Directorate of Quality Enhancement and Planning

The accreditation process by the Ministry of Higher Education created opportunities for enhancing the academic quality of domestic universities. This process introduced specific standards and indicators for quality enhancement in educational institutions and, given its importance, required domestic universities to comply with these standards to achieve academic accreditation. Khatam Al-Nabieen University, in line with its commitment to the flourishing of the country’s academic and scientific community, established a structured framework to achieve the goals set by the Ministry of Higher Education. The Directorate of Quality Enhancement and Planning and Policy was established as one of the key departments in the structure of Khatam Al-Nabieen University to enhance academic quality and obtain internal and external accreditations. This directorate currently operates with two directorates and two administrative staff to enhance the institution’s academic quality.

The Directorate of Quality Enhancement and Planning works towards institutionalizing the quality enhancement process based on the following pillars:

Enhancement of Academic Quality and Accreditation

Quality orientation and the pursuit of enhancement are central to the activities of Khatam Al-Nabieen ^(PBIH) University. On this blessed path, in 2012, Khatam Al-Nabieen ^(PBIH) University entered the national academic accreditation process. Based on the principle of continuous improvement in the quality of education, research, and services, and with a collective participation approach, the university established a structured administrative and decision-making framework to better manage this process. With the comprehensive support of the university’s leadership, the Directorate of Quality Enhancement was elevated to the “Directorate of Quality Enhancement and Planning” at the university level, with two directorates: “Quality Enhancement” and “Planning and Policy.” Its subcommittees at the faculty level align with the work area, responsibilities, and operational plans of higher levels. The university’s Quality Assurance Committee consists of the Director of Quality Enhancement and Planning, the Director of Quality Enhancement, the university’s vice-chancellors, and faculty deans, led by the university’s Chancellor. Similarly, the Planning and Policy Committee at the university level consists of the Director of Quality Enhancement and Planning, the Director of Planning and Policy, the university’s vice-chancellors, and the heads of the Planning and Policy subcommittees of the faculties, led by the university’s Chancellor. The primary responsibility of the Quality Assurance Committee is to plan, advise, monitor, and evaluate the implementation of the university’s programs at various levels. While the coordination, planning, monitoring, and evaluation of the implementation of academic programs are the responsibilities of the Quality Enhancement Committee and the academic enhancement of faculties, the main responsibilities of the Planning and Policy Committee are to determine the university’s overarching policies, develop the university’s strategic plan, academic planning, monitor the implementation of operational plans, and evaluate the operational and developmental plans of various university levels.

Khatam Al-Nabieen ^(PBUH) University successfully completed the third stage of accreditation and obtained academic accreditation from the Ministry of Higher Education, marking a golden page in the process of providing standard educational services.

After completing the third stage of accreditation and obtaining the accreditation certificate from the Ministry of Higher Education, Khatam Al-Nabieen ^(PBUH) University strives to maintain its accreditation and obtain academic accreditation from regional and international accredited institutions. The university is determined to enter the university ranking process based on QS and THE standards.

Evaluation

The process of collecting necessary information for decision-making regarding programs and performance; this indicator is carried out as the main criterion for decisions and performance at the university level through monitoring and evaluation.

Monitoring

Continuous supervision of the proper implementation of programs and performance; monitoring is carried out during the execution of work to ensure the proper implementation of processes and tasks to achieve the set goals. At Khatam Al-Nabieen ^(PBUH) University, with full adherence to this principle, monitoring is carried out at the university and faculty levels by responsible committees.

Evaluation

The process of collecting and judging necessary data for improvement and quality enhancement; evaluation is carried out after the completion of a phase of activity implementation, and this principle is implemented quarterly at Khatam Al-Nabieen ^(PBUH) University, with readiness for evaluation by external institutions, especially the Ministry of Higher Education.

Areas of Monitoring and Evaluation

Internal monitoring and evaluation at the university are carried out in various areas and levels at different times. Below are the levels of monitoring and evaluation at Khatam Al-Nabieen ^(PBUH) University:

Monitoring and Evaluation of All Academic Programs

All academic and educational programs of the university are monitored and evaluated quarterly. These programs include strategic plans, the implementation of activities, the achievement of university goals, academic-administrative processes, research, and other administrative and academic tasks.

Monitoring and Evaluation of Faculty Members

The educational, research, administrative, and service activities of faculty members are monitored and evaluated through various methods, such as self-evaluation, departmental evaluation, faculty and academic vice-chancellor evaluation, and evaluation by external institutions.

Monitoring and Evaluation of Students

Based on the teaching quality evaluation guidelines, students’ learning status, educational activities, and academic progress are evaluated through various methods, including daily, weekly, mid-term, and end-of-semester evaluations through class participation (participation in discussions and questions and daily activities), homework, and response methods in diagnostic (pre-education), formative (during education), and summative (post-education) evaluations.

Monitoring and Evaluation of Vice-Presidents and All Departments

The academic and administrative activities of all administrative units of the university (President’s Office, Vice-Presidents, faculties, departments, committees, and independent units) are monitored and evaluated quarterly through a structured checklist by the Quality Enhancement and Planning and Policy Committees, in addition to annual performance reports. Vice-Presidents continuously monitor the activities of their subordinate units during the semester.

Monitoring and Evaluation Model

Khatam Al-Nabieen ^(PBUH) University defines evaluation as the systematic collection and analysis of necessary information for decision-making regarding the change, completion, continuation, or elimination of programs. In this regard, the “Kirkpatrick Model” is used. Three reasons justify the use of this model: comprehensiveness, simplicity, and practicality. The effectiveness of the program in this model has four levels.

Level 1: With the “Reaction” criterion, guiding questions are designed regarding the satisfaction and interest of learners in the programs and decisions of the university.

Level 2: With the “Learning” criterion, questions revolve around the knowledge, skills, creativity, and responsibility of learners after completing an educational program.

Level 3: The “Behavior” criterion is used, and questions are asked about “employment” and “improvement in professional, social, and ethical behavior,” focusing on the impact of completing a program and educational events on finding a job and improving behavior at work and the workplace.

Level 4: The criterion for this level is “Results.” The central question is: What material, moral, and social benefits have learners brought to Khatam Al-Nabieen ^(PBUH) University, and what functions and benefits have they provided to society after completing a program?