national business education accreditation council(nbeac) regional awareness workshop

National Business Education National Business Education Accreditation Council(NBEAC)Accreditation Council(NBEAC)

Regional Awareness Workshop Regional Awareness Workshop

(Prof. Dr. Mukhtar Ahmed)(Prof. Dr. Mukhtar Ahmed)

Chairman, NBEACChairman, NBEAC

www.nbeac.org.pkwww.nbeac.org.pk

11th Nov 2009

AgendaAgenda

9:00 am to 9:30 am Registration and Reception

9:30 am to 10:30 am Opening Ceremony Keynote Address: NBEAC Framework & Accreditation Process, Prof. Dr. Mukhtar Ahmed (NBEAC)

10:30 am to 11:00 am Tea Break

11:00 am to 11:30 am Presentation: Eligibility Guidance, Dr. Zafar Iqbal (FAST)

11:30 am to 12:00 pm Presentation: Self Assessment Report, Dr. Hassan Sohaib (UMT)

12:00 pm to 12:30 pm Presentation: Criteria for Mentors/Evaluators and Independent Monitors, Dr. Zafarullah (BZU)

12:30 pm to 1:00 pm Presentation: Committees/Panel Structure, Prof M. Amanullah Khan (RIU)

1:00 pm to 1:30 pm Presentation: Peer Review Guidelines, Dr. Syed Zahoor Hassan (LUMS)

1:30 pm to 2:30 pm LUNCH

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NBEAC OverviewNBEAC Overview

Mission StatementMission Statement

““Enhancing the Quality of Business Education”Enhancing the Quality of Business Education”

What is NBEAC?What is NBEAC?•It is a national accrediting body for specific business degree It is a national accrediting body for specific business degree programs. programs. •Accreditation through NBEAC will mark the highest standard Accreditation through NBEAC will mark the highest standard in business education.in business education.

When was NBEAC Established?When was NBEAC Established?

Established by Higher Education Commission (HEC) on Established by Higher Education Commission (HEC) on August 15August 15thth, 2006. , 2006.

PurposePurpose• NBEAC will facilitate and enhance the quality of business NBEAC will facilitate and enhance the quality of business

education in the country.education in the country.

How will NBEAC facilitate Business Schools?How will NBEAC facilitate Business Schools?• Through Accreditation processThrough Accreditation process

International MembershipsInternational Memberships• AMDISA – affiliate membershipAMDISA – affiliate membership• AACSB, EFMD – membership in processAACSB, EFMD – membership in process• Adopt best practices of renowned accreditation bodiesAdopt best practices of renowned accreditation bodies

Course Directory DatabaseCourse Directory Database• All business related programs available to search by University, All business related programs available to search by University,

Region or Program on our website(www.nbeac.org.pk).Region or Program on our website(www.nbeac.org.pk).

55

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Accreditation Process/FrameworkAccreditation Process/Framework

Preliminary Eligibility Assessment•Preliminary Inquiry by Business School•Preliminary Screening by NBEAC

Preliminary Eligibility Assessment•Preliminary Inquiry by Business School•Preliminary Screening by NBEAC

Eligibility•NBEAC Accreditation likely for 3 years or more•Decision to appoint Mentor for the School

Eligibility•NBEAC Accreditation likely for 3 years or more•Decision to appoint Mentor for the School

Peer Review Panel•PR visit and report•Evaluation based on NBEAC criteria•Recommendations to institution•Report to NBEAC Board.

Peer Review Panel•PR visit and report•Evaluation based on NBEAC criteria•Recommendations to institution•Report to NBEAC Board.

Self-Assessment•Preparation of SA Report•Assisted by NBEAC Mentor•PR Team to be notified to School

Self-Assessment•Preparation of SA Report•Assisted by NBEAC Mentor•PR Team to be notified to School

NBEAC BoardChecks with School on PR Report accuracy

NBEAC BoardChecks with School on PR Report accuracy

Formal Application•Information Package Sent by NBEAC to Business School•Data Sheet from Business School•Eligibility briefing interview by NBEAC Expert•Expert report to EAC

Formal Application•Information Package Sent by NBEAC to Business School•Data Sheet from Business School•Eligibility briefing interview by NBEAC Expert•Expert report to EAC

NBEAC Accreditation Awarding Committee

Full AccreditationConditional AccreditationRejectionGuided DevelopmentReport to NBEAC Board


Full AccreditationConditional AccreditationRejectionGuided DevelopmentReport to NBEAC Board

Strategic Advice/ Guided Development


NONO

YESYES

Institutional DevelopmentInstitutional Development

NBEAC Framework/ProcessNBEAC Framework/Process

Preliminary Eligibility Assessment

Preliminary Eligibility Assessment

EligibilityEligibility

Peer Review CommitteePeer Review Committee

Self-AssessmentSelf-Assessment

Formal ApplicationFormal Application





NONO

YESYES

NBEAC BoardNBEAC Board


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Preliminary Eligibility AssessmentPreliminary Eligibility Assessment (02 weeks)(02 weeks)

Preliminary Inquiry by Business SchoolPreliminary Inquiry by Business School Preliminary Screening by NBEACPreliminary Screening by NBEAC

Formal Application-Formal Application-(02 weeks)(02 weeks) Information Package Sent by NBEAC to Business Information Package Sent by NBEAC to Business

SchoolSchool Eligibility Assessment Interview by NBEAC Expert Eligibility Assessment Interview by NBEAC Expert

from Eligibility Assessment Committee(EAC)from Eligibility Assessment Committee(EAC) Expert Report to EACExpert Report to EAC

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Eligibility Eligibility (02-months)(02-months)

• NBEAC Accreditation for 3 years or moreNBEAC Accreditation for 3 years or more• NBEAC Eligibility Guidance - For EvaluatorsNBEAC Eligibility Guidance - For Evaluators• Eligibility Assessment AreasEligibility Assessment Areas

