GT- December 2013

FACULTY OF BUSINESS

Higher Colleges of Technology-

Faculty Guide

Faculty of Business- HCT

Table of Contents

Section 1- HCT Strategic Planning 1

HCT vision and mission 1

HCT strategic directions and FoB strategic goals 2015-2016 2

Faculty Academic Committee and sub-committees 6

Accreditation 8

Section 2- Business Program Matrices 10

Section 3- Assessment and Curriculum Development 11

System Course Leaders, role of SCTL, 10

Common Specification Assessment, FWAs 13

Changes in course outlines 13

Assessment Strategy Guidelines 14

Permissions and Procedures for changes in courses 16

Section 4- Academic Planning at the campus level 17

Role of the CTL 17

Role of the Cohort Coordinator 18

Role of the Section Leader 19

Role of the Academic Advisor 19

Key operations and processes at campus level 20

Section 5- Partnerships with Industry and Government

(Triple Helix)

22

Community engagement 20

Co-Production Partnerships 20

Business Incubation and Entrepreneurship 21

Annual Conferences and Leadership Forums 24

Applied Research Collaboration (ARC) with Al Futtaim

Automotive Group

24

Section 6. Relationship-Building initiatives with Foundations

and Schools

22

Business Connect 25

Mobile Learning Unit 25

Open House and Orientation Days 25

Section 7. Student Excellence 26

Student Scholarships, Awards and Competitions 26

Student Sponsorships and Career Advising 26

Section 8. Faculty Excellence

Faculty Awards, Applied Research and PD opportunities 28

References 29

Appendix A Key Operations and processes at campus level 30

Appendix B Student Awards and Recognitions at HCT 36

1 Faculty Guide- HCT Sharjah Rev 3-31-2015

HCT Strategic Planning

This section contains information about the HCT vision and mission statements and

the HCT strategic direction, which guide the activities of the Faculty of Business.

HCT Vision and Mission (HCT, 2015)

The Higher Colleges of Technology will be recognized as the best applied higher

education institution in the United Arab Emirates, producing knowledgeable, innovative

and skilled Emirati graduates that support the

nation in pursuit of excellence.

HCT Mission

The Higher Colleges of Technology is

dedicated to the delivery of applied and

vocationally focused programs that achieve

national and international standards at the

Diploma, Bachelors and Masters levels. Delivered through excellent instruction based on

‘learning by doing’ and in a technology-rich environment, supported by applied research,

our programs are designed to meet the employment needs of the UAE and support

Emirati students in becoming innovative and work-ready.

HCT Strategic Directions

SD 1 Enhance student success

SD 2 Emphasize applied education

SD 3 Expand partnerships

SD 4 Ensure quality

SD 5 Encourage innovative initiatives

SD 6 Support national Emiratisation strategies

The HCT Strategic Directions inform the systematic approach to strategic

planning in the Faculty of Business, cascaded to the level of individual performance

Section

1

Faculty Guide- HCT Sharjah Rev 5-2016 2

goals. The Executive Dean and the Chairs of Business hold periodic meetings to

formulate, monitor and implement initiatives that operationalize each strategic

direction. For 2015-2016 the organizational goals are presented below:

Table 1 Faculty of Business Strategic Goals 2015-2016

The Faculty of Business has entered common, core objectives related to the expectations of

a faculty member. As a faculty member, you may enter additional activities and discuss the

weighting of the goals with your supervisor. Evidence of each deliverable must be provided

during the mid-year review and final meeting. The “Faculty Core Job Objectives” are

derived from discussions regarding the Faculty of Business KPIs identified during the

FAC meetings

HCT goal Faculty Core Job Objectives Suggested Weight

Suggested Activities Measurable Outcomes:

Target Dates

SG 1 Enhance student success & SG 2 Emphasize Applied Education

1. Course Preparation, Delivery and Assessment

1.1 Meet all professional obligations to students

10%

1.1.1. Holding sufficient office hours.

1.1.2.. Provide effective academic advising, including utilizing early warning tools, providing timely and quality feedback to students, utilizing early warning tools, flagging students at risk; students in the portal with appropriate action plan and follow up comments.

(and) 1.2 Prepare and maintain detail content materials for ECAFs.

20%

1.2.1. Maintain detailed documentation of course delivery schedule, notes, presentations.

Faculty Guide- HCT Sharjah Rev 5-2016 3

1.2.2. Maintain ECAF folders, faculty responsible for updating ECAF (with relevant resources and assessments and prepare reports for course improvements; review the comparison between section course work, CSA performance, and average GPA.) per course each semester.

(and) 1.3 Increase usage of technology in course preparation and delivery.

10%

1.3.1. Integration of technology in course preparation and delivery: E-texts; demonstrated use of simulations, case studies, MOOCs and active BBLearn components, and use localized (regional) case studies and other authentic assessment instruments) as per CAA ECAF requirements/guidelines.

(and) 1.4 Achieve positive classroom observation and feedback/ evaluation from students

25%

1.4.1. Faculty to achieve baseline target of 75% in classroom observation and student satisfaction rating “to meet expectations” Overall 60% is allocated for classroom observation and 40% for student satisfaction.

SG4 Ensure continuous Quality

2. Continuous Quality Improvement and Curriculum Development

2.1 Provide feedback for continuous quality improvement by recommending course, outline, delivery, and resource enhancements.

15%

2.1.1. Completion of faculty course survey

2.1.2. Recommend actions for course learning outcomes with less than 70% average student attainment.

Faculty Guide- HCT Sharjah Rev 5-2016 4

(and) 2.2 Participate in training sessions as required, provide peer-training if applicable.

b) HCT Training: Professional Development week; August Orientation; January Professional Development; April Professional Development **All Faculty to attain HCT BBLearn Certification (Minimum L1);

Faculty Elective Job Objectives Weight and action set in consultation with supervisor (20% in total) to make an OVERALL total of 100%. Other activities which signifcantly contribute to the Business Division may be added. The remainder of the 20% weighting should be spread across two or more of the below categories.

HCT GOAL Sample Elective Job Objectives

Weight

Suggested Activities

Target Dates (Measurable Outcome)

SG3 Expand Partnerships

3. Community & Industry Interaction

3.1 Engage industry through work placement student mentorship and application for industry relevant, applied research projects.

(or) 3.2 Engage in extracurricular activities such as: tutoring clubs, college activities; enhance business incubators- Number of events related to entrepreneurship.

SG 4 Ensure continuous quality

4. Academic Leadership- For CTLs/ SCTLs and Committee member

4.1 Serve as the system/course team leader or Committee member to inform the assessment strategy, course design, new course development, moderate section assessments, and ensure CSA alignment.

(or) 4.2 Final Exam Preparation

Faculty Guide- HCT Sharjah Rev 5-2016 5

(or) 4.3 Apply evaluation best practices by developing assessments and rubrics according to the NQF requirements and develop assessment tools and share it with faculty and/or upload as a resource on ECAF. Documenting assessment tools, marking schemes, rubrics, and samples of student performance for all courses as per CAA requirements.

