Global Development

Outcomes-based HCT Learning Model

From the beginning, HCT's curriculum developers focused on clearly articulating individual course and program outcomes. However, with the introduction of several new program majors within a few years (from 1993 to 1997), it was critical to ensure overall consistency in credential characteristics and program outcomes across different program majors which were simultaneously developed in parallel. Thus, concerted efforts have been made since 1998 to develop a consistent framework against which individual specialized programs could be developed and benchmarked.

Continuing on with its rich practice of building on best-of-breed global educational experiences and current developments, the HCT have had a faster induction to outcomes-based education than many other leading international universities and colleges. Hence, the HCT have been able to adapt and evolve an outcomes-based education into a clearly measurable and verifiable Learning Model (6) where the curriculum and student efforts are well mapped and documented against target graduate outcomes for a specific credential or program major.
The HCT Learning Model describes the standards expected of learners, the values and attributes they should be encouraged to obtain and maintain and the learning environment in which the essential dialogue between faculty and student should occur. Graduate Outcomes are a mechanism for establishing the standards of credentials and the depth and breadth of knowledge of HCT programs. They can also assist in the benchmarking of HCT graduates in the national and international tertiary sector. The HCT graduate who experiences a holistic learning experience will be the truest expression of the HCT meeting its Mission.
The outcomes-based HCT Learning Model seeks to ensure that HCT graduates acquire the knowledge, skills and abilities appropriate to their graduating status. HCT Graduate Outcomes define the HCT graduate. The HCT strives to ensure that its graduates possess capabilities in:

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  Communications and Information Literacy
  
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  Critical thinking, Problem solving and Interdisciplinary exploration
  
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  Global awareness
  
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  Information Technology
  
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  Self Management and Life Long Learning
  
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  Teamwork and Leadership
  
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  Vocational Competences
  

The credential characteristics developed as part of the HCT Learning Model, carefully distinguish diploma programs (technician level training – more vocational in character), higher diploma programs (developing technologists with sufficient theoretical background to serve as a link between theoretical designers and front line technical staff) and Bachelor degree programs (rounding up undergraduate education), as illustrated by the two credential descriptions below:

Diploma Credential Characteristics:

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  A breadth, depth and complexity of knowledge and competencies that cover a broad range of varied activities or applications within a wide variety of contexts, most of which may be routine and predictable and others which are complex and non-routine.
  

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  Leadership and guidance are involved when organizing activities of self and others, as well as contributing to technical solutions of a non-routine or contingency nature.
  

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  Performance of a broad range of skilled applications including requirements to evaluate and analyze current practices, develop new criteria and procedures for performing current practices, and provision of some leadership and guidance to others in the application and planning of skills.
  

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  Applications involve responsibility for, and limited organization of, others.
  

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  Higher Diploma Credential Characteristics:
  

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  Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination.
  

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  The self-directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.
  

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  Applications involve participation in development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical operations or organizing others. It may include participation in teams including those concerned with planning and evaluation functions. Group or team co-ordination will be involved.
  

The HCT's academic leaders have learned from the mission and curriculum creep that have occurred in many polytechnics and 4-year colleges around the world - often turning vocational diplomas (which, as terminal qualifications, are in high demand from industry) to associate degree pathway articulation to undergraduate programs and a gradual blurring of the technical and applied character of such institutions that distinguish them from the traditional universities which enabled them to offer unique provisions and services to the local community.

Evolution of Quality Assurance Model

At inception, it became evident to the leadership that an Academic Central Services (ACS) unit would be necessary to co-ordinate and ensure design and delivery of programs at several campuses spread across the country. Programs were organized across the academic divisions: General Education, Engineering, Information Technology (IT), Business, Health Science, Education and Communications Technology. Deans and coordinators were appointed as part of the ACS unit and they reported to the Director of that unit. One key function of this newly formed team was to set minimum quality parameters for the design, delivery and monitoring of every program in each college. Colleges were to meet or exceed these levels so that system-wide consistencies could be assured to the employers of the HCT graduates.

In its formative years, ACS was given significant support by the leadership along with the mandate to set standards in curriculum design, key assessments, lab and library resourcing, academic policies and procedures with respect to admission criteria, progression policies, academic dismissals, graduation eligibility and the like. Program teams, Division academic teams, Academic Council and Policy Council structures provided the organizational framework for approval of new programs and policies. The ACS managers chaired most of these committees which were formed by representatives from each college.
In 1992, ACS applied quality control through system wide Graduate Aptitude Tests (GATS) in which 3 to 4 major written assessments designed and administered by ACS were instituted as a must-pass condition for graduation

to all students who had completed all coursework in the colleges. Over the next 3 years, the GATS became a part of the regular system-wide assessments for key courses during the academic year rather than being given immediately prior to graduation. Such key common assessments continue to be given primarily as spot-checks to ensure system standards in interpretation of course outlines. Over time, these assessments took different forms. High stakes examinations, project work, oral presentations, practical work and other appropriate assessments

could now be included as key common assessments.
From its early years of spot-checking graduates at exit as a measure of quality control, the system evolved significantly. A program quality assurance (PQA) model was introduced in 1998 to ensure that each HCT program was designed and delivered according to common quality parameters and this internal QA audit was in turn designed to ensure that each program team was engaged in a deliberate, documented, measurable continuous quality improvement process. There were two primary aims of the PQA system:

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  To contribute toward improvements by colleges and Divisional Academic Teams in providing students with the best opportunities for academic and personal success and
  

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  To provide a framework for colleges and Divisional Academic Teams to report how they are contributing towards the HCT achieving its mission
  

The PQA system was designed to ensure quality assurance of both curriculum design issues and curriculum delivery aspects. Thus, the unit responsible for implementing the PQA had to monitor both the work of Deans at ACS and the college faculty. Consequently, a new unit, the Institutional Effectiveness Directorate was created, as part of the Vice Chancellor's office. This new unit was to focus on international program accreditation, and seek out appropriate international benchmarks.