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Self Assessment Report- 04 monthsSelf Assessment Report- 04 months

Preparation of SAR by Business School Preparation of SAR by Business School Can be assisted by NBEAC MentorCan be assisted by NBEAC Mentor


In case of institution not fulfilling the eligibility criteriaIn case of institution not fulfilling the eligibility criteria Minimum 06 months – Maximum 03 YearsMinimum 06 months – Maximum 03 Years

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Peer Review ProcessPeer Review Process

PR Visit PR Visit Self Assessment Report Evaluation based on Eligibility Self Assessment Report Evaluation based on Eligibility

Criteria of NBEACCriteria of NBEAC Peer Review Report -Includes recommendation for Peer Review Report -Includes recommendation for

Business SchoolBusiness School Peer review Report presented before NBEAC BoardPeer review Report presented before NBEAC Board

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Types of AccreditationTypes of Accreditation

• Full AccreditationFull Accreditation

• Conditional AccreditationConditional Accreditation

• RejectionRejection

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Eligibility GuidanceEligibility Guidance

Prof Dr. Zafar Iqbal Prof Dr. Zafar Iqbal (National University of Computer (National University of Computer

and Emerging Sciences)and Emerging Sciences)

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Eligibility GuidanceEligibility Guidance

Eligibility Assessment DimensionsEligibility Assessment DimensionsI.I. Strategic Management StandardsStrategic Management StandardsII.II. Curriculum QualityCurriculum QualityIII.III. Students (Intake, Retention & Support) Students (Intake, Retention & Support) IV.IV. Faculty Quality Faculty Quality V.V. R&D StandardsR&D StandardsVI.VI. Moral & Social ResponsibilitiesMoral & Social ResponsibilitiesVII.VII. Resource ManagementResource ManagementVIII.VIII. Int’l and Corporate RelationshipsInt’l and Corporate RelationshipsIX.IX. Personal DevelopmentPersonal Development

I. Strategic Management StandardsI. Strategic Management Standards(NBEAC: 1,2,3)(NBEAC: 1,2,3)

1.1. The School has a comprehensive, environmentally The School has a comprehensive, environmentally oriented, and stakeholders’ driven iterative process of oriented, and stakeholders’ driven iterative process of defining / updating an appropriate mission statement defining / updating an appropriate mission statement that provides direction for decision making. [1, 2]that provides direction for decision making. [1, 2]

2.2. The schools derives its goals, objectives and priority The schools derives its goals, objectives and priority areas for continuous improvement in relation to its areas for continuous improvement in relation to its mission statement.mission statement.

3.3. The school develops matching strategies in terms of:The school develops matching strategies in terms of: Where will the school be active? (arenas: target student Where will the school be active? (arenas: target student

population, program offerings, geo location, etc.) [3]population, program offerings, geo location, etc.) [3] How will it get there? (vehicles, priorities, staging: How will it get there? (vehicles, priorities, staging:

curriculum, faculty, academic std (s), int’l coll etc.) [4]curriculum, faculty, academic std (s), int’l coll etc.) [4] How will it finance itself? (economic logic) [5]How will it finance itself? (economic logic) [5]

Putting Strategy in its PlacePutting Strategy in its Place11

II. Curriculum Quality Criteria II. Curriculum Quality Criteria

Curriculum development & Curriculum development & organizationorganization

Learning goals (KSA)Learning goals (KSA) Educational intensityEducational intensity

Curriculum Quality StandardsCurriculum Quality Standards(NBEAC: 4,5,6)(NBEAC: 4,5,6)

4. The school establishes a comprehensive system for program 4. The school establishes a comprehensive system for program selection, design, content, delivery, monitoring, assessment, and selection, design, content, delivery, monitoring, assessment, and revision ensuring input and advice from appropriate constituencies. revision ensuring input and advice from appropriate constituencies. [15][15]

5. In consonant with its mission , the school identifies a set of 5. In consonant with its mission , the school identifies a set of broadbroad, , managementmanagement specificspecific and / or and / or discipline-specificdiscipline-specific, learning goals - , learning goals - knowledge, skills, and abilities (“KSA”) - to be imparted through knowledge, skills, and abilities (“KSA”) - to be imparted through each program that it offers. Such goals strike a balance among each program that it offers. Such goals strike a balance among cultivating a wide-ranging and in-depth general and specialist KSA cultivating a wide-ranging and in-depth general and specialist KSA helpful in forming comprehensive judgments and appreciating civic helpful in forming comprehensive judgments and appreciating civic responsibility and humanism. [15, 16, 18, 19, 21]responsibility and humanism. [15, 16, 18, 19, 21]

6. The school appropriately differentiates among different levels of 6. The school appropriately differentiates among different levels of education that it imparts – U/G, Masters, PhD, general mgmt vs. education that it imparts – U/G, Masters, PhD, general mgmt vs. specialized degree programs – through variation in learning goals, specialized degree programs – through variation in learning goals, curricula, assessment methods, and time and intensity of curricula, assessment methods, and time and intensity of application required to obtain desired level of proficiency. [17, 20] application required to obtain desired level of proficiency. [17, 20]

III. Student Quality CriteriaIII. Student Quality Criteria

Student admissionsStudent admissions Student retentionStudent retention Student support Student support

Student Quality StandardsStudent Quality StandardsStudent Admissions (NBEAC 7)Student Admissions (NBEAC 7)

7. The policies and selection procedures for admission to the 7. The policies and selection procedures for admission to the degree programs offered by the school are clear, internally degree programs offered by the school are clear, internally consistent, available to general public and in resonance with consistent, available to general public and in resonance with the mission and the educational objectives of the School. [6] the mission and the educational objectives of the School. [6]

Are eligibility and selection criteria fair, appropriate, objective and Are eligibility and selection criteria fair, appropriate, objective and if more than one (test + interviewing), is prioritization and inter-if more than one (test + interviewing), is prioritization and inter-relationship appropriately defined? relationship appropriately defined?