SG5 Encourage innovative initiatives

5. Research, Professional Development & Innovation

5.1 Maintain professional relevance and effectiveness in teaching & learning by attending training Eg. Annual Conference; HCT training sessions; orientation; e-learning training etc.

(or) 5.2 Pursue the degree qualification / certification.

(or) 5.3 Write, submit, and attend a peer-reviewed conference related to your discipline.

(or) 5.4 Serve as editor, associate editor, or special issue editor of a refereed journal in the discipline.

(or) 5.5 Develop and implement a strategy for promoting entrepreneurship and the success of incubation centers or other relevant academic activities.

Faculty Guide- HCT Sharjah Rev 5-2016 6

Other Activities Related to the HCT Strategic Goals: Maximum weight 5% (e.g. Delivering PD sessions, achieving partnerships with international universities, marketing the program, buddy-mentor of a new hire, mentor of a HADEF faculty etc.) To be selected in consultation with your supervisor.

Faculty Academic Committee (FAC) and Sub-Committees

The Faculty of Business strives to achieve the strategic goals of HCT by involving

faculty, students and relevant stakeholders in the discussion of key topics of curriculum

development and orientation of our programs. The FAC Faculty Academic Committee,

Chairs meetings, and Sub-committees are the conduits of formulation and implementation

of strategies within the FoB.

Faculty Academic Committee (FAC)

Each respective Faculty will have a Faculty Academic Committee, which is a

standing committee of Academic Council charged with ensuring that HCT’s curriculum

development and review are consistent with approved processes and undertaken in full

compliance with educational policies. The Committee develops and recommends

curricular changes or additions to existing programs, new programs or elimination of

existing programs offered with a Faculty using the attached Guideline for Curriculum

Changes. Upon the recommendation of this committee, the Academic Council may

forward to the Policy Council for formal approval or reject the proposal. It should be noted

that a given Faculty may have more than one FAC depending on the uniqueness of the

discipline (Gallant, 2013).

Sub-Committees

The Faculty of Business has 24 FAC sub-committees, including 6 strategic

direction sub-committees, 8 curriculum committees and 10 other sub-committees (OSC)

on aspects for marketing, applied research (ARC), graduate studies (GSC), accreditation

(ASC), entrepreneurship and incubators (EIC), professional development (PDC), faculty

Faculty Guide- HCT Sharjah Rev 5-2016 7

engagement (FEC), ad-hoc task force (TF), assessments (AC), listed in the table below.

The Terms of Reference (TOR) of each committee establish conditions of membership.

Each committee formulates plan of actions for the academic year in alignment with the

HCT and FoB strategic direction. Meetings take place on-site or via zoom video

conference. If you are interested in joining one of these sub-committees, contact your

Business Chair for more information.

Table 2 FOB Committees (2015-2016)

FAC Sub-Committees (FAC-SC)

Strategic Direction Sub-Committees (SDSC) The SDSCs are responsible for formulating and recommending strategic initiatives that address the strategic directions of HCT. The strategic directions of HCT will change after the HCT 2.0 exercise but it is as follows for now:

SD1 Committee: Enhance Student Success

SD2 Committee: Emphasize Applied Education

SD3 Committee: Expand Partnerships

SD 4 Committee: Ensure Quality

SD 5 Committee: Encourage innovative Initiatives

SD6: Support National Emiratisation Strategies

Curriculum Sub-Committees (CSC). The CSCs are comprised of faculty members from across all campuses of HCT, tasked with overseeing the development, maintenance of the business curriculum in alignment to industry needs as part of continuous improvement. They are also responsible to finalize the development of the final assessment instruments related to their area.

Accounting

Finance and Banking

Supply Chain Management

International Business

Quality and Strategic Management

Human Resource Management

General Core

Applied Diploma (Retailing)

Faculty Guide- HCT Sharjah Rev 5-2016 8

Other Sub-Committees (OSC) The OSCs include committees for several other tasks that align to the strategic directions of the Faculty of Business and the HCT.

Marketing (MC) The MC is responsible for developing the marketing strategy and initiatives to promote the Business programs among diverse stakeholders.

Applied Research (ARC) The ARC is responsible for the formulation and implementation of applied research strategies and a framework for consulting activities, aimed at engaging full-time faculty in industry-related and academic scholarship.

Graduate Studies Committee (GSC) The GSC is tasked with developing and monitoring the development and periodic update of course outlines for all courses in the Master’s programs, according to requirements. The GSC is headed by the Chair of the Graduate Programs. Members are other Program Chairs and full-time Graduate Faculty who are experts in each cluster or discipline.

Accreditation Subcommittee (ASC) The ASC is responsible for overseeing ACBSP, NQF and CAA accreditation details, as well as long-term accreditation requirements (e.g. AACSB). The members of the ASC will execute strategies to meet those requirements and make periodic recommendations for continuous improvements.

Entrepreneurship and Incubators (EIC) Responsible for identifying support mechanisms for student entrepreneurship initiatives across all the campuses of HCT.

Professional Development (PDC) Responsible for identifying PD needs and developing PD plans at the internal and external level, including participation in workshops, forums, conferences, aimed at enhancing the capabilities of the faculty team and staff.

Faculty Engagement (FEC) Responsible for identifying, supporting and executing activities at the multi-campus level aimed at engaging faculty and staff in a positive working environment, conducive to high organizational commitment and motivation

Task Force (TF) Ad Hoc Task Forces maybe setup for any special project, or purpose based on the recommendations of the Executive Dean or the Associate Dean

Assessments (AC) Responsible for monitoring the ECAFs and evaluate the assessment instruments developed by the various campuses. Evaluate the tools and report on the results, and organize training for the faculty on how to prepare effective instruments.

Faculty Guide- HCT Sharjah Rev 5-2016 9

Accreditation

The Faculty of Business is in process of accreditation with the the Commission for

Academic Accreditation (CAA) and is accredited by the Accreditation Council for Business

Schools and Programs (ACBSP).

CAA: this is the UAE accreditation body, which accredited HCT as an institution

last year. The accreditation visit for Business programs is scheduled for AY2015-

2016.

ACBSP: U.S.-based international accreditation body, which accredited HCT

Business programs in 2008. Requires bi-annual reports on HCT responses to their

recommendations; the latest report was submitted in February 2014.

Core Themes of Accreditation

Both CAA and ACBSP focus on the following key topics:

Qualified faculty

Appropriate learning environment

Proper processes of planning, delivery and monitoring/evaluation of programs and

services, with special attention to assessment

What Does It Mean For Faculty of Business Members?

