chapter 4: design, approval and modification of programs ... · chapter 4: design, approval and...

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Chapter 4: Design, Approval and Modification of Programs

Contents Chapter 4: Design, Approval and Modification of Programs .................................................................................. 1

Structures & Responsibilities .............................................................................................................................. 2

Office of the Deputy Vice Chancellor Academic Affairs.................................................................................. 2

Program Development and Change (PDC) Sub-Committee ........................................................................... 2

Academic Council ............................................................................................................................................ 2

Board of Trustees ............................................................................................................................................ 2

Industry Advisory Committee (IAC) ................................................................................................................ 2

Commission for Academic Accreditation (CAA), Ministry of Higher Education and Scientific Research ....... 2

Abu Dhabi Education Council (ADEC) ............................................................................................................. 2

National Qualifications Framework .................................................................................................................... 2

Qualification Titles .......................................................................................................................................... 3

Credit Hour Requirement ............................................................................................................................... 3

Level Descriptors ............................................................................................................................................. 4

Alignment of HCT programs with QFE Levels ................................................................................................. 6

Program Design ................................................................................................................................................... 6

Mission of the HCT .......................................................................................................................................... 6

HCT Learning Model........................................................................................................................................ 6

Industry Alignment ......................................................................................................................................... 8

Programme Learning Outcomes ..................................................................................................................... 8

Curriculum Mapping ....................................................................................................................................... 8

Teaching and Learning Approach ................................................................................................................... 9

Student Progression ........................................................................................................................................ 9

Program Structure .......................................................................................................................................... 9

Course Design ............................................................................................................................................... 10

Program and Curricula Change ......................................................................................................................... 11

Categories and Approvals ............................................................................................................................. 11

New Programs............................................................................................................................................... 14

Modifications to Programs & Courses .......................................................................................................... 15

Curriculum Management System ................................................................................................................. 16

Accreditation..................................................................................................................................................... 16

National ......................................................................................................................................................... 16

International ................................................................................................................................................. 16

Policy and Procedures....................................................................................................................................... 17

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Structures & Responsibilities

Office of the Deputy Vice Chancellor Academic Affairs

Program and Curricula Department, Academic Affairs The Unit is responsible for supporting academic divisions in the expansion of the HCT’s educational provision

through the development of new programs and courses and in the improvement of the quality of the current

provision through the modification of existing programs and courses.

The Department has a central role in overseeing program design and modification by ensuring that proposals

follow proper processes and approvals in compliance with HCT Policy, Procedures, and Guidelines.

Academic Division The Academic Division is responsible for establishing a clear approval path involving internal curriculum and

content experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal has

been thoroughly reviewed within the academic division before being submitted to the Executive Dean for

approval or endorsement.

Divisional Academic Committee (DAC) The Committee develops and recommends curricular changes or additions to existing programs, new

programs or elimination of existing programs offered.

Program Development and Change (PDC) Sub-Committee The PDC Sub-Committee evaluates and reports on the appropriateness of a proposed programme/course or

major modifications to a programme in order to assure alignment with the HCT Mission, academic rigor and

viability.

Academic Council The Academic Council receives and evaluates recommendations from the PDC Sub-Committee and endorses

them for approval by the Board of Trustees.

Board of Trustees The Board has final approval for a number of major changes such as the establishment of new programs,

length of the program, and modifications to admission requirement.

Industry Advisory Committee (IAC) IACs, or industry advisory boards, are expected to take an active role in the development of new and existing

programs and curricula to ensure their alignment with industry needs.

Commission for Academic Accreditation (CAA), Ministry of Higher Education and Scientific Research All academic programs of one academic year or longer beyond the UAE Secondary School Certification (or the

equivalent) leading to the award of an academic degree, certificate, or diploma, must be accredited by the CAA.

Abu Dhabi Education Council (ADEC) New programs at Baccalaureate level or above that are to be offered in the Emirate of Abu Dhabi require a

‘No Objection Certificate’ from the Abu Dhabi Education Council (ADEC) prior to submission to CAA for

accreditation.