Has the School established a system and mechanism for Has the School established a system and mechanism for constantly verifying relation of screening methods and content to constantly verifying relation of screening methods and content to performance?performance?

Are quotas / outreach programs available to achieve a desirable Are quotas / outreach programs available to achieve a desirable mix in terms of gender, ethnicity, age, experience?mix in terms of gender, ethnicity, age, experience?

Is experience required for MBA intake? Is experience required for MBA intake? What is the process of credit transfer and credit exemption?What is the process of credit transfer and credit exemption? What is the applicants-to-admission ratio? What is the applicants-to-admission ratio?

Student Quality StandardsStudent Quality StandardsRetention (NBEAC 8) Retention (NBEAC 8)

8. The school has clearly spelled out and 8. The school has clearly spelled out and well communicated academic standards well communicated academic standards and retention practices that produce and retention practices that produce quality graduates. [7]quality graduates. [7] Details of assessment mechanisms to monitor Details of assessment mechanisms to monitor

student progress and early identification of student progress and early identification of problem areas in learning problem areas in learning

completion, failure and drop out rates for each completion, failure and drop out rates for each program program

Student Quality StandardsStudent Quality StandardsStudent Support (NBEAC 9)Student Support (NBEAC 9)

9. The school has an established support 9. The school has an established support system for students that caters for academic system for students that caters for academic assistance, academic advisory, networking assistance, academic advisory, networking with alumni, career counseling, counseling in with alumni, career counseling, counseling in general, and extracurricular activities that general, and extracurricular activities that align with its mission, programs, and student align with its mission, programs, and student characteristics. [8]characteristics. [8] NBEAC is looking for adequate tutorial support, NBEAC is looking for adequate tutorial support,

student-faculty contact (maintenance of contact student-faculty contact (maintenance of contact hours), career counseling , and facilitation of hours), career counseling , and facilitation of sports, networking with alumni and other sports, networking with alumni and other extracurricular activities. extracurricular activities.

IV. Faculty Quality CriteriaIV. Faculty Quality Criteria

Faculty sufficiencyFaculty sufficiency Faculty qualificationsFaculty qualifications Faculty supportFaculty support

Faculty Quality StandardsFaculty Quality StandardsFaculty Sufficiency (NBEAC 10) Faculty Sufficiency (NBEAC 10)

Number of faculty membersNumber of faculty members The School maintains sufficient number of faculty members to satisfactorily The School maintains sufficient number of faculty members to satisfactorily

fulfill responsibilities related to curriculum design, course development, course fulfill responsibilities related to curriculum design, course development, course delivery and assessment of learning across the range of programs that the delivery and assessment of learning across the range of programs that the school offers. The proposed teacher to student ratio is 25:1. school offers. The proposed teacher to student ratio is 25:1.

Composition of facultyComposition of faculty The faculty must have at least one specialist for each essential field / subject The faculty must have at least one specialist for each essential field / subject

area that constitutes the programarea that constitutes the program The permanent (minimum 20 hours commitment per week) to visiting ratio The permanent (minimum 20 hours commitment per week) to visiting ratio

should reflect stability and ongoing quality improvement. It should preferably be should reflect stability and ongoing quality improvement. It should preferably be no less than 60:40 based on annual credits taught in a program and reflect no less than 60:40 based on annual credits taught in a program and reflect situational advantages / disadvantages. situational advantages / disadvantages.

Faculty supportFaculty support A university shall endeavour, to the extent possible, to provide teaching A university shall endeavour, to the extent possible, to provide teaching

assistants to assist in exercises, case studies, skills practice and other assistants to assist in exercises, case studies, skills practice and other academic activities accompanying a course. The proposed teacher support is academic activities accompanying a course. The proposed teacher support is one TA for every instructor teaching at least 40 students. [9]one TA for every instructor teaching at least 40 students. [9]

Faculty Quality StandardsFaculty Quality StandardsFaculty qualifications [NBEAC 11]Faculty qualifications [NBEAC 11]

Bachelors Program Bachelors Program a)a) At least one Professor or Associate Professor with a Doctoral degree in a At least one Professor or Associate Professor with a Doctoral degree in a

directly relevant field OR someone who possesses a blend of academic directly relevant field OR someone who possesses a blend of academic preparation and extensive professional experience (relevant Masters (18-preparation and extensive professional experience (relevant Masters (18-year) and 15-year high quality pertinent experience) year) and 15-year high quality pertinent experience)

b)b) Those possessing specialized Bachelors (accounting, taxation, law etc) Those possessing specialized Bachelors (accounting, taxation, law etc) will be considered academically qualified to teach the relevant courses will be considered academically qualified to teach the relevant courses

c)c) Excepting (b), no more than 30% of the instructors should have Excepting (b), no more than 30% of the instructors should have Bachelors degree. Bachelors degree.