Information about accreditation guidelines will be communicated periodically through

the accreditation committee or the Program Chair. Faculty credentials and professional

development are of utmost importance for the accreditation. Meetings and feedback from

the faculty team are critical for our success in this process, especially when filling out

surveys, course evaluations, submitting CVs and other information in various templates

for accreditation purposes. As part of the Quality Assurance Goal, faculty members are

expected to participate in meetings, workshops, professional development (PDs), or zoom

meetings to meet the accreditation agenda. Do not hesitate to ask questions, to discuss

any matters you find important, and to share your thoughts and ideas.

For more information about accreditation, contact Dr Herveen Singh

hsingh@hct.ac.ae, Mr. or Zeena Stephen zstephen@hct.ac, Quality Assurance Officer.

10 Faculty Guide- HCT (Campusn name)

Business Program Matrices

The information about the matrices for the Bachelor of Applied Sciences in Business

Administration (BAS) can be found in the HCT catalog for each academic year,

available at http://www.hct.ac.ae/en/catalogue/

Section

2

11

Assessment and Curriculum Development

This section contains information about the assessment and instruction processes

across the Faculty of Business. It also includes the roles of the System Course

Leader (SCTL), Campus-based course team leader (CTL), Section leaders and

Cohort Coordinators (in certain campuses).

System Course Leaders (SCTL)

Definition of SCTL

The system course leaders are faculty members, nominated by the Business

Chairs and appointed by the Faculty Academic Committee (FAC) to provide leadership in

the development and review of curriculum of a course or courses assigned. Usually the

SCTL is the developer of the course, but this is not a condition. The SCTL should be a

current faculty teaching the corresponding course. A list of SCTLs for 2014-2015 is found

in Appendix B.

Section

3

12

Roles of SCTL

The illustration below summarizes the main role and expectations of the SCTLs.

The SCTL use a systematic approach for course review. To do this, SCTLs must be in

close contact with the CTLs at this campus, encouraging them to complete course

evaluations at the end of each semester. The SCTLs are to discuss the findings of the

course evaluation and grade results, analyzing them and suggesting adjustments to the

course outline or to the resources as necessary. Some of these changes may be minor or

major (see explanation in further paragraphs). Major adjustments require FAC approval so

they can be reflected on CurricuNet. SCTLs are also expected to work on updates to

BBLearn course shell with feedback from the campus CTLs, in a healthy team

environment.

FIGURE 1. SCTL Roles and Expectations

SCTLs are key participants in the achievement of the strategic goals of the Faculty of

Business. Some specific roles of the SCTL are:

Keep the HCT course outlines streamlined (in CuricuNet) and up-to-date based on

the requirements of the relevant accreditation bodies, HCT policies and regulations, FAC

requirements, and the feedback of all teaching faculty from the various campuses.

Encourage course team

members to complete the course evaluations

(each semester)

Analyze the comments and

suggest changes/modifica

tions in course outlines

On approval of

Curriculum Chair and FAC-make necessary

changes on CurricuNET

Update the BB Learn

Course Shell

Promote &

maintain a healthy

team environm

ent

Ensure final assessments at all campuses follow

CSA at a suitable(equitable) level of difficulty

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Make recommendations for improvements at the end of every semester based on

the feedback and the results of the previous semester.

Choose the right resources appropriate to the level of students. Verify readability

for ESL speakers at IELTS 5.0.

Build BbLearn shell for the course.

Write CSA specifications and send them for approval to the FAC two weeks before

the semester starts, otherwise the previous CSA will be used

Ensure that all final assessments at all campuses follow the CSA and are at a

suitable(equitable) level of difficulty.

If a CSA has been chosen as a FWA by the FAC, then construct a set of possible

exam questions, with collaboration of the inter-college course team, and submit these

questions to the FAC who will be responsible for constructing the final FWA at least 4

weeks before the planned FWA exam date

Maintain the system Course Assessment File (eCAF) for their course. This will

include assessments instruments and grading schemes from all campuses along with

samples of student work. CTLs at the campus level are to assist accordingly with data

collection.

Provide feedback on the system-wide grade results

Common Specification Assessment (CSA)

•Assessment that proves that not only the course learning outcomes have been met, but

also the program learning outcomes. CSA assessments need to showcase the

achievements of the students, and they may or may not be comprehensive, i.e. they could

be a mid-term!

•CSA specification is developed by the System Course Team, but CSA instruments are

developed by the colleges based on these specifications. Colleges run CSA Exams at

their own times.

14

Faculty Wide Assessments (FWA)

•Faculty Wide Assessments (FWAs) are CSAs that are developed by an inter-college

course team using the same assessment instrument for all students. It is a common

assessment that is delivered at the same time on all campus locations.

•FWA exams may be required by relevant accreditation bodies, HCT policies and

regulations, or by the FAC. A FWA exam process is set in place every semester,

involving faculty members, CTLs, SCTLs and Curriculum Chairs, overseen by the

Executive Dean of Faculty of Business.

Changes in Course Outlines

SCTLs are to manage minor and major changes in course outlines as follows:

Minor Change: Documented minutes of meeting sent to the FAC

o Change of the resources, e.g. replace one textbook with another one

o Change of the weekly delivery schedule

o Change of the description of the assessments

o Change of the percentages of the assessment components by no more

than 10%

Major Change: Documented recommendations sent to the FAC for approval

o Everything that is not a minor change

o Change in the type of assessment

o Change in description of the Common Specification Assessments (CSA)

o Recommending new CSA

Assessment Strategy Guidelines

SCTLs are to lead agreements with the course team to deploy the following

guidelines for assessment strategies at each of the campuses across Faculty of Business

starting fall 2014. Course Team Leaders (CTLs) in consultation with their course team

prepare Assessment strategies that are uploaded to HCT portal gradebook and included

in the Course Guides for distribution to students.

15

The assessment plan follows course outline in CurricuNet

http://www.curricunet.com/HCT/search/course/ and CSA specifications in the eCAF

folder of each course. The most updated guidelines for Assessments in the Faculty of

Business will be available during PD week (Jan 5-6 2016). Each assessment strategy

depends on the nature of the course, the program learning outcomes and course

learning outcomes to be assessed.

Assessment Guidelines

Assessment strategies are available at the beginning of each semester, from

the HCT portal. Course Team Leaders (CTLs) in consultation with the SCTL discuss

updates to the assessment strategies and download them for discussion at the

campus level. CTLs work with the faculty team and cohort coordinators to schedule

the assessment as per the guidelines while avoiding conflicts or overlaps within a

given cohort. CTLs must upload the approved Assessment Strategy to HCT portal

gradebook and add it to the Course Guides for distribution to students. A Critical Path

for semester set up is found in the internal repositories at each campus.

The assessment plan follows course outline in CurricuNet

http://www.curricunet.com/HCT/search/course/ and CSA specifications in the eCAF

folder of each course. The most updated guidelines for Assessments in the Faculty of

Business will be available during PD week each beginning of the semester. An

example of structure of assessment strategy (for 2015 20) is as follows:

Week Assessment

By Week 4 or 5: Students should complete 15% of their assessment. Exact week depends on the STL’s decision. Recommended tool: 60-90 minutes Quiz / Written Exam.

