteris�cs Other Achievemenit
Other

The instruc�onal method does not assure the proper output of the program where of different sets of skills
have to be acquired by the student at the same �me. Another issue with this method is the challenge of creat-
ing a balance between the different individual needs of the students.

A teaching approach plays an important role in the learning process, therefore it is mandatory to introduce
some valid methods for teaching and learning process to improve its quality and to get the required output.
Now adays researchers focus on using ADRI model for teaching and learning process.

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Ibri An Overview on ADRI Model for Teaching
and Learning Process

The ADRI (Approach, Deployment, Result, and Improvement) model is a well-known quality assurance model. It
is used extensively in the educa�on sectors to evaluate quality.
The ADRI model is also used in course materials to improve the quality of the content. Using ADRI model in class-
room teaching-learning process, helps the student to have more interac�on with the teachers, thus improves
the student learning abili�es.

ADRI model delivers a new teaching approach which promotes deep learning. The paradigm that starts with the
Problem Statement then moves to Solu�on Planning before genera�ng Code, rather than the tradi�onal style
of beginning with the Problem Statement and moving straight to Coding, which promotes a programming short-
cut. The ADRI approach encourages prac�ce through the requirement of having to solve the same problem
using different techniques.

ADRI approach used to enhance students learning outcomes. The first phase of ADRI (Approach) covers
problem-solving skills, the second phase (Deployment) emphasizes programming knowledge, the third phase
(Result) explains input, output, and process used to solve a problem statement, and the fourth phase
(Improvement) emphasizes improvement in course material and student learning process. Many researchers
have used ADRI model in different courses and found that this model is improving the standard of the course
material as well as improving the learning ability of the students. The researcher also proved that the use of
ADRI model decreases the dropout rates among students.

Reviewing & APPROACH
Improving
Approach planning
Approach Designing
Deployment & Results Processes

IMPROVEMENT

ADRI Implemn�ng

MODEL Plans and

Monitoring

Processes

Analysing DEPLOYMENT
Measures Of Outcomes

Against

Goals

RESULT

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Incen�vizing IT Educa�on through Hybrid Ibri
Syllabus Prescrip�on

Dr. Munesh Singh Chauhan, Department of Information Technology
College of Applied Sciences, Ibri, Sultanate of Oman

Higher educa�on in the field of Informa�on Technology is rela�vely new as compared to other tradi-
�onal courses such as Mathema�cs, English, etc. Hence, it is o�en said that IT educa�on is ever evolving
This constant evolu�on is so unique to IT that it cannot be compared to any other stream. The prime
reason is the innova�on and development in IT that is so fast, dynamic and fluid. What students study
today may be obsolete a�er a month! Hence, there is a need for constant update as well as upgrada�on
in the delivery systems for IT students. The challenge lies on both sides of the table. Educators along with
their students share this dilemma. Thus there is an urgent need to develop new rules and regula�ons
that can guide students as well as teachers to brace this challenge.

A college class in is generally guided by a strict curriculum which is sacrosanct and all stakeholders abide
by it and o�en consider it as the last word when it comes to ascertaining the progress of a class. This view
now seems untenable for various concerns. New inven�ons in IT are so frequent to the extent that it is
very difficult to maintain a fixed syllabus even for a year. So the mute ques�on that comes is how
students are to be assessed in this ever changing technology, especially if we do not want them to study
obsolete courses.

The solu�on to the above conundrum lies in making our assessments more abstract and flexible. For
example, a student project may encompass latest topics that don’t belong to the syllabus with constant
encouragement from the teacher and with the assurance that these endeavors shall be suitably
rewarded. Similarly, course content can be broken down into two sub-parts. The major which comprising
80% of the total can be a fixed syllabus that takes care of the fundamentals of the subject and the rest
20% is le� for the instructor to fill-in with contents that mirror latest developments in the field. This
hybrid syllabus design shall create a ripple effect, igni�ng young minds with new zeal and excitement.
Also it will take care of the obsolescence issues of syllabus that is so commonly felt especially in the field
of IT. Thus by providing incen�ve-based goals, technology educa�on can spur new innova�ons and inven-
�ons.

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Ibri Policy Management Framework

The policies framework is a system that governs the development, implementa�on and review of policies and
their related documents. The reason why HEIs (Higher Educa�on Ins�tu�ons) adopt this framework is to ensure
that their policies are established, applied, monitored and reviewed consistently and appropriately across all
departments of the HEI.

The basic principles of the framework states that all policies should:

- Be consistent with the HEI mission, values and strategic objec�ves;
- Be relevant, transparent in their aims and meaning and developed in
consulta�on with relevant members of the HEI community;
- Be compa�ble with relevant legisla�on and regulatory requirements;
- Be developed/reviewed in accordance with the HEI Policy Management
Framework, and using the Policy Template ;
- Be posted to the HEIs Policies framework link at the HEI website;
- Be reviewed at least every 2-3 years or according to the approved schedule of
HEIs policies review.