Masters ProgramMasters Programa)a) At least one, preferably two Professors or Associate Professors with a At least one, preferably two Professors or Associate Professors with a

doctoral degree in a field related to the programdoctoral degree in a field related to the programb)b) Those possessing specialized Bachelors (accounting, taxation, law etc) Those possessing specialized Bachelors (accounting, taxation, law etc)

will be considered academically qualified to teach the relevant courses will be considered academically qualified to teach the relevant courses c)c) Excepting (b), minimum qualification for teaching will be a relevant Excepting (b), minimum qualification for teaching will be a relevant

Masters degree (with 18 years of local education or equivalent) Masters degree (with 18 years of local education or equivalent) PhD ProgramPhD Program

a)a) At least three Professors / Associate Professors with a At least three Professors / Associate Professors with a relevantrelevant doctoral doctoral degree and one expert in statistical research methods as applied to degree and one expert in statistical research methods as applied to Social Sc or business. [10]Social Sc or business. [10]

Faculty Quality Standards: Faculty Faculty Quality Standards: Faculty Management & Support [NBEAC Management & Support [NBEAC

12] 12] In conformity with its mission, the school articulates a In conformity with its mission, the school articulates a systematic organizational model for faculty management systematic organizational model for faculty management thatthat

Delineates hierarchical structure for academic administrationDelineates hierarchical structure for academic administration Spells out hiring policies and proceduresSpells out hiring policies and procedures Defines expectations tailored to each faculty memberDefines expectations tailored to each faculty member Allocates workload balancing course development, Allocates workload balancing course development,

preparation, teaching, and research demands preparation, teaching, and research demands Provides faculty support in terms of tutorial assistance etc.Provides faculty support in terms of tutorial assistance etc. Evaluates, reviews and rewards performanceEvaluates, reviews and rewards performance Establishes and invests in faculty training and development to Establishes and invests in faculty training and development to

promote a culture of learning, educational responsibility, and promote a culture of learning, educational responsibility, and ongoing relevance (to begin with a minimum 2% of the gross ongoing relevance (to begin with a minimum 2% of the gross revenues of the school to be spent equitably on individualized revenues of the school to be spent equitably on individualized or aggregate faculty development programs focused on or aggregate faculty development programs focused on improving general or technical skill base) [11]improving general or technical skill base) [11]

V. R & D StandardV. R & D Standard[NBEAC 13][NBEAC 13]

The school has a well documented research The school has a well documented research strategy derived from its mission statement and strategy derived from its mission statement and appropriate for the nature, levels and intensity of appropriate for the nature, levels and intensity of education that it imparts. The policy is reflected in education that it imparts. The policy is reflected in budgetary allocations for U/G and P/G FYPs & budgetary allocations for U/G and P/G FYPs & dissertations, and faculty facilitation for learning dissertations, and faculty facilitation for learning and pedagogical research, contributions to and pedagogical research, contributions to management practice, and discipline-specific management practice, and discipline-specific knowledge creation and dissemination through knowledge creation and dissemination through publications. As a starting point, the school publications. As a starting point, the school allocates 2% of gross revenues to support and allocates 2% of gross revenues to support and promote R&D. promote R&D.

VI. Moral, Social and Ecological VI. Moral, Social and Ecological Responsibility Standard [NBEAC Responsibility Standard [NBEAC

14] 14] The school uses appropriate mix of vehicles The school uses appropriate mix of vehicles

– circulation of mission and values, – circulation of mission and values, administrative policies, curricula (CSR, administrative policies, curricula (CSR, Business Ethics), and extracurricular Business Ethics), and extracurricular activities – to create a culture where its activities – to create a culture where its administrative staff, faculty and students administrative staff, faculty and students operate with integrity, attention and operate with integrity, attention and dedication and show concern for and attend dedication and show concern for and attend to their wider moral, social and environmental to their wider moral, social and environmental obligations. [13,14 p.] obligations. [13,14 p.]

VII. Resource Management VII. Resource Management CriteriaCriteria

Governance and administrationGovernance and administration Financial resource managementFinancial resource management Library and research repositoryLibrary and research repository IT facilitiesIT facilities Promotion and community associationPromotion and community association

Resource Management StandardsResource Management Standards[NBEAC 15] [NBEAC 15]

The school is governed such that it has The school is governed such that it has substantial autonomy and transparency, and substantial autonomy and transparency, and stakeholders involvement and respect in stakeholders involvement and respect in decision making on school-specific resource decision making on school-specific resource generation and allocation in line with its generation and allocation in line with its strategic priorities on teaching, learning, strategic priorities on teaching, learning, research and promotion (adequate research and promotion (adequate administrative support, faculty and student administrative support, faculty and student support, library and IT facilities, and support, library and IT facilities, and facilitation of extracurricular activities) . facilitation of extracurricular activities) .

VIII. International and Corporate VIII. International and Corporate Relationship Std. [NBEAC 16]Relationship Std. [NBEAC 16]

In line with its mission, the school is In line with its mission, the school is expanding its links and interaction with the expanding its links and interaction with the corporate world and striving to collaborate corporate world and striving to collaborate with international institutions so as to with international institutions so as to contextualize relevant practice and contextualize relevant practice and globalization tactics for the improvement globalization tactics for the improvement and development of the economy that it and development of the economy that it confronts and the catchment areas it relies confronts and the catchment areas it relies upon. upon.

ReferencesReferences

CORECORE NBEAC draft SOPs NBEAC draft SOPs OTHERSOTHERS AACSB Int’l, Eligibility Procedures and Accreditation AACSB Int’l, Eligibility Procedures and Accreditation

Standards for Business Accreditation (2008). Standards for Business Accreditation (2008). (http:/www.aacsb.edu)(http:/www.aacsb.edu)

Japan University Accreditation Association, Professional Japan University Accreditation Association, Professional Graduate Business School Standards.Graduate Business School Standards.

Quality Assurance Framework of Higher Education in Japan, Quality Assurance Framework of Higher Education in Japan, Higher Education Bureau, Ministry of Education (2009).Higher Education Bureau, Ministry of Education (2009).

Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you have a strategy, have a strategy, Academy of Management ExecutiveAcademy of Management Executive. .