On Week 8: Dedicated Midterm Week

For all courses for 25% of the grades. Recommended tool: 60-90 minutes Written Exam or task.

By Week 12-14 Students should complete an applied project. Focus is on the application of the theory. Recommended tool: case studies, mini-scenarios, secondary research, primary research etc. Weight is: 20% +10% = 30%

16

This could be individual or group task, with a 10% individual presentation component – focus is on the APPLICATION and PROBLEM SOLVING.

On Week 16: Dedicated Final Exam Week

For all courses for 30% of the grades

The Guidelines for Assessment Strategies are as follows:

Max 20% M/C or T/F (selective response) questions in every course

(either in every assessment, or in the course overall)

Max Group Work at 20%. If a project is 30%, then at least 10%

individual component must be defined, e.g. presentation

Due to concerns about the epidemic in plagiarism and outsourcing

off- campus tasks, no more than 20% off-campus assessment. If a

project is 30%, then at least 10% on-campus component must be

defined, e.g. oral defence

No more than 10% for oral performance, no need for moderator, but

still record the event

Allow Formula Sheets developed on campuses in quantitative

courses (maths, stats, acct, finance, ops management, etc.) as the

emphasis should be not on the memorization of the formulae, but on

their applications, but do not allow one pager Cheat Sheets on

exams

Other Best Practices

Keeping the general FoB guidelines for assessments in mind, the following

best practices in scheduling assessments are recommended at the Sharjah campus:

Coursework assessments should be scheduled efficiently to avoid

conflict or crowding of more than 2-3 assessments per week within

each cohort.

Coursework assessments should be coordinated with Arabic, Math

and Gen Studies CTLs.

17

Sharjah Colleges has maintained the following scheduling guidelines in

alignment with FoB:

First assessment should take place no later than week 5, when

possible, to give students the opportunity to gauge their performance

in the first CLOs.

A significant proportion of assessments should have taken place by

mid semester, to give students a fair idea of their progress.

The last coursework assessment should take place not too early

(when not all CLOs may be covered); or too late (that creates

conflicts with final exams preparation).

Assessment due date must be scheduled in gradebook on a

Thursday of the given week.

Grade entry due date must be scheduled two weeks after the

assessment due date.

In case of doubt, check with your SCTLs, Academic Coordinators and Program

Chairs.

Permissions and Procedures

The illustration below shows a flow diagram with the process followed by Faculty of

Business to implement changes in course outlines and assessments.

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FIGURE 2. Permissions and Procedures (Dobson & Bashir, 2014)

The Chairs of the Curriculum Committees (2015-2016) are shown in Figure 3 below (

FIGURE 3. Curriculum Committee Chairs (2015-2016)

Year-4

Accounting

Dr Indrani Hazarika

DWC

Finance & Banking

Alex Hennawi

AAMC/AAWC

Human Resource

Management

Dr Syed Bashir

DWC

International Business

Chris Storey

SMC

Quality Management

Dr. Grace Thomson SWC

Supply-Chain Shain

Sewbaran

FWC, FMC

Core

Abeer Al Rasbi,

Nadeem Ahmed

AAWC/AAMC/RUWC

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Academic Planning at the Campus Level

Role of the Course Team Leader- CTL

Campus Course Team Leaders (CTLs) work in close coordination with the STCL

in the implementation of the academic plan for the semester. CTLs liaise with the SCTL

for updated materials, course outlines and

assessments, and any developments in

CurricuNet or BBLearn as applicable. The CTL

has the critical role of keeping the campus faculty

team up-to-date and sharing necessary learning

resources (BbLearn activation) for faculty and

students. CTLs work with the faculty teams in the

preparation of the assessment plans, course guides, gradebook set up, learning-by-doing

activities and final assessments. In the preparation of course guides (syllabus),

assessment plans, final assessments (non-FWAs), and eCAFs, CTLs are supported by a

moderator who reviews these documents prior submission for approval.

At the beginning of the semester, the CTLs work with the Cohort Coordinator for a

balanced distribution of assessments to minimize conflicts or crowding of assessments on

a given week, while meeting the delivery framework in the course outline. Once this

agreement is reached, CTLs prepare the course guide (syllabus) and submit the

assessment strategies to HCT portal gradebook for approval. Each campus has

systematic processes in place for the semester set-up, assessment moderation and final

assessments preparation. For the semester set up, CTLs are to integrate the new

assessment guidelines into the course guides communicated by the SCTLs (details in

section 2 of this handbook).

Section

4

20

Role of the Cohort Coordinator

The Cohort Coordinator’s functions are critical at the start of the semester for the

prompt approval of assessment plans and course guides by the Program Chair. A critical

path for this process is available in the internal

drives.

The Cohort Coordinator is responsible for

coordinating with campus CTLs a balanced

scheduling of assessments throughout the

semester to minimize crowding or overlaps of

assessments on a same week. The goal is to

minimize the risk of having more than 2

assessments of 20% weight due on a given week. Further, CTLs will coordinate with their

own faculty team to stay in communication with faculty teaching the same section, to

avoid two assessments on the same day. In cases where this cannot be avoided, faculty

should advise students about the upcoming tight schedule and help them manage

deliverables.

Cohort Coordinator and CTLs meet before week one of the semester for this

purpose (i.e. The CTLs of BUS 1103, BUS 1003, BUS 1203 in BAS semester meet and

agree on an Assessment Overview). The Cohort Coordinator should also reach out to

Gen Ed CTLs (usually 2 in each cohort) to further the agreement.

Role of the Section Leader

The Section Leader is the faculty member responsible for the seamless

coordination of activities and information pertaining to each classroom section, involving

students and faculty in the curricular, extra-curricular, academic or administrative

initiatives proposed by the Business unit. The Chair appoints the section leader based on

the overall faculty distribution across the sections active in a given semester. Some

specific roles are as follow:

These would include the following duties:

1. Be the liaison between all students and all faculty of the section.

21

2. Ensure that students in the section are made aware of their

responsibilities regarding HCT policies (i.e. attendance, make-up), code of conduct

(i.e. academic honesty, cheating/plagiarism), and requirements of use of laptops, use

of BbL and Safe Assign to submit assignments.

3. Support and achieve that 100% of students in their sections complete

online enrollment confirmation process by Day 20 of the semester.

4. Meet regularly to discuss attendance and academic progress and

performance and briefly minute (bullet point) these meetings and forward these to all

supervisors concerned.

5. Advise the Program Chair of students’ attendance or performance

problems as soon as these occur.

6. In liaison with academic advisors and other faculty, identify top

achievers and refer them to the Academic Facilitator for inclusion in the campus

database.

7. In liaison with academic advisors and other faculty, identify low

achievers and recommend and organize remedial action for at-risk students, including

clinics and peer-tutoring programs.

