Related Papers
2012 •
Doug Klembara
“US accreditation of higher education in the Arabian Gulf: A case for standards.” Gulf Research Meeting, University of Cambridge, England, July 6-9, 2011.
Darbi Roberts
Challenges in Implementing Academic Accreditation in Higher Education in Saudi Arabia
Abdullah Addas
Higher Education Systems and Institutions, Qatar
John T Crist, Justin J.W. Powell
Engineering Technology
Comparative Analysis on Regional (NCAAA) and International (ABET) Accreditation for Mechanical Engineering Program
2021 •
Ibrahim M . Alarifi
The mechanical engineering department of Majmaah University was being upgraded for ABET accreditation from 2017 to 2019. The quality appraisal by an autonomous agency is the requirement for the accreditation of the university. Accreditation can be obtained either for the entire institution or for individual programs within an institution. Universities request accreditation agencies to assess their programs, faculty, and students’ achievement, whether they comply with the criteria set for higher educational institutions. The organization is regularly reassessed and accredited to ensure compliance with standards. Therefore, the study aims to identify the effectiveness and efficiency of two accreditation systems. Majmaah University had been upgrading it’s academic as well as non-academic infrastructure for both regional (National Commission for Academic Accreditation and Assessment-NCAAA) and international (Accreditation Board for Engineering and Technology-ABET) accreditation; afterward, the ME program was recognized by international (ABET) accreditation two years ago. The study showed that criteria and standards for academic assessment and accreditation were determined by establishing NCAAA in Saudi Arabia. The management and quality of educational institutions under the highest international standards were ensured by focusing on higher studies institutions’ quality assurance procedures. However, the study results revealed a lack of awareness of professional and ethical responsibility because of the absence of any ethical course in the curriculum of ME, as noticed by Mechanical Engineering program mapping.
for Assurance of Learning at Qatar University
2016 •
Ali Abdelmoneim
shaikha jabor al-thani, ali abdelmoneim, khaled daoud, adel cherif, and dalal moukarzel From 2006 to 2012 Qatar University transitioned from doing no program level outcomes-based assessment of student learning to implementation of a robust, effective, and institutionally pervasive Student Learning Outcomes Assessment System (SLOAS) that is characterized by a high level of compliance and meaningful improvements to both learning and assessment processes. Keys to the success of the implementation have been support from campus leadership, creation of a structure and processes that support assessment at all levels, and an intensive program of faculty development and faculty incentives. A unique feature of the system is the auditing of annual program assessment reports by external experts. Comparison of results from the fourth and fifth years of the implementation suggest the following trends: a relatively high and increasing tendency to identify learning improvements involving revisions ...
International Higher Education in the Gulf
Kai Bruns
This article looks at the argument that Qatar is the most stable of the Gulf states and the region's leader in higher education, hence the July 2017 diplomatic crisis will have a severe effect on the entire region. It concludes that while Qatar has a high number of international campuses, student numbers are low, and that particularly in recent statistics the UAE has taken the lead.
Global Journal of Educational Studies
Status of ABET Accreditation in the Arab World
Osama A Marzouk
This work represents a short statistical survey of the ABET accreditation in the 22 Arab countries. The data about ABET accreditation are last-updated on October 1, 2017. We found that there are 11 Arab countries with ABET-accredited programs, totaling 358 programs. These programs are mostly at the bachelor level, and are housed in 62 institutions of higher education. In a descending order of the number of ABET accredited programs they have, these countries are: (1) Saudi Arabia, (2) United Arab Emirates, (3) Lebanon, (4) Kuwait, (5) Egypt, (6) Jordan, (7) Bahrain, (8 and 9) Palestine and Qatar, (10) Oman, and (11) Morocco. Only Saudi Arabia has ABET-accredited programs at the master’s level. Kuwait and Saudi Arabia are the only countries in the list that have ABET-accredited programs at the associate (diploma, 2-year) level. To account for the large variation of population for the considered countries, a relative scale for comparisons is introduced on a per-capita basis, and we cal...
2016 ASEE Annual Conference & Exposition Proceedings
Association of Technology, Management, and Applied Engineering Accreditation: A Viable Option for 2-Year Programs and their Pursuit of Excellence
Sharon Rouse
2008 Annual Conference & Exposition Proceedings
A Framework For Substantial Abet Accreditation Of An International Civil Engineering Program
Suleiman Ashur
