National Business Education Accreditation Council(NBEAC) Regional Awareness Workshop

2. National Business Education Accreditation Council(NBEAC)Regional Awareness Workshop 11th Nov 2009 (Prof. Dr. Mukhtar Ahmed) Chairman, NBEAC www.nbeac.org.pk

3. Agenda

4. NBEAC Overview Mission Statement “Enhancing the Quality of Business Education” What is NBEAC? It is a national accrediting body for specific business degree programs. Accreditation through NBEAC will mark the highest standard in business education. When was NBEAC Established? Established by Higher Education Commission (HEC) on August 15th, 2006.

5. Purpose • NBEAC will facilitate and enhance the quality of business education in the country. How will NBEAC facilitate Business Schools? • Through Accreditation process International Memberships • AMDISA – affiliate membership • AACSB, EFMD – membership in process • Adopt best practices of renowned accreditation bodies Course Directory Database • All business related programs available to search by University, Region or Program on our website(www.nbeac.org.pk).

6. Accreditation Process/Framework • Self-Assessment • Preparation of SA Report • Assisted by NBEAC Mentor • PR Team to be notified to School • Preliminary Eligibility Assessment • Preliminary Inquiry by Business School • Preliminary Screening by NBEAC Institutional Development • 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 • Peer Review Panel • PR visit and report • Evaluation based on NBEAC criteria • Recommendations to institution • Report to NBEAC Board. • Eligibility • NBEAC Accreditation likely for 3 years or more • Decision to appoint Mentor for the School NBEAC Board Checks with School on PR Report accuracy YES NBEAC Accreditation Awarding Committee Full Accreditation Conditional Accreditation Rejection Guided Development Report to NBEAC Board NO Strategic Advice/ Guided Development

7. NBEAC Framework/Process Self-Assessment Preliminary Eligibility Assessment InstitutionalDevelopment Formal Application Peer Review Committee NBEACBoard Eligibility YES NBEAC Accreditation Awarding Committee NO Strategic Advice/ Guided Development

8. Preliminary Eligibility Assessment(02 weeks) • Preliminary Inquiry by Business School • Preliminary Screening by NBEAC Formal Application-(02 weeks) • Information Package Sent by NBEAC to Business School • Eligibility Assessment Interview by NBEAC Expert from Eligibility Assessment Committee(EAC) • Expert Report to EAC

9. Eligibility(02-months) • NBEAC Accreditation for 3 years or more • NBEAC Eligibility Guidance - For Evaluators • Eligibility Assessment Areas

10. Self Assessment Report- 04 months • Preparation of SAR by Business School • Can be assisted by NBEAC Mentor Institutional Development • In case of institution not fulfilling the eligibility criteria • Minimum 06 months – Maximum 03 Years

11. Peer Review Process • PR Visit • Self Assessment Report Evaluation based on Eligibility Criteria of NBEAC • Peer Review Report -Includes recommendation for Business School • Peer review Report presented before NBEAC Board

12. Types of Accreditation • Full Accreditation • Conditional Accreditation • Rejection

13. Eligibility GuidanceProf Dr. Zafar Iqbal (National University of Computer and Emerging Sciences)

14. Eligibility Guidance • Eligibility Assessment Dimensions • Strategic Management Standards • Curriculum Quality • Students (Intake, Retention & Support) • Faculty Quality • R&D Standards • Moral & Social Responsibilities • Resource Management • Int’l and Corporate Relationships • Personal Development

15. I. Strategic Management Standards(NBEAC: 1,2,3) • The School has a comprehensive, environmentally oriented, and stakeholders’ driven iterative process of defining / updating an appropriate mission statement that provides direction for decision making. [1, 2] • The schools derives its goals, objectives and priority areas for continuous improvement in relation to its mission statement. • The school develops matching strategies in terms of: • Where will the school be active? (arenas: target student population, program offerings, geo location, etc.) [3] • How will it get there? (vehicles, priorities, staging: curriculum, faculty, academic std (s), int’l coll etc.) [4] • How will it finance itself? (economic logic) [5]

16. Putting Strategy in its Place1

17. II. Curriculum Quality Criteria • Curriculum development & organization • Learning goals (KSA) • Educational intensity

18. Curriculum Quality Standards(NBEAC: 4,5,6) 4. The school establishes a comprehensive system for program selection, design, content, delivery, monitoring, assessment, and revision ensuring input and advice from appropriate constituencies. [15] 5. In consonant with its mission , the school identifies a set of broad, managementspecific and / or discipline-specific, learning goals - knowledge, skills, and abilities (“KSA”) - to be imparted through each program that it offers. Such goals strike a balance among cultivating a wide-ranging and in-depth general and specialist KSA helpful in forming comprehensive judgments and appreciating civic responsibility and humanism. [15, 16, 18, 19, 21] 6. The school appropriately differentiates among different levels of education that it imparts – U/G, Masters, PhD, general mgmt vs. specialized degree programs – through variation in learning goals, curricula, assessment methods, and time and intensity of application required to obtain desired level of proficiency. [17, 20]

19. III. Student Quality Criteria • Student admissions • Student retention • Student support

20. Student Quality StandardsStudent Admissions (NBEAC 7) 7. The policies and selection procedures for admission to the degree programs offered by the school are clear, internally consistent, available to general public and in resonance with the mission and the educational objectives of the School. [6] • Are eligibility and selection criteria fair, appropriate, objective and if more than one (test + interviewing), is prioritization and inter-relationship appropriately defined? • Has the School established a system and mechanism for constantly verifying relation of screening methods and content to performance? • Are quotas / outreach programs available to achieve a desirable mix in terms of gender, ethnicity, age, experience? • Is experience required for MBA intake? • What is the process of credit transfer and credit exemption? • What is the applicants-to-admission ratio?

21. Student Quality StandardsRetention (NBEAC 8) 8. The school has clearly spelled out and well communicated academic standards and retention practices that produce quality graduates. [7] • Details of assessment mechanisms to monitor student progress and early identification of problem areas in learning • completion, failure and drop out rates for each program

22. Student Quality StandardsStudent Support (NBEAC 9) 9. The school has an established support system for students that caters for academic assistance, academic advisory, networking with alumni, career counseling, counseling in general, and extracurricular activities that align with its mission, programs, and student characteristics. [8] • NBEAC is looking for adequate tutorial support, student-faculty contact (maintenance of contact hours), career counseling , and facilitation of sports, networking with alumni and other extracurricular activities.

23. IV. Faculty Quality Criteria • Faculty sufficiency • Faculty qualifications • Faculty support

24. Faculty Quality StandardsFaculty Sufficiency (NBEAC 10) • Number of faculty members • The School maintains sufficient number of faculty members to satisfactorily fulfill responsibilities related to curriculum design, course development, course delivery and assessment of learning across the range of programs that the school offers. The proposed teacher to student ratio is 25:1. • Composition of faculty • The faculty must have