8. Gather information from the section faculty in support of any requests

from the Program Chair.

9. In addition to portal messages, communicate to students about

upcoming divisional events and activities and support in the coordination of their

attendance (e.g., work placement meetings, career planning meetings, guest

speakers, conferences).

Role of the Academic Advisor

The academic advisor is responsible for the

academic and pastoral welfare of students to which

they are assigned (25 students). Each advisor

defines office hours for advising throughout the

semester.

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Academic advisors will:

1. Meet individually or in group to discuss and review the following.

2. Policies and expectations regarding attendance, academic performance

and conduct.

3. Academic standing: GS (Good standing), P1 (probation 1), P2

(probation 2) and how to maintain or improve CGPA, especially if at risk.

4. Business matrix and degree audit for the catalog year of your student.

(Degree audit training will be available for advisors)

i. Assessment plan for the section.

ii. Clinics, instructor tutorial sessions, peer-tutorial sessions, or counselor

sessions are available for support of students.

5. Document these meetings on the portal through advising comments, cc-

ing the Academic Facilitator and the Chair.

6. Liaise with the college counselors, faculty, section leaders, CTLs,

Academic Coordinators and Chairs, as applicable to provide students with advising

support.

7. For students on academic probation (P1 & P2) meet every 3-4 weeks in

the semester. The discussion will include in addition to the above:

i. Review assessment results for individual students and advice on a

remedial plan to improve CGPA above 2.0.

ii. Use the GPA calculator and show how grades relate to GPA.

iii. Add recommendations at the end of each session and a final

recommendation about progression at the end of semester.

Key Operations & Processes at campus level

The Faculty of Business has key academic planning processes, deployed to each

individual campus through the Program Chair. These processes are documented, shared,

and reviewed for improvement each semester. At the campus level, the following are

some key processes and activities that involve Chair, faculty and staff throughout the

semester. In these activities, the Business unit interacts with Academic Services, Student

Services, HR Officers and other Faculties.

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The table below shows a summary of these processes. Appendix D shows the full

details of documentation, key deliverables and targets with a responsibility matrix. The list

below is not exhaustive but provides guidance of administrative and academic processes

at the campus level. Appendix C includes details of each key operation.

Table 6. Key Operations & Processes at campus level

Week Key Operations & Processes

Before week 1 Selection of CTLs & Cohort Coordinators

Before week 2 Semester set-up Course Guides and Assessment Plans

1-2 Activation of Bb Shells

3-4 Online enrollment & State Audit on Day 20

3-17 Work Placement Planning (Pre and Post)

3-15 Coursework Assessments Moderation (20% or more)

3-16 Coursework Grade Entry

4-17 Probation Advising

8 Student Faculty Evaluation

8-15 Annual Performance Appraisal

11 Major Choice Event (Learning with the Leaders)

12-17 Final Assessment Moderation (non-FWA)

12-17 Final Assessment Scheduling & invigilation

14-18 Preparation for next semester (Loading and scheduling)

15 QIS (CAA) Course evaluations

17 FWAs

17-18 Final Grade Entry & grade reports

17-18 eCAF archiving

18 Failed Students Recommendations

All semester Cover schedule

All semester Make-up rota

All semester Grade challenge

All semester Recognition of Prior Learning

All semester Field trips

All semester Off-campus student research

All semester PD and Applied Research requests

All semester Leave requests

All semester Recruitment events

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Partnerships with Industry and Government

(Triple Helix)

This section contains information about the community engagement model that FoB

has implemented for the past semesters, to cultivate relationships with private and

public partners in each emirate. The Triple Helix model is fully embraced at this

campus, through activities of Tomouh Innovation Hub, Annual Business conference,

CSR Conference, Learning with the Leader event, Business Connect, Impact Talk

and the Mobile Learning Unit.

Community Engagement

The Faculty of Business consistently connects with the industry and the community

to seek input about expectations and trends. With an increasingly complex business

environment, organizations seek human talent that increases their competitive advantage,

while educational institutions provide graduates with the right balance of theoretical

knowledge and practical skills (Reavill, in Thomson, 2014). Following the philosophy of

Section

5

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Learning-by-Doing or authentic learning, HCT has achieved high positioning of their

graduates.

Learning-by-doing is an educational approach where students acquire essential

knowledge and skills through active, self-reflective engagement with the world inside the

classroom, and beyond (HCT LBD Newsletter, September 2013). Business students at

HCT have done it all: From traditional, well-organized bazaars showcasing

entrepreneurial skills, to participation in regional and international competitions,

community-based projects, and work-related learning.

Figure 4. Learning by doing examples These LBD activities are excellent opportunities to engage members of the

industry or the community. The scope of community engagement may include organizing

jointly training with partners, coordinate employment opportunities, conduct co-production

projects, do applied research and consultancy, become members of advisory boards, be

hosts of work placement or competitions, up to funding and sponsorships (See Appendix

D for the 2013-2014 industry engagement report). The Faculty of Business has been

particularly successful in co-production projects.

Co-production partnerships with Industry and Government

Collaborative work

Course-based projects

Simulations

Work-related learning/Job-shadowing/ Field trips

Community-Based projects

Competitions

Applied Research/Field

work

26

Co-production is a strategy to bridge knowledge across industry, government and

academics, in joint projects with academic and

practitioner purposes (…) translating scientific

knowledge into concrete and practical outputs of

benefit for the non-academic partner. The

Faculty of Business at has worked in co-

production projects with diverse organizations

across the emirates, involving faculty, students,

campus staff and leaders. For more information contact your Program Chair for a full list

of industry partners.

Business Incubation and Entrepreneurship

Faculty of Business also engages the

community through the services of incubation

centers. At each campus, incubators are in

operation (i.e. Tomouh at Sharjah HCT, and

Innovation Center at Dubai HCT) to provide a

hands-on environment where innovators, small-business owners, and community

members can further develop their entrepreneurial and management capabilities.

Campuses also organize Bazaars and Souks to encourage students to start their own

businesses. Annual Bazaars take place at

multiple campuses, linking this activity with

the entrepreneurship course & innovation

course.

The long-term plans are to create an

incubator and seed accelerator through key

partnerships with local, regional and

international organizations. The incubators

organize series of workshops in broader areas of capacity building for student

entrepreneurs including workshops on leadership, public relations, communications,

27

finances, and marketing. For more information contact the incubator and

entrepreneurship committee.

Annual Conferences and Forums

Each campus organizes conferences and forums which are opportunities for

students and faculty to network with industry

and government representatives. Conferences

include topics of Human Resources

Management, or CSR, Social Entrepreneurship

and Sustainability, International Business and

Marketing.

Industry leaders have also collaborated

with Faculty of Business in career advising, through participation

in panels and discussions. The mission of these industry events

is to engage business leaders in a dialogue with students about

career perspectives and expectations on the seven majors of the

Business program.