National Qualifications Framework The HCT offers programs at five levels aligned to the National Qualifications Framework (QFE) of the UAE. The

QFE uses a ten point scale to differentiate between the level of qualifications and their associated

titles. The table below shows the ten levels and their associated qualification titles for Vocational,

Higher and General education.

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Qualification Titles

(Qualifications Framework for the Emirates Handbook p40)

Credit Hour Requirement The following Table shows the minimum credits required at each QFE Level.

(Qualifications Framework for the Emirates Handbook p123)

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Level Descriptors The QFE Level Descriptors consist of the 10 Levels described above and the expected learning outcomes for

each level described in five strands: Knowledge, Skills and three Competencies (Autonomy and responsibility,

Role in context and Self-development).

The ten levels and the five ‘strands’ of learning outcome statements define the Level Descriptors (see

Attachments 2 and 3), indicating the complexity of learning for each level, the expected level of achievement

for each level and how each level relates to occupations in the world of work.

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Summary of QF Emirates Level Descriptors

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Alignment of HCT programs with QFE Levels

The alignment of HCT programs with QFE Levels is shown in the table below.

HCT Program Example of HCT Program Title QFE Level Required

Credit Hours

Master Master of Business Administration 9 30

Bachelor Bachelor of Education 7 120

Higher Diploma Higher Diploma in Health Information

Coding 6

90

Diploma Diploma in Electrical Engineering

Technology 5

60

Certificate Technical Studies Program 4 60*

* UK National Council for Further Education (NCFE) credits: NCFE is the awarding body

The process for aligning HCT academic programs to the QFE is as follows:

Academic Division ensures that programs address the Knowledge, Skills, and Competencies appropriate to the level of the qualification.

External Experts review the alignment

Programme Development and Change Sub-Committee (Academic Council) verifies the alignment

Commission for Academic Accreditation validates that a program is aligned to the appropriate level through the initial program accreditation process. Note for the Technical Studies Program, the National Qualifications Authority validates the alignment.

Program Design

Mission of the HCT Each program is built upon a Mission Statement aligned to the Mission Statement of the HCT which

is to:

“Provide applied higher education to equip generations with knowledge, skills and

competencies that meet international standards and the future needs of the UAE industry

and society”

HCT Learning Model The Learning Model provides a framework within which HCT students receive their education. The

model is consistent with the HCT mission and offers a means by which the HCT mission is attained.

The HCT Learning Model is based on the following professional values:

Innovative practice

Continuous improvement

Professional integrity

Efficiency and effectiveness

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Responsiveness to the needs of stakeholders. It sets standards for the design of curricula, gives principles which should be followed in learning and

teaching, and guidelines for assessment within the HCT.

The learning model defines the HCT’s educational philosophy and identifies eight graduate

outcomes:

Graduate Outcome One: Communication and Information Literacy

According to their credential, HCT graduates demonstrate an appropriate level of competence in:

Communicating information, opinions, concepts and ideas effectively in English through the spoken and written mediums to a variety of audiences;

Selecting, understanding, evaluating and making effective use of information from a variety of sources presented in both spoken and written form in English; and

Acting ethically in the use and presentation of information from a variety of sources.

Graduate Outcome Two: Critical and Creative Thinking


Evaluating and analyzing knowledge and information;

Identifying and understanding problems; and

Demonstrating creativity and innovation in problem-solving.

Graduate Outcome Three: Global Awareness and Citizenship

According to their credential, HCT graduates demonstrate an appropriate level of competence in

recognizing and analyzing:

Ethical dilemmas, and practicing ethical decision-making;

The issues affecting the local, regional and global environment;

The interrelations between local, regional and global contexts and cultures; and

Recognising the role of the leaders of the UAE in developing the social, cultural, economic and political aspects of the nation.

Graduate Outcome Four: Technological Literacy


Recognizing the influence of technology upon individuals and society;

Using technology to perform effectively in their personal and professional lives and acting ethically when using technology.

Graduate Outcome Five: Self-Management and Independent Learning


Reflecting on and evaluating their own learning;

Working independently; and

Demonstrating a positive work attitude and effective work habits.

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Graduate Outcome Six: Teamwork and Leadership


Understanding the functions and dynamics of groups;

Contributing effectively to teamwork;

Acting effectively in a leadership role; and

Demonstrating confidence and social maturity in interpersonal relationships.