Each college and its Divisional Academic Teams (DATs) used the HCT's PQA Key Criteria (KC) to evaluate the quality of Its PQA processes and activities and then recommended how these could be improved. A college was now required to demonstrate how the following KCs were satisfied for each program:
KC1: Industry and community satisfaction with the program
KC2: Professional and external benchmarking, status and recognition of the program
KC3: Program and course aims, design, and learning outcomes: ensuring that they are aligned with the HCT graduate outcomes
KC4: Student performance in assessment and progression through the program
KC5: Student and graduate satisfaction with teaching, learning and assessment
KC6: Optimization of resources and resource issues for the program and courses
KC7: Course delivery and teaching, learning and assessment strategies: ensuring these are aligned with KC3
Each college and DAT responds to each of the Key Criteria by answering the following Key Questions:

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  What is our process?
  

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  What is the evidence from our process?
  

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  What program improvements can we make on analysis of this evidence?
  

Each college was to document its responses to the seven Key Criteria in a major PQA report for each of the programs that it offered, on a system wide five-year cycle. Evidence of PQA processes for each of these Key Criteria and evidence resulting from these processes became a part of the relevant Divisional Quality Portfolio at each college.

Today, operating in parallel with the above PQA system, is an annual assessment of how well graduates meet the HCT Graduate Outcomes. Each college annually demonstrates student achievement of the HCT Graduate

Outcomes in each of its programs through:

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  Results from Key Common Assessments in English, Mathematics and Computing (and any other common, system-wide assessments required by each Divisional Academic Team)
  

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  Outcomes-based assessments including, where appropriate, associated assessment products and grades from the portfolios of final-year students
  

The QA system at HCT continues to evolve at a rapid pace. At present, the internal QA audit system is being extended to cover other college-supported services including management and leadership. International accreditation and benchmarking of programs continue to be strongly encouraged by the HCT leadership.

As previously mentioned, Business programs are accredited by ACBSP, Engineering programs have been benchmarked by ABET (TAC) and Communication Technology programs have been accredited by the American

Communication Association. There are concerted efforts to seek accreditation of IT and Health Science programs.

In addition, as a natural evolution of the internal QA, the HCT leadership decided to seek institutional accreditation and the HCT have already submitted candidacy documents to the Southern Association of Colleges and Schools

(SACS) of USA.

Future Challenges and Solutions
In a fast evolving, dynamic society such as the UAE, it is a major challenge to prepare long term plans for higher education. However, medium term strategic plans are possible and are now encouraged by the leadership. As the HCT Chancellor summarized in his 2002 HCT Conference keynote address (7), "Mature institutions such as ours share certain characteristics and qualities that enable them to experience success and forge their future. I would like to list some of these characteristics with you now: Mature organizations, especially academic institutions, avoid repeating past mistakes and are able to anticipate problems before they occur; mature organizations use technology wisely and effectively and espouse teamwork, creativity, and innovation. Mature organizations also have finely tuned fiscal management systems and firm resource allocation plans. And mature academic institutions have flexible course delivery strategies, strong student support services, an ongoing commitment to life-long learning, active partnerships with the community, effective assessment procedures for students, faculty, and administrators, professional development plans for all staff, and relevant collegial relationships with their sister institutions. Many of these characteristics and qualities are already in place within our college system, but many others need to be developed and refined."
Since 2002, the HCT have become the top choice of UAE national secondary school leavers applying for higher education, in comparison with other national and private universities in the country and overseas. This increasing demand is further exacerbated by the increasing number of secondary school graduates resulting from an ever increasing population. As a result, the HCT has a set of challenges that require innovative solutions due to the following combination of reasons:

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  The national mandate on the HCT is to provide open and free access to tertiary education for all eligible UAE nationals - this does not permit levying any student fees even to partially recoup some of the costs.
  

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  At this stage of national development, to recruit teaching faculty and administrators, higher education institutions primarily rely on international staff - thus resulting in higher HR costs to provide for housing, children's education and other compensation allowances. Due to its highly selective nature, the HCT's HR costs are higher than those of comparable technical colleges elsewhere in the developed world.
  

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  To attract, recruit and retain world-class faculty members at the HCT, the overall package must remain competitive and present significant advantages to individuals on successful career paths in their home countries. HCT leadership is determined not to compromise quality of education in order to meet the increasing quantitative demand.
  

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  The HCT's Policy Council has been studying different solutions and approaches used by similar state funded universities and colleges in other countries facing similar budgetary problems in their evolution. In the near future, some combinations of the following solutions could help restore the balance between demand and supply:
  

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  Increased levels of Federal and local government support for the HCT budget.
  

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  Private sector contribution through grants, scholarships and sponsored programs
  

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  Fee recovery on some of the direct costs such as textbooks, lab consumables and computer usage, tuition fees for those students repeating courses and the like.
  

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  Expansion and franchising of the HCT in other countries on a commercial basis and bringing back some of the revenue to support UAE operations.