The insights offered by the experts help students make an

informed decision on their major choice for specialization in their

Bachelor of Applied Sciences in Business Administration degree.

The event is organized each semester around week 11, and

aimed at students in semester 3 and 5 of BAS.

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Applied Research Collaboration (ARC)

The Applied Research Collaboration

(ARC) is a new initiative of Faculty of

Business aimed at the creation of a series of

white papers or case studies on the best

practices of the top UAE-based organizations,

with the direct involvement of industry and

government. The topics may range from

Emiratization, talent acquisition strategy,

customer relationships, organizational culture, customer and associate engagement, to

finances, business transformation or global presence. Faculty members can get involved

by proposing areas of interest in deliverables that may range from mini-case study, video

case studies, case studies, and research papers.

29

Relationship-Building initiatives with Foundations and

Feeder Schools

Business Connect

Business Connect is a peer-to-peer life-long learning initiative, aimed at preparing

Business students to give workshops to other students

(i.e. Foundations and High School students) on topics

of leadership, financial literacy, management, and

entrepreneurship. The student trainers, under the

supervision of faculty mentors, prepare training

materials and deliver the training using a kinesthetic

approach to learning, reflecting and simulating

managerial cases. Workshops are organized each month. For more information contact

the Chairs at each campus.

Mobile Learning Unit

MLU is an initiative to reach out to high

schools in the emirates with HCT operates, to

facilitate workshops on diverse topics. Business

students under the mentorship of their teacher

provide training in financial literacy, mobile tools,

computing skills to high school teachers,

Section

6

30

counselors and students. Faculty members are encouraged to suggest topics for the

workshops.

Open House and Orientation Days

Every semester, campuses organize Open Houses for high school students and

Foundation students, who will make their choice for the Sharjah campus or the Business

programs, respectively. This is a great opportunity

for faculty and Student Ambassadors to promote our

programs and cultivate relationships with these

important groups.

Faculty members participate in these events,

organizing ice-breakers and short skills competitions

where new

students learn about leadership and team work.

Every semester Faculty of Business attracts

the largest share of applicants at SWC and the

second largest group at SMC.

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Student Excellence

Student Scholarships, Awards and Competitions

Business students are involved in high-stakes competitions and scholarships:

Global Management Challenge, Sheikh Mohammad Bin Zayed –New York Abu Dhabi

scholarship, UAE Youth Ambassador Program,

Sheikh Majid Bin Mohamed Al Maktoum Media

award, Al Makthoum College-Dundee Scotland

Leadership Program, Al Ruwad Regional

Business Case Competition; Akoun Business

Case Competition, Global Management

Challenge, Pearl Business Plan Competition,

and Vision2Reality Public Speaking

Competition. The criteria for nominations includes high academic performance and a

solid record of attendance, in addition to involvement in community and campus life.

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Other Awards are available for graduates of the multiple programs: Nikai Award for

Outstanding Students and Abu Dhabi Industry Awards (ADIA). For more information

contact your Program Chair. (See Appendix F for a summary of student awards and

recognitions at HCT- Faculty of Business).

Student Sponsorships and Career Advising

Industry sponsorship opportunities are also available to Business students. The

Employer Outreach division organizes

semester-based career fairs and annual

career fairs to match employers and

employees. The list of industry sponsors vary

per campus. . For more information about

sponsorships available for your students,

contact career services.

Business students also have available career advising opportunities throughout

their degree. The services of the career advising departments are similar across

campuses, working in coordination with the Program Chairs and faculty teams. Career

advising representatives visit actively the classrooms of students prior to making their

Major Choice (Semester 5 BAS), prior to attend work placement (Semester 6 BAS,

semester 4 Diploma), or prior to graduation (Semester 8 BAS, semester 4 Diploma), as

critical points. For more information contact career advising.

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Faculty Excellence

Faculty Awards, Applied Research and PD opportunities

HCT offers multiple opportunities to acknowledge the outstanding work of faculty

members in the areas of teaching, applied research and service. System-wide: The Nikai

Award for Innovation in Teaching. Faculty of Business-wide: ACBSP Excellence in

Teaching Award (Region 8), campus-based

awards for teaching excellence, research,

community engagement or innovation.

PD opportunities within HCT, within

the UAE and in international locations are

available to all full-time Business faculty.

Faculty members are encouraged to submit

papers for publication and conferences and

seek funding from the Dean’s office of Teaching and Learning for travel, as applicable. For

more information about these opportunities email your respective Business Chair.

Section

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References

Andrasi, G. (2014). Faculty of Business Accreditation . Notes for New Faculty Orientation. August 20, 2014.

Dobson, L. & Bashir, S. (2014). CTLs Role in the maintenance of courses on CurricuNet. Notes for CTL workshop. June 30, 2014.

HCT (2014). HCT Strategic Plan. Retrieved from HCT portal. March 2014. Gallant, M. (2013). Faculty Academic Committee. Terms of Reference. October 2013. Gallant, M. (2014). Strategic Directions Faculty of Business. Program Chair’s Strategic

Planning Meeting. DWC. March 17. 2014. Minhas, W., & Thomson, G. (2013). Proposal for Tomouh Innovation Hub at Sharjah

HCT. Presented to the Executive Dean of Faculty of Business. March 2014. Orr, K. & Bennett, M. (2012). Let’s get together: the hidden politics of ‘co-production’ in

research. Retrieved from http://www.theguardian.com/higher-education-network/blog/2012/jul/18/politics-coproduction-research-academics-practitioners

Reavill, L.R.P. (1997). Quality assessment and the stakeholder model of higher education. Total Quality Management, 8(2), 246-252. Retrieved on October 14, 2013.

Reczey, I. (2014). System Course Team Leader II (6-29-2014). Notes for CTL workshop. June 30, 2014.

Ryan, B. (2012). Co-production: Option or Obligation? Australian Journal of Public Administration, 71(3), 314-324. Retrieved on October 15, 2013.

Thomson, G. (2013). Partnerships that work. Presented at 2nd Sharjah International HR Conference. University of Sharjah, UAE. December 12, 2013

35

Appendix A Key Operations & Processes at campus level (ED) Executive Dean, (PC) Program Chair. (AC) Academic Coordinator. (CTL) Course Team Leader. (SCTL) System Course Team Leader. (CC) Cohort Coordinator. (SL) Section Leader. (AF) Administrative Facilitator. (AS) Academic Services. (FWA) Faculty-wide assessment. FoB Faculty of Business. (eCAF) Electronic Course Audit File. (QA) Quality Assurance.