Graduate Outcome Seven: Vocational Competencies


Applying profession-specific knowledge required for successful employment in their chosen field;

Applying profession-specific skills required for successful employment in their chosen field; and

Demonstrating the specific attributes required for successful employment in their chosen field.

Graduate Outcome Eight: Mathematical Literacy


Applying relevant numerical analytical tools to solve problems in authentic contexts; and

Analyzing and communicating mathematical concepts with confidence in authentic contexts.

(Refer: LP100 HCT Learning Model)

Industry Alignment One of the strategic goals of the HCT is to align academic programs with present and future industry

needs. To this end, industry advisory boards are involved in the development of programs and

curricula to ensure that graduates possess the knowledge, skills and competencies wanted in the

workplace.

In addition, academic divisions are encouraged to embed professional certification within their

programs wherever feasible with the purpose of either graduating students with certification or with

exemptions from appropriate certification requirements.

Programme Learning Outcomes Programme learning outcomes (PLOs) are derived from the Program Mission and designed to

support student achievement of the HCT Graduate Outcomes. Additionally, the PLOs are aligned

with levels of the QFE so for example the PLOs for a Bachelor program align to the QFE level

descriptors for Level 7, and PLOs for Diploma programs align to QFE Level 5.

Curriculum Mapping To facilitate effective curriculum design and to provide evidence for internal and external reviewers

that the curriculum is aligned to each programme learning outcome and that there is a clear

development of knowledge, skills and competencies, academic divisions are required to provide a

number of curriculum maps showing the alignment of:

https://portal.hct.ac.ae/sites/pnp/cass/Pages/LP100.aspx

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Programme Learning Outcome to Graduate Outcomes

Program Learning Outcomes Mapping to the QFEmirates Level Descriptors

Courses to Programme Learning Outcomes: to clarify the sequencing of learning, the map uses the IRMA system (see below) to identify the level to which the PLOs are being addressed through the courses.

IRMA System

I - Introductory Level: Indicates that the Program Learning Outcome (PLO) is achieved

through the specified course at the introductory level, assuming limited or no prior

knowledge

R - Reinforced : Indicates that the Program Learning Outcome (PLO) is reinforced, assuming

introduction in a previous course

M - Mastered : Indicates if the Program Learning Outcome (PLO) is mastered or not, usualy

assuming introduction/reinforcement in previous courses

A - Assessed : Indicates where, within the program, the PLOs are assessed

Teaching and Learning Approach As an institution of applied education, the HCT promotes a student-centred approach in its programs

to actively engage students in their own learning through activities such as group work, problem

solving and real world experiences. This general approach is realized through the teaching and

learning strategies specified for each course in the approved course outline (see below).

Student Progression For each program, a study plan guide is provided that details student progression route through the

program specifying the courses and credits that should be taken in each semester to ensure that

students graduate on-time.

To support this Academic Divisions identify Prerequisite courses, courses that must be taken before

another course, to ensure that students have the necessary prior knowledge, skills and

competencies required for success in the new course.

Program Structure Programs consist of three components: General Studies Courses; Core Courses; Elective Courses.

General Studies Students are required to take a minimum of 33 credit units of General Studies in BAS programmes,

30 credits in Higher Diploma programmes, and 18 credits in Diploma programmes. Students must

complete one or more courses in each of the following areas:

English, Arabic or Other Languages

Humanities or Art

Information Technology or Mathematics

Natural Sciences

Social or Behavioural Sciences

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Core Courses Students are required to complete each core course before they can graduate from a program. The

number of core courses varies depending on the discipline and level of award with required credits

for BAS programs ranging from 39 to 75 credit hours.

Work Experience The HCT requires that each of its programs include required credits from courses based in the

workplace. As an institute of applied education, work experience prepares students for active roles

in the workplace by providing them with the opportunity to consolidate and nurture skills learned in

the programme. Work experience courses facilitate a transition from college to work and provide

feedback into the curriculum.

Work experience courses have defined purposes, learning outcomes and credits.

Work placement is scheduled depending on the nature and length of the program.