Self Assessment ReportSelf Assessment ReportDr. Hassan Sohaib (Rector, UMT)Dr. Hassan Sohaib (Rector, UMT)

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AIM OF SELF ASSESSMENTAIM OF SELF ASSESSMENT

Provide an opportunity for the School to Provide an opportunity for the School to get stock of its positionget stock of its position

Achieve a complete strategic assessmentAchieve a complete strategic assessment Significant self-examinationSignificant self-examination Provision of base for peer evaluationProvision of base for peer evaluation Contribution in understanding the nature of Contribution in understanding the nature of

the management education quality.the management education quality.

THE SELF ASSESSMENT THE SELF ASSESSMENT PROCESSPROCESS

ResponsibilitiesResponsibilities CommunicationCommunication MethodologyMethodology PlanningPlanning AssociationAssociation Peer Review PreparationPeer Review Preparation

FORMAT OF SELF ASSESSMENT FORMAT OF SELF ASSESSMENT REPORTREPORT

Length Length FormatFormat Summary InformationSummary Information Annexes and supporting DocumentsAnnexes and supporting Documents ConclusionConclusion

GUIDANCE TO SELF GUIDANCE TO SELF ASSESSMENT REPORTASSESSMENT REPORT

Mission and BackgroundMission and Background The EnvironmentThe Environment Law and GovernanceLaw and Governance Vision and missionVision and mission Strategic positioning and objectivesStrategic positioning and objectives


Curriculum QualityCurriculum Quality Program designProgram design Program ContentProgram Content Program DeliveryProgram Delivery Student assessment and program evaluationStudent assessment and program evaluation


StudentsStudents Target ProfilesTarget Profiles SelectionSelection Career placementCareer placement


FacultyFaculty Faculty size and compositionFaculty size and composition Faculty strategy and managementFaculty strategy and management Faculty DevelopmentFaculty Development


Research And DevelopmentResearch And Development Research activitiesResearch activities Development activitiesDevelopment activities


Social Role and ResponsibilitySocial Role and Responsibility ResourcesResources

Financial ManagementFinancial Management Equipment and premisesEquipment and premises Library and research servicesLibrary and research services New technology communicationNew technology communication


Relations with business worldRelations with business world Procedures to manage the relationshipsProcedures to manage the relationships Review of modificationsReview of modifications Provision of current statement of international Provision of current statement of international

policypolicy Description of procedures to manage the Description of procedures to manage the

international school policy and relationshipsinternational school policy and relationships


Personal DevelopmentPersonal Development Development proceduresDevelopment procedures Individual Development SupportIndividual Development Support Development of practical skillsDevelopment of practical skills


Executive EducationExecutive Education Executive education within schoolExecutive education within school Manufactured portfolioManufactured portfolio AdvertisingAdvertising Program StandardsProgram Standards Faculty and recoursesFaculty and recourses

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NBEAC NBEAC PROCEDURE FOR EMPANELMENT, PROCEDURE FOR EMPANELMENT, CRITERIA AND MONITORING OF LEAD CRITERIA AND MONITORING OF LEAD EVALUATOR / EVALUATORS/SUBJECT EVALUATOR / EVALUATORS/SUBJECT

EXPERTS EXPERTS

Presented byPresented by

Dr. Muhammad FarooqDr. Muhammad FarooqDirector Quality Enhancement and External Director Quality Enhancement and External

LinkagesLinkagesBahauddin Zakariya University, MultanBahauddin Zakariya University, Multan

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11 IntroductionIntroduction22 Evaluator Induction processEvaluator Induction process

2.12.1 EmpanelmentEmpanelment2.22.2 Criteria and responsibilitiesCriteria and responsibilities2.32.3 RolesRoles2.42.4 MonitoringMonitoring

33 Scope and Responsibilities of Independent -Scope and Responsibilities of Independent - Mentors and mentorsMentors and mentors

3.13.1 Mandate of the mentorsMandate of the mentors

44 Contact between Evaluators and NBEACContact between Evaluators and NBEAC

SEQUENCE OF PRESENTATION

Committees / Panel StructureCommittees / Panel Structure

Prof. Mohammad Amanullah KhanProf. Mohammad Amanullah KhanDean, Faculty of Management Dean, Faculty of Management Sciences, Riphah International Sciences, Riphah International

University, IslamabadUniversity, Islamabad

4848

Management Structure Bodies/CommitteesManagement Structure Bodies/Committees

• NBEAC Board NBEAC Board – All members of Board of All members of Board of

GovernorsGovernors– Approval of Key decisions of the Approval of Key decisions of the

NBEAC secretariat NBEAC secretariat – Two or Three Board Meetings Two or Three Board Meetings

AnnuallyAnnually

Eligibility Assessment Committee-EACEligibility Assessment Committee-EAC

4 to 5 members (to be selected)4 to 5 members (to be selected) Gather preliminary information about Gather preliminary information about

Business school verbally or through one day Business school verbally or through one day visitvisit

NBEAC representative inform the Business NBEAC representative inform the Business School briefly about the NBEAC processSchool briefly about the NBEAC process

Business School may ask questionsBusiness School may ask questions Business School provide preliminary Business School provide preliminary

information to the NBEAC information to the NBEAC

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Eligibility Assessment Committee-EACEligibility Assessment Committee-EAC

– NBEAC representative/expert(s) can offer a NBEAC representative/expert(s) can offer a preliminary advice for being declared eligible preliminary advice for being declared eligible under Eligibility Criteria.under Eligibility Criteria.