Week Key Operation & Process

Documents Key Deliverables & Targets Responsible

Before week 1 Selection of CTLs & Cohort Coordinators

Email with list of course teams for the academic year

Email from faculty nominating CTL

List of CTLs and cohort coordinators logged in i-drive

Faculty, AC, PC

Before week 2 Semester set-up Critical Path for Assessment and Course Guides

o List of CTLs & CCs o Semester planner o Assessment overview

template o Assessment Guidelines o Course Guide Check List o Sample Course Guide

Approved Assessment Overview Template in i-drive

Approved assessment Strategies in HCT portal

Approved Course Guides to students in BbL

Approved course guides filed in i-drive

CCs, CTLs and Faculty ACs: Gabor Andrasi- Diploma courses Samia Yakout – BAS Y1-2 Dr. Pranav Naithani- BAS Y3-4 Approval by PC

1-2 Activation of Bb Shells

Email from SCTL to CTLs with instructions

Access to BBL course for faculty and students before week 2 of semester.

Report of technical issues logged and solved by BbHelp

SCTLs, CTLs, Faculty, Bbhelp (Noura al Zarooni nalzarooni@hct.ac.ae)

3-4 Online enrollment & State Audit on Day 20

Email from Registrar with instructions

PC email with instructions for SLs, ACs and AFs

100% online enrollment of students by SL.

Report of NO SHOW students to A.S.

Report of not enrolled students to A.S.

SLs, ACs, AFs, PC

36

Week Key Operation & Process

Documents Key Deliverables & Targets Responsible

3-17 Work Placement Work Placement curriculum committee guidelines

Email from PC to work placement coordinator

o List of students in WP o Work Placement calendar

Pre- WP meeting with students for employer allocation

Mentor allocation to employer and mentees in banner

WP mentor allocation

WP visit logs on BbL

WP Oral Defense and grade entry

Students, AF, Employer Relations (Sawsan Hamo shamo@hct.ac.ae), A.S., Faculty. Approved by PC

3-15 Coursework Assessments Moderation (20% or more)

Cover sheet for coursework assessments

Rubric or Marking criteria

Moderation sheet if weight is 20% or more

Moderated Coursework assessment artifact with rubric aligned to course outline.

CTLs, moderators

3-16 Coursework Grade Entry

HCT policies & procedures about grade entry

Coursework grade entry within two weeks of assessment due date.

Faculty Approved by PC

4-14 FWA exams set up CSA specs for BAS and Diploma courses

FAC guidelines on FWA for the academic semester

List of selected FWAs for the semester

FWA Blue prints

FWA exam preparation

FWA meetings with SCTLs and CTLs

CSAs

Blue Prints and centralized final assessments (3 versions), answer keys and rubric, aligned to FAC guidelines.

Moderated FWA artifact submitted to FAC and QA

Communication to campus A.S. about FWA arrangements.

SCTLs, CTLs Approved by FAC and QA Approved by Assessment Task Force

4-15 Annual Performance Appraisal

HCT and FoB Performance Appraisal guidelines

o Student-Faculty Evaluation o Faculty Observation Form

Student Faculty evaluation completed and available in HCT portal

Faculty Observations and Goal-setting

Faculty, PC

37

Week Key Operation & Process

Documents Key Deliverables & Targets Responsible

o Goal-Setting Document document completed, discussed and signed by Faculty and PC.

4-17 Academic Advising Email from PC with instructions o List of Advisees (25 by

faculty) o Letters of Probation Advising o Online reports of progress

Probation letter signed by student logged with AS

Log of meeting with advisees every 4 weeks uploaded to portal.

Faculty, ACs, AFs

4-17 QIS (CAA) eCAF and Course evaluations

Email from QIS with instructions to Faculty about eCAFs

Link in BbL

100% of upload in BbL eCAFs

100% of campus CTLs submitting feedback to SCTLs at end-of semester

Faculty, CTLs, QA (Zeena Stephen zstephen@hct.ac.ae)

8 Student Faculty Evaluation

HCT and Fob Student-Faculty Evaluation guidelines

Plan for Student-Faculty Evaluations per faculty and section

100% of faculty evaluated in all sections.

Link available in HCT portal.

Students, AF, PC.

9-17 Final Assessment Scheduling & invigilation

Email from A.S. with instructions about final assessment deadlines as per central registry.

Link in HCT portal for CTL info entry

Final exam arrangements entered in HCT portal signed off byPC

Final Exam invigilation confirmed by A.S. and posted in HCT portal

Schedule issued by Central Registry

FoB, SCTLs, Central Registry, Academic Services

11 Major Choice Event Matrices for the 6 Business majors

Invitation to “Learning with the Leaders” event

Link to portal major choice survey

Learning with the Leaders panel about Business majors with industry leaders for each concentration

100% submission of major choice via HCT portal

Students, AFs, ACs. PC

14-18 Next semester set-up Email from PC with planned catalog of courses for next semester.

Email from PC with proposed loading

Agreement of faculty with proposed loading based on catalog of courses and credentials.

Allocation of faculty in scheduler for A.S.

Faculty, AFs Approved by PC

38

Week Key Operation & Process

Documents Key Deliverables & Targets Responsible

banner upload

17-18 Final Grade Entry & grade reports

Email from Registrar on End-of-semester deadlines.

Email from PC with instructions for grade entry and approval

100% of grade entered by or before the end-of-semester due date.

WF for IP grades for students absent to final exam due to extenuating circumstances.

Faculty Approved by PC

18 Failed Students Recommendations

Failed Student Recommendation report from portal

Student Academic record and degree audit

Plan for students with failed or deficient courses

Meetings with Career Advisors for change of majors or program (as applicable)

All semester eCAF archiving eCAF guidelines from QA e-CAF for 100% of BAS and AD courses submitted to QA before deadline.

SCTLs and CTLs

All semester Cover schedule Business cover Process & Schedule

Cover schedule logged in HCT portal by Faculty

ACs, faculty, AFs

All semester Make-up rota Business make-up calendar and invigilation rota.

List of approved make-ups

Alternate version for make-up exams

Make-up grade entry within two weeks of assessment due date

ACs, faculty, AFs Approved by PC

All semester Grade challenge HCT policies about grade challenge

Signed student request for grade challenge

Report from faculty, reviewer and Chair about grade challenge logged in i-drive

Grade change in HCT gradebook

Student, Faculty, AF Approved by PC

All semester Recognition of Prior Learning

HCT policies about recognition of prior learning with external institutions

Signed student request, official transcripts.

Analysis report of 80% match with FoB CLOs and course outline, issued by expert Faculty.

Advanced WF for exemptions to A.S for ED approval.

Log course code/name, and institution in

Student, AF, expert Faculty. Approved by PC and ED

39

Week Key Operation & Process

Documents Key Deliverables & Targets Responsible

external equivalencies database at FAC level.

All semester Field trips Field trip form

Guardian’s permission (SWC)

Approved Field trip & cover plan

Portal Story for HCT portal

Faculty, AF Approved by PC & campus director

All semester Off-campus student research

General Guidelines about off-campus student research

Data collection permission or interview permission letter signed by PC

Student, Faculty Approved by PC

All semester PD and Applied Research requests

HCT policies & procedures on PD & Applied Research

Inside UAE PD request form

Travel Outside the UAE form

Approved PD form submitted to PC and PD committee

Faculty Approved by PC, PD committee

All semester Leave requests HCT policies & procedures on leave requests

Email to PC with support documentation & cover or make-up plan.