Electives Each program contains elective courses to provide students with a range of options from which they

select the courses they wish to study. The number of Elective Courses available to students depends

on the discipline and level of award of the program.

Majors, Minors, Concentrations A Bachelor’s student must complete at least one major in their program; concentrations and minors

are optional.

The table below shows the minimum credits required by the Commission for Academic

Accreditation.

Required Credits (Minimum)

Major 30

Concentration 15

Minor 12

Course Design Courses are designed by academic divisions to support student progression towards the

achievement of program learning outcomes. Each course is aligned with one or more PLOs and is

mapped against the appropriate QFE Level.

Course Learning Outcomes Course learning outcomes (CLOs) are designed to support student success in achieving PLOs by the

phased development of required knowledge, skills and competencies over the length of the

program. As with PLOs, the CLOs are aligned to the level of the QFE appropriate to that of the

course. For example in a typical four year 120 credit Bachelor program, the expected alignment

would be:

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CLOs QFE Level Number of

Credits

Years 1 & 2 5 60

Year 3 6 30

Year 4 7 30

Total credits 120

Course Outline For each course, there is a Course Outline approved by the Executive Dean which provides key

information to instructors and students including the following:

Course Credits and Required Contact Hours

Pre-requisite and Co-requisite courses

Course learning outcomes

Delivery Framework – a week by week schedule of teaching, learning and assessment activities

Teaching and Learning Strategies – the methodological approach adopted for the course

Assessment Strategies – details of assessment tasks and their alignment to the course learning outcomes

Educational Resources required

Students are provided with the course outline as part of the course syllabus distributed by the

instructor at the start of each course.

Program and Curricula Change

Categories and Approvals The Categories below are guidelines only and the Programme & Curriculum Department may review

any proposal regardless of its Category on account of the nature or impact of the proposal and may

submit to the Programme Development and Change Sub-Committee of Academic Council for further

review.

Minor Changes (Approved by Executive Dean)

Course assessment strategy

Course contact hours

Course delivery framework (Weekly schedule)

Course description

Course equivalencies – addition or removal

Course grading method

Course learning outcomes

Course learning resources

Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning)

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Discontinuing/Teaching out a course

Elective course - addition or removal of one elective

Pre-Requisites / Co-requisites – addition or removal

Recommended Sequence of Study (Ideal Semester)

Title of course / course code

(Note: where a program offered by another academic division is affected, the change may be

referred to the Programme Development and Change Sub-Committee of the Academic Council.)

Major Changes (System Approval Required)

Curricula Changes

Changes to courses aligned to professional certification

Course credit value

Course level e.g. changing a 2000-level course to a 4000-level course

Language of instruction

Offering a course in intensive mode e.g. offering a regular 15 week course in 6 weeks

Replacing a course within a CAA accredited program Programme Changes

Adding or deleting two or more electives

Campuses offering a programme - add or discontinue

Concentrations - add or discontinue

Course - addition to or removal from a programme: core courses and General Studies courses

Concentrations, minors, track, etc. - add or discontinue

Programme completion requirements

Programme description

Programme learning outcomes

Programme Mission

Discontinuing/Teaching out a programme

Suspending a programme temporarily

Length of the programme

New programmes

Programme admission criteria

Programme financial structure (e.g. sponsored, cost recovery, government financed)

Title of credential

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Minor Changes Within Division s Power1. Course assessment strategy 2. Course contact hours3. Course delivery framework (Weekly schedule)4. Course description 5. Course equivalencies – addition or removal6. Course grading method7. Course learning outcomes8. Course learning resources 9. Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning) 10. Discontinuing/Teaching out a course 11. Elective course - addition or removal of one elective12. Pre-Requisites / Co-requisites – addition or removal 13. Recommended Sequence of Study (Ideal Semester)14. Title of course / course code

Minor Changes Within Division s Power1. Course assessment strategy 2. Course contact hours3. Course delivery framework (Weekly schedule)4. Course description 5. Course equivalencies – addition or removal6. Course grading method7. Course learning outcomes8. Course learning resources 9. Course teaching and learning strategies including Mode of instruction (e.g. blended/eLearning) 10. Discontinuing/Teaching out a course 11. Elective course - addition or removal of one elective12. Pre-Requisites / Co-requisites – addition or removal 13. Recommended Sequence of Study (Ideal Semester)14. Title of course / course code