– Assess the Eligibility Application/Data sheet of Assess the Eligibility Application/Data sheet of Business School after Preliminary InquiryBusiness School after Preliminary Inquiry

– EAC report to NBEAC board for further necessary EAC report to NBEAC board for further necessary actions i.e. appointment of mentor for Self actions i.e. appointment of mentor for Self Assessment Report (SAR)Development (for Assessment Report (SAR)Development (for Eligible Business schools), Eligible Business schools),

– Guided Development(for non Eligible Business Guided Development(for non Eligible Business schools) etcschools) etc

MentorMentor– Selection based on Mutual coordination Selection based on Mutual coordination

of NBEAC and Business School (can be of NBEAC and Business School (can be a member of EAC)a member of EAC)

– Advice and Assist Business School in Advice and Assist Business School in preparing its SARpreparing its SAR

– Advice can be given by phone or email, Advice can be given by phone or email, or a personal visitor a personal visit

– Charges are mentioned in the fee Charges are mentioned in the fee structure.structure.

Peer Review Panel-PRPPeer Review Panel-PRP– Four Reviewers (to be selected)Four Reviewers (to be selected)– Certain ratio from Academic community Certain ratio from Academic community

and Corporate sectorand Corporate sector– Review of SAR developed by Business Review of SAR developed by Business

schoolschool– Carries out the on-site visit Carries out the on-site visit – Quality Assessment of school against the Quality Assessment of school against the

factors presented in Self Assessment factors presented in Self Assessment ReportReport

– Provide Advisory service for betterment of Provide Advisory service for betterment of schoolschool

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Peer Review Panel-PRPPeer Review Panel-PRP

– Chairman NBEAC has the authority to take Chairman NBEAC has the authority to take decision in case of any conflict of interestdecision in case of any conflict of interest

– Member can also announce any conflict of Member can also announce any conflict of interest with the institution before taking part interest with the institution before taking part in PRPin PRP

– Chairman of Peer Review Panel should have Chairman of Peer Review Panel should have to be present during visit with all membersto be present during visit with all members

– The participants would sign a confidential The participants would sign a confidential statement regarding to the information statement regarding to the information obtained from a business Schoolobtained from a business School

Accreditation Awarding Committee Accreditation Awarding Committee (AAC)(AAC)

• The report and the recommendation of the Peer The report and the recommendation of the Peer Review Panel will be presented to the NBEAC Review Panel will be presented to the NBEAC Accreditation Awarding Committee Accreditation Awarding Committee

• Comprises of Board Members and Comprises of Board Members and Evaluators/Mentors Evaluators/Mentors

• Make the final decision on NBEAC accreditationMake the final decision on NBEAC accreditation• The outcome will be communicated to the The outcome will be communicated to the

Business School within 2 days after the Business School within 2 days after the recommendation of the Peer Review Panel is recommendation of the Peer Review Panel is confirmed by the Awarding Committee.confirmed by the Awarding Committee.

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Independent MonitorIndependent Monitor

From the Peer Reviewers PoolFrom the Peer Reviewers Pool Ensure the transparency of accreditation Ensure the transparency of accreditation

processprocess Compile periodical reports to NBEAC board Compile periodical reports to NBEAC board

about the implementation of the processabout the implementation of the process

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Peer Review GuidelinesPeer Review Guidelines

Prof Dr Syed Zahoor HassanProf Dr Syed Zahoor HassanSuleman Dawood School of BusinessSuleman Dawood School of Business

Lahore University of Management Sciences Lahore University of Management Sciences (LUMS)(LUMS)

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Business Education AccreditationBusiness Education AccreditationPeer Review GuidelinesPeer Review Guidelines

OutlineOutline Context: AccreditationContext: Accreditation Principles and spiritPrinciples and spirit ObjectivesObjectives StructureStructure Process GuidelinesProcess Guidelines Key Success factorsKey Success factors Philosophy of accreditationPhilosophy of accreditation

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The ContextThe Context - Accreditation- Accreditation

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Accreditation: PurposeAccreditation: Purpose

To provide market informationTo provide market information To provide an instrument for comparison To provide an instrument for comparison

and permanent benchmarkingand permanent benchmarking To promote improvement ofTo promote improvement of

The schools and national management The schools and national management systemssystems

The profession and the international marketThe profession and the international market

Quality improvement systemQuality improvement system

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Accreditation : Some Key CharacteristicsAccreditation : Some Key Characteristics

The key features of the accreditation process and The key features of the accreditation process and standards should be:standards should be:

An international and intercultural approach to An international and intercultural approach to accreditation.accreditation.

Looks at the performance of the School taken as a Looks at the performance of the School taken as a whole, including all its programmes and not just the whole, including all its programmes and not just the MBA programmeMBA programme

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Accreditation: Some Key CharacteristicsAccreditation: Some Key Characteristics

Must be designed to be responsive to Must be designed to be responsive to corporate concerns:corporate concerns: Adoption of outcome-based perspectives Adoption of outcome-based perspectives

and criteriaand criteria Use of corporate auditorsUse of corporate auditors Corporate representation on the Corporate representation on the

Committees & Awarding BodyCommittees & Awarding Body Corporate stakeholders involved in the Corporate stakeholders involved in the

management education processmanagement education process Specific criteria for executive education Specific criteria for executive education

6363

Accreditation: Some Key CharacteristicsAccreditation: Some Key Characteristics

Must stress personal development of Must stress personal development of managers, and their entrepreneurial and managers, and their entrepreneurial and managerial skillsmanagerial skills

Should be based on a dynamic and forward Should be based on a dynamic and forward looking model for quality developmentlooking model for quality development

6464

Accreditation: Quality StandardsAccreditation: Quality Standards

General Quality CriteriaGeneral Quality Criteria National standingNational standing MissionMission GovernanceGovernance ScopeScope Strategy Strategy ResourcesResources Faculty Faculty StudentsStudents Student ServicesStudent Services Personal DevelopmentPersonal Development

6565

Accreditation: National Regional & Global Accreditation: National Regional & Global IssuesIssues

School should incorporate national, regional School should incorporate national, regional and global perspectives in all its dimensionsand global perspectives in all its dimensions- Students- Students- Faculty- Faculty- Curriculum- Curriculum- Research- Research- Placement- Placement- Processes- Processes

Cultural and regional diversityCultural and regional diversity

Evolutionary process and linked to size and Evolutionary process and linked to size and diversity of own countrydiversity of own country

6666

Accreditation: Connections with Accreditation: Connections with Corporate WorldCorporate World

Clearly articulated policy on its relations with Clearly articulated policy on its relations with corporate world corporate world

Demonstrate a strong customer orientation, Demonstrate a strong customer orientation, particularly in relations with corporate clients.particularly in relations with corporate clients.