Approved Employee Self Service (ESS) entry in HCT portal

Coordinated cover or make-up session with students.

Faculty, HR officer Approved by PC, ED, HR.

All semester Recruitment events Email from Student Services and Foundations about campus recruitment events (i.e. NAPO, Ministry of Higher Education, FND level 3 and 4, Direct Entry students )

Booth set up with participation of faculty and selected students.

Marketing materials from Faculty of Business

AFs, ACs, PC

Author: GT

40

Appendix A Faculty of Business HCT-Sharjah Student Awards and Recognitions As of 3-31-2015

Award name

Criteria

Type of award Frequency

Award Specifics

1. Award to Academic Excellence and Professional Attitude Award

GPA not less than 3.5 over 2 semesters and excellent attendance (no course with attendance > 5% - over 2 semesters)

In-house Annual Awarded at the end of Fall semester

2. Award to Contribution to College Life, Community Engagement, Outstanding Academic Performance, Attendance.

Documented contribution and leadership to college projects, events and activities

In-house Annual Awarded at the end of Fall semester

3. Director Awards Graduating students who show evidence of contribution to college and community life, certificates and awards received during their time with HCT, qualifications, work experience and leadership role.

In-house Annual Awarded during graduation ceremony

4. Abu Dhabi Industry Awards

Abu Dhabi Industry Award winners are in the top 10% of

Industry Annual College nominates only one candidate from each

41

Award name

Criteria

Type of award Frequency

Award Specifics

their graduating class and professional program specialization at HCT. They are selected on their performance according to the following criteria:

GPA (Grade Point Average)

Graduation project and work placement grades

Attendance record

Contribution to college activities and the community

award category in each degree.

5. The Nikai Outstanding Student Achievement Award

Honors one graduating HCT student each academic year. Academic Excellence: achieve a cumulative GPA of 3.5 Community Service:

level and extent of involvement in / contribution to community / college service

scale and impact of projects / activities

media mention of these projects

level of leadership

significant contribution to student life and college

Industry Annual Faculty members, Program Chairs and College directors are invited to nominate students who meet the selection criteria. Award takes place in HCT Annual Conference.

42

Award name

Criteria

Type of award Frequency

Award Specifics

activities

Awards/Distinctions received in external competitions which bring honour to the Higher Colleges of Technology

SCHOLARSHIPS

6. Sheikh Mohammad Bin Zayed- NYU Scholarship

The most outstanding students are chosen from nominees of the three national universities- Zayed University, the United Arab Emirates University, and Higher Colleges of Technology-after a competitive process. Each nominate 20 students for consideration for admission to the Program. In order to be considered for nomination by his/her university, the student must complete a dossier and submit it to his/her designated administrator.

Higher Education Annual Scholarship includes especially designed courses, lectures, leadership experiences, networking, and graduate school opportunities and scholarships: http://nyuad.nyu.edu/smsp.

7. Al Maktoum College of Higher Education-Dundee Scotland Summer School

· Female students · GPA – 3.0 and above · 3rd year of studies (HD/BAS or Bachelor level only) – no particular majors are required (Please make sure that

Industry Annual (Run in Summer 2014)

Trip to Scotland and debating competitions with other universities over the summer paid for by Al Maktoum Institute.

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Award name

Criteria

Type of award Frequency

Award Specifics

the students you are recommending will have guardian permission) · Students should: A. Have very good English B. Have good communication skills and the ability to express their ideas clearly C. Have good presentation skills D. Have good debating skills E. Be mature and good role models for their peers F. Be good ambassadors for HCT & the UAE

8. UAE Youth Ambassador Program

Program is sponsored by the Crown Prince Court of His Highness Sheikh Mohamed Bin Zayed Al Nahyan (CPC) and jointly administered by CPC and the Ministry of Foreign Affairs.

Industry Annual Includes extensive program that covers both pre and post travel language training, and experiential/immersive portion of the program in China, Korea and Germany.

AWARDS IN COMPETITIONS

9. Akoun Business Competition Award

Outstanding Business plans submitted by participants to a half-day Akoun workshop on

Industry Annual Certificate of recognition and Certificate of Participation

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Award name

Criteria

Type of award Frequency

Award Specifics

entrepreneurship run on-campus. Attendees also received Certificate of Participation and gift bag.

10. CSR in Action Top three CSR & sustainable projects selected to present to an audience consisting of VIP guests, government representatives, and key stakeholders in the CSR sphere.

Nominees are from organization based in UAE.

Age 25 years old or above

1-2 nominees per institution

Participation in a 4-day program

Proposal of sustainable activities

Industry Annual CSR in Action engages university participants and CSR professionals in a competition to design a project that fits with the sustainability agenda of the CSR sponsoring organization. Participants conceptualize the idea during the 4-day workshop and have 1 month to implement it.

11. Global Management Challenge- UAE Champion

Online competition with teams of 3-5 members managing a virtual that produces 3 products selling them in 2 different markets through agents and distributors and website. Each team,

Industry/Program Based

Semester

45

Award name

Criteria

Type of award Frequency

Award Specifics

independently meets at the beginning of each quarter, reviews performance of the company in previous quarter and makes decision for the following quarter. 5 cycles for a total of 375 decisions are made. Winner of the Challenge is determined as the team achieving the highest Investment Performance.

12. Pearl Initiative Case Study Competition

The Good Practice Case Study Competition for University Business Students, in the United Arab Emirates challenges students to research and write case studies on implemented good practices in UAE companies with regard to integrity and transparency. The winning student-authored case studies will be published locally as well as in international venues as an outcome of the initiative.

Industry Annual Certificates of Recognition were awarded by the Chair of Business and signed by Executive Dean, for top 3 case studies.

13. Ruwad Start-up College Award

Top three Business plans, judged by a panel of industry experts after a 3-day workshop. Workshop and competition run on

Industry Semester Certificate of recognition and cash prize for top 3: AED 7,000, AED 5,000, AED 3,000.

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Award name

Criteria

Type of award Frequency

Award Specifics

campus. Students had to attend 100% of workshop, submit Business Plans in order to receive certificate.

Certificate of Participation to competitors.

14. Vision2Reality Public speaking contest open for all UAE National senior students in Universities in the UAE. Screening round prior to the final held during the V2R Smart Ideas for the future. 2 Top performers will be selected and honored.

Industry Annual Certificates for the winners.

15. Al Ruwad Regional Business Case Competition

International Business Case competition organized by the College of North Atlantic-Qatar. The competition involves 10 interdisciplinary student teams who analyze Harvard Business cases and propose solutions in front of a panel of judges.

International/Academic Annual (spring)

Certificate of Recognition. First, Second and Third Prize.