Major Changes Within DVCAA/Academic Council s Power15. Changes to courses aligned to professional certification 16. Course credit value17. Course level e.g. changing a 2000-level course to a 4000-level course18. Language of instruction 19. Offering a course in intensive mode20. Offering a new course for the first time 21. Adding or deleting two or more elective courses22. Campuses offering a programme - add or discontinue23. Concentrations - add or discontinue24. Course - addition to or removal from a programme: core courses and General Studies courses25. Minors - add or discontinue26. Programme completion requirements 27. Programme description 28. Programme learning outcomes 29. Programme Mission

Major Changes Within DVCAA/Academic Council s Power15. Changes to courses aligned to professional certification 16. Course credit value17. Course level e.g. changing a 2000-level course to a 4000-level course18. Language of instruction 19. Offering a course in intensive mode20. Offering a new course for the first time 21. Adding or deleting two or more elective courses22. Campuses offering a programme - add or discontinue23. Concentrations - add or discontinue24. Course - addition to or removal from a programme: core courses and General Studies courses25. Minors - add or discontinue26. Programme completion requirements 27. Programme description 28. Programme learning outcomes 29. Programme Mission

Major Changes Within Board of Trustees Power30. Discontinuing/Teaching out a programme 31. Length of the programme 32. New programmes33. Programme admission criteria34. Programme financial structure (e.g. sponsored, cost recovery, government financed)35. Suspending a programme temporarily36. Title of credential

Major Changes Within Board of Trustees Power30. Discontinuing/Teaching out a programme 31. Length of the programme 32. New programmes33. Programme admission criteria34. Programme financial structure (e.g. sponsored, cost recovery, government financed)35. Suspending a programme temporarily36. Title of credential

Proposal Development

Divisional Review

Approval of Executive Dean

Programme & Curriculum Department

Academic Council

Facilitate/Implement Changes to:- Curriculum Management System - Banner- Catalogue

Changes 15-36

Programme Development & Change Sub- Committee

Board of Trustees

Changes 30-36

Coordinate with Concerned Programmes

Course, Curriculum & Programme Change SystemCourse, Curriculum & Programme Change System

Note:Changes 1-19 are Course/Curriculum relatedChanges 21-36 are Programme related

Note:Changes 1-19 are Course/Curriculum relatedChanges 21-36 are Programme related

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New Programs Proposals for a new academic program must provide convincing evidence of the need for, quality of

the curriculum and sustainability of the program including:

Alignment with the Mission of the HCT

Organizational structure to coordinate across delivery sites to ensure comparable student achievement and educational experience

Need for the proposed new program from the labour market

Potential demand from students

Programme learning outcomes appropriate to the discipline and qualification

Academic rigour appropriate to the level of the qualification and the QFE

Coherent curriculum aligned to the programme learning outcomes

Work placement provision appropriate to the nature of the program

Graduation requirements appropriate to the level of qualification and the program major and any concentrations (e.g. required credits for General Studies, Core Courses, Electives)

Teaching faculty with appropriate qualifications and experience to deliver the program across delivery sites

Teaching & learning resources to deliver the program across delivery sites

Technological infrastructure to deliver the program across delivery sites

Physical facilities including laboratories to meet expected student numbers and requirement of the program across delivery sites

Financial viability to sustain the program over time

Process for new program proposal:

Academic Division submits an application for initial program accreditation from CAA to the Programme and Curricula Department following the Commission for Academic Accreditation’s Standards for Licensure and Accreditation (2011), and Procedural Guidelines for Initial Accreditation (2011)

Programme and Curricula Department reviews the proposal and submits to Programme Development and Change Sub-Committee

Programme Development and Change Sub-Committee reviews the proposal and recommends to the Academic Council

Academic Council endorses the proposal to the Board of Trustees

Board of Trustees approves the offering of the new program

New Courses A new course can only be developed for inclusion within an approved program. The proposal for a

new course must provide:

Rationale for the new course

Draft course outline using the approved HCT template

Curriculum Mapping showing the alignment of course learning outcomes to programme learning outcomes and the appropriate QFE Level

Impact analysis on program curriculum including prerequisites.