Corporate community participation in governance.Corporate community participation in governance. Needs of corporate world inherent in programme Needs of corporate world inherent in programme

design.design. Should monitor the degree of recruiter satisfaction Should monitor the degree of recruiter satisfaction

with the quality of its graduates.with the quality of its graduates.

6767

Accreditation: Connections with Accreditation: Connections with Corporate WorldCorporate World

Programs should incorporate structured opportunities Programs should incorporate structured opportunities for participants to gain direct experience of the for participants to gain direct experience of the corporate world, through internships, field work, corporate world, through internships, field work, campus visits by executives etccampus visits by executives etc

Programme delivery should include input from Programme delivery should include input from practitioners.practitioners.

Faculty with business experience and abreast of Faculty with business experience and abreast of current management best practices.current management best practices.

6868

Business Education Business Education AccreditationAccreditation


Principles and SpiritPrinciples and Spirit

6969


Core Principles and spirit of accreditationCore Principles and spirit of accreditation Consideration of the perspectives of all stakeholders – Consideration of the perspectives of all stakeholders – students, faculty, corporate, societystudents, faculty, corporate, society Focus on not only the outcomes but also the related Focus on not only the outcomes but also the related processes and their adherence to standardsprocesses and their adherence to standards Assessments based on standards that are linked to best Assessments based on standards that are linked to best practices and benchmarkspractices and benchmarks Review done by peers who possessReview done by peers who possess

•Solid experience in academic leadership positions in Solid experience in academic leadership positions in previously accredited institutions or leadership positions in previously accredited institutions or leadership positions in industryindustry•Understanding of accreditation philosophy and related Understanding of accreditation philosophy and related processesprocesses•Reputation for highest levels of fair-play and integrityReputation for highest levels of fair-play and integrity

7070



Objectives of the Peer ReviewObjectives of the Peer Review

7171


To assess quality of School’s activities against To assess quality of School’s activities against the established criteria and to make a the established criteria and to make a recommendation to the Accreditation Awarding recommendation to the Accreditation Awarding Committee concerning accreditation. Committee concerning accreditation.

To fulfill a consultancy role leading to To fulfill a consultancy role leading to suggestions for quality improvement and to suggestions for quality improvement and to offer the School the benefits of a strategic audit offer the School the benefits of a strategic audit

To confirm the claims made within the Self-To confirm the claims made within the Self-Assessment Report and to secure on-site Assessment Report and to secure on-site information sufficient to build up a information sufficient to build up a comprehensive profile of the school. comprehensive profile of the school.

7272

The balance between The balance between

the role of the Peer Review process in providing the role of the Peer Review process in providing sufficient information to the Accreditation Awarding sufficient information to the Accreditation Awarding Committee to arrive at a decision on accreditation Committee to arrive at a decision on accreditation andand

the wider, strategic and quality improvement role the wider, strategic and quality improvement role of the Peer Review visit is delicate. of the Peer Review visit is delicate.


7373



Structure of Peer ReviewStructure of Peer Review

7474


Detailed study of institution’s self-Detailed study of institution’s self-assessment report and review of the assessment report and review of the accreditation documents.accreditation documents.

Finalization of peer review two-day visit Finalization of peer review two-day visit schedule by the peer review team schedule by the peer review team convener with the concerned school.convener with the concerned school.

Pre-review discussions among the peer Pre-review discussions among the peer review team members – identify areas of review team members – identify areas of focus.focus.

7575

Structure of Peer ReviewStructure of Peer Review Schedule typically should include meetings with:Schedule typically should include meetings with:

The top executive committeeThe top executive committee The top executive committee or boardThe top executive committee or board Heads of departments and those responsible for Heads of departments and those responsible for

various academic programmesvarious academic programmes Research dean/coordinatorResearch dean/coordinator Faculty Faculty Administrative StaffAdministrative Staff StudentsStudents CorporatesCorporates AlumniAlumni

And time for internal discussions of the committeeAnd time for internal discussions of the committee

7676

Structure of Peer ReviewStructure of Peer Review Review and verification of the following:Review and verification of the following:

Financial situationFinancial situation Physical infrastructure – class rooms, library, computer Physical infrastructure – class rooms, library, computer

labs, hostels, ….labs, hostels, …. Class room learning processClass room learning process

Final debriefingFinal debriefing Preparation of final reportPreparation of final report

Individual assessment and completion of document and Individual assessment and completion of document and scoring on the criteria check list – below, meets, abovescoring on the criteria check list – below, meets, above

Consolidation of criteria satisfaction check listConsolidation of criteria satisfaction check list Agreement on Peer Review committee’s final decisionAgreement on Peer Review committee’s final decision Preparation of oral debriefing reportPreparation of oral debriefing report Preparation of final report – multiple iterationsPreparation of final report – multiple iterations

7777


Guidelines for Preparation of final reportGuidelines for Preparation of final report Maintain a constructive and positive toneMaintain a constructive and positive tone Must focus on few key messages – positives Must focus on few key messages – positives

and areas requiring improvementand areas requiring improvement Confirm key findings and develop a concise but Confirm key findings and develop a concise but

comprehensive profile of schoolcomprehensive profile of school Provide clear guidance on how the school can Provide clear guidance on how the school can

improve its quality.improve its quality.