The HEIs Policy Framework states that all policies should undergo the following

stages: 3 Dra�ing and Consulta�on

The Policy Working Group dra�s a new policy or

1 Needs Analysis amends an exis�ng one (using the appropriate CAS
policy template). The policy should be dra�ed
- Recogni�on of a need (e.g. legisla�on, new HEI along with an Implementa�on Plan that includes
ac�vity); responsibili�es, resources needed and �meframes
- Change in plans and strategic direc�ons; for comple�on. The policy-working group should
- A recommenda�on of an audit or a review report; consult all targeted groups at the HEI community
- Problems in implemen�ng and interpre�ng and amend the dra� policy accordingly.
policies;
- Iden�fica�on of content gaps or overlaps across 4 Approval and Communica�on

or between policies; The HEI governing body will approve the policy. In
- Policy review �metable. case of Colleges of Applied Sciences, the Board of

Trustees, is the governing en�ty responsible for

2 Planning and Research approval of policies. The policy will be then posted
at the HEI Policies website, and circulated to all
A�er confirming the need for developing relevant departments.
/reviewing of a policy, the HEI will establish a work-
ing group and iden�fy policy developers and a 5 Implementa�on and Review
Policy Contact Officer who will be the primary
point of contact for assistance with policy An Implementa�on Plan will be ac�vated a�er
implementa�on, interpreta�on and review. making appropriate adjustments. In general, the
At this stage, working groups should iden�fy any Quality Assurance Departments at the HEI is
legisla�ve or regulatory requirements. responsible for ensuring that policy implementa-
�on, monitoring and evalua�on. The policy will be
reviewed as per the Policies Review Schedule and

in accordance with the HEI Policies Management

Framework.

11

Benchmarking Ibri

What is Benchmarking? Find poten�al benchmarking partners

Benchmarking is the process of iden�fying, under- From within the sector, na�onally or interna�onally.
standing, and adap�ng outstanding prac�ces from It is best to establish partnerships with other HEIs
organiza�ons anywhere in the world to help your which are a similar size, have a similar mission, offer
organiza�on improve its performance. American similar programs or cater to a similar demographic
Produc�vity and Quality Centre (APQC), 2006 (student characteris�cs, regional or remote loca�on,
etc.). HEIs should not get too worried about exact
Iden�fy the topic to be benchmarked. matches –there is no such thing. However, partners
ought to be similar enough for comparisons to be
A HEI should not try and benchmark everything at the meaningful. It is then recommended to appooach
same �me. It should focus on those areas it wants to Approach these partners and ask if they are inter-
know how well it is performing in comparison to ested in conduc�ng confiden�al, informal bench-
other similar HEIs. For benchmarking to be success- marking. Benchmarking partners should not be
ful, the HEI must first study its own side. The limited to the HE sector but may also include cross-
HEI should conduct a review of the topic in terms of industry comparisons.
ADRI examples of approach and deployment informa-
�on includning plans, resources (especially financial Iden�fy performance gaps
resources and staff), training, manuals and
processes. The process may involve an exchange of By comparing results, using both quan�ta�ve and
materials. Reciprocal visits and joint mee�ngs might qualita�ve data and other informa�on. Nego�ate
be required too. what data and informa�on collec�on methods will
be used. Methods such as common metricsar or new
Determine the goal surveys can be used. The selec�on of the methods
depends on comparing results and determine who
The planned method, what happens in prac�ce and has the best results. Your next step is to find out why
what your results are. one partner has be�er results than the other. The
key phrase in benchmarking is adapt then adopt. In
Establish a formal Memorandum of other words, you may need to modify their
Understanding superior prac�ces to ensure they will work in your
par�cular ins�tu�onal context.
The aim of benchmarking is not to gather commer-
cially confiden�al informa�on but to share data and EDITORIAL BOARD
the learnings that the data may reveal. The agree-
ment should outline project details such as topic/s, Editor- In -Chief:
contact people, method, �meframe and cost sharing Dr. Rashid bin Sayied AL Hanai
arrangements. It is also important to establish rules
regarding how the informa�on will be treated, in Editor:
terms of confiden�ality storage, disposal and usage. Ms. Thuraiya Al Mamari

Editorial Coordinator:
Dr. Satya Prasad

Sub-Editor:
Ms. Taiba Al Waili

Design & Layout:
Ms. Laila Al-Jahwari
Zahra Al Badi
Eman Al Rashdi
Sumaya Al Sulaimi
Safiya AL Hatmi

Editorial Team:
Mrs. Amina Al Yaqoobi
Ms. Leqaa Mohammed

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