Process for new courses Each Academic Divisions establishes a clear approval path involving internal curriculum and content

experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal

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has been thoroughly reviewed within the academic division before submission to the Programme &

Curricula Department.

After the Executive Dean approves the proposal, it is submitted to the Programme & Curricula

Department.

Programme & Curricula Department reviews the proposal and guided by the category of the change

described above does one of the following:

facilitates/processes the change

submits to the Programme Development and Change Sub-Committee of Academic Council for review

Modifications to Programs & Courses Any proposed modifications to programs & courses must provide a rationale for change and impact

analyses on current students and on other programs and courses. Modifications should be:

Consistent with the HCT’s mission and strategic directions of the Higher Colleges of Technology

Aligned to Program Mission and Learning Outcomes

Appropriate in academic rigour

Cost-effective

Compatible with stakeholder requirements

Approved, where appropriate, by the Commission for Academic Accreditation in compliance with CAA Stipulation2 Substantive Change, 2011 Standards for Licensure and Accreditation.

Process Each Academic Divisions establishes a clear approval path involving internal curriculum and content

experts (e.g. Curriculum Leaders, Programme Chairs etc.) and committees to ensure that proposal

has been thoroughly reviewed within the academic division before the workflow is sent to the

Programme & Curricula Department.

After the Executive Dean approves the proposal, it is submitted to the Programme & Curricula

Department.

Programme & Curricula Department reviews the proposal and guided by the category of the change

described above does one of the following:

facilitates/processes the change

submits to the Programme Development and Change Sub-Committee of Academic Council for review

Programme Development and Change Sub-Committee reviews and makes a recommendation on

approval to the Academic Council

Academic Council, depending on the category of change, either:

Approves the change

Endorses the change to the Board of Trustees

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Timeline Changes made during an academic year are implemented the following academic year unless the

Academic Division has requested and received approval from DVCAA for an earlier implementation

date.

Changes that affect the following year’s HCT Catalogue must be formally approved by the end of the

Fall semester of the current academic year.

Curriculum Management System The curriculum management system (CMS) is an on-line facility which provides for:

Curriculum editing & approval processes

System-wide access to curriculum information such as program mission, matrix and ideal semester, learning outcomes, delivery framework, assessment strategy, teaching and learning strategy, educational resources, co/pre-requisites.

Publication of course catalogues, course outlines, and curriculum maps

The CMS is managed by the Program and Curricula Department, Academic Affairs.

Before new or modifications to programs and courses are implemented, the new information must

be entered into the CMS. The following are involved in the CMS process:

Resources Reviewer: reviews required resources for introducing or changing programs or courses

System Editor: ensures the curriculum management system is properly updated

System Registrar: enters new information for student registration, progression, and graduation into HCT systems.

Accreditation

National HCT programs are required to be accredited by the UAE’s national accreditation body, the

Commission for Academic Accreditation, Ministry of Higher Education and Scientific Research.

Programs below Diploma level require accreditation from the National Qualifications Authority.

As part of the accreditation process, the CAA requires programs and courses to be vetted by an

External Review Team containing experts in the field to ensure that the program and its constituent

courses are fit-for-purpose and meet the requirement of the Qualifications Framework Emirates

(QFE) for the level of award in terms of the Knowledge, Skills, and Competencies expected of

students.

Additionally, for proposed new programs at Baccalaureate level or above that are to be offered in

the Emirate of Abu Dhabi a ‘No Objection Certificate’ from the Abu Dhabi Education Council (ADEC)

is required prior to submission to CAA.

International The HCT requires that all academic programs leading to the award of a credential seek accreditation

from a recognised overseas accreditation body to verify that they meet international standards.

Details of the international accreditation status of HCT programs is publicly available on the

Accreditation page of the HCT website.

http://www.hct.ac.ae/programmes/accreditation/

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Policy and Procedures LP100 HCT Learning Model

LP223 New Programs and Courses

LP226 Program Modification

LP232 Work Experience





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