7878



Process GuidelinesProcess Guidelines

7979

Process guidelines for Peer ReviewProcess guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews Understand self assessment reportUnderstand self assessment report Ask for additional paper work, if needed.Ask for additional paper work, if needed. Avoid the trap of presentations by the schoolAvoid the trap of presentations by the school Focus on the check list and ask questions to Focus on the check list and ask questions to

assess and cross-check factsassess and cross-check facts Probe and dig for details, but retain a positive Probe and dig for details, but retain a positive

orientation – a coach approach and not a orientation – a coach approach and not a monitormonitor

8080

Process Guidelines for Peer ReviewProcess Guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews All interviews should be with specific groups All interviews should be with specific groups

onlyonly Student interviews:Student interviews:

• Cross check information given by facultyCross check information given by faculty• Look for insights into workload, quality of processes, Look for insights into workload, quality of processes,

professionalism, and clarify of vision and focusprofessionalism, and clarify of vision and focus• Meet students of different programmes separately – Meet students of different programmes separately –

no more than 10 and representative of the mix.no more than 10 and representative of the mix.• Meet in the absence of faculty and staffMeet in the absence of faculty and staff

8181

Process Guidelines for Peer ReviewProcess Guidelines for Peer Review

Preparation for various interviewsPreparation for various interviews Interview with FacultyInterview with Faculty

• Focus on discussing research, program design and developmentFocus on discussing research, program design and development• Explore how faculty is managedExplore how faculty is managed• Cross-check on issues raised by studentsCross-check on issues raised by students

Ask for a base room that is used for meetings and Ask for a base room that is used for meetings and has the following:has the following: All administrative documents – policies, manuals, All administrative documents – policies, manuals,

brochuresbrochures Detailed faculty profilesDetailed faculty profiles Evidence of faculty research – published books, articles, Evidence of faculty research – published books, articles,

cases, etccases, etc Space for meetings and privacy needed for committee Space for meetings and privacy needed for committee

deliberations.deliberations. Use forms and checklistsUse forms and checklists

8282

Criteria Satisfaction Checklist

CommentsComments

1.11.1 AutonomyAutonomy

1.21.2 Effectiveness of the School’s Governing Body Effectiveness of the School’s Governing Body and external advisory committeesand external advisory committees

1.31.3 Effectiveness of the School’s internal Effectiveness of the School’s internal organizational structures and decision making organizational structures and decision making processesprocesses

1.41.4 Coherence between external and internal Coherence between external and internal decision making structures.decision making structures.

1.51.5 Clear sense of missionClear sense of mission

2. Students2. Students

2.12.1 Quality of incoming studentsQuality of incoming students

Is there a match between intake profile and the Is there a match between intake profile and the target profiles graduating students?target profiles graduating students?

1. Context and Mission

8383

School’s Evaluation Sheet

Above StandardsThe School demonstrates outstanding quality, well above the level required to satisfy the standards and where it can be considered as a model of excellence.

Meets StandardsThe School satisfies the standards in this area as defined in the Criteria Handbook. Most positive assessments are expected to fall in this broad category. It is not to be interpreted as meaning that school is mediocre or that it barely qualifies at a minimum level.

Below StandardsThe School is judged to be below the threshold of the standards.

N/ANot considered applicable and/or relevant to the School concerned.

8484

School’s Evaluation Sheet

Overall Quality EvaluationOverall Quality Evaluation

Above Above StandardsStandards

Meets Meets StandardsStandards

Below Below StandardsStandards

N/AN/A

Chap. Chap. 11

Mission / Governance Mission / Governance /Strategy/Strategy

1.11.1 AutonomyAutonomy

1.21.2 External GovernanceExternal Governance

1.31.3 Internal GovernanceInternal Governance

1.41.4 Coherence between Coherence between internal & external internal & external Governance Governance

Chap. Chap. 22

Students & Students & ParticipantsParticipants

2.12.1 Quality of incoming Quality of incoming students-first Degreestudents-first Degree

Quality of incoming Quality of incoming students-post graduate students-post graduate degreedegree

8585



Key Success Factors for Peer Key Success Factors for Peer ReviewReview

8686

Success of peer review requires:Success of peer review requires:

The allocation of a trusted and acceptable Peer The allocation of a trusted and acceptable Peer Review Team to the School Review Team to the School

Thorough preparation by the School through the Thorough preparation by the School through the production of a Self-Assessment Reportproduction of a Self-Assessment Report

Careful reading of the Self-Assessment Report by Careful reading of the Self-Assessment Report by the Peer Review Committeethe Peer Review Committee

Clear relationships and expectations on the part of Clear relationships and expectations on the part of all involvedall involved

8787

Success of Peer Review Requires:Success of Peer Review Requires:

Open discussions free of excessive formalism Open discussions free of excessive formalism between the Peer Review Committee and the key between the Peer Review Committee and the key stakeholders within the School stakeholders within the School

Presentation of confidential feedback and Presentation of confidential feedback and recommendations for accreditation in a recommendations for accreditation in a professional manner, combining the requirements professional manner, combining the requirements of the Accreditation Awarding Committee with an of the Accreditation Awarding Committee with an approach that respects the needs of the School as approach that respects the needs of the School as a client. a client.

8888



Philosophy of AccreditationPhilosophy of Accreditation

8989


Always Remember it is about:Always Remember it is about: PurposePurpose PeoplePeople ProcessesProcesses Progress – continuous improvementProgress – continuous improvement

And not:And not:Passing or failing, or a badge of honor or Passing or failing, or a badge of honor or recognitionrecognition

9090

“ “ The journey is more important than the The journey is more important than the destination”destination”

Thanks!Thanks!

Any Questions!Any Questions!

THANK YOUTHANK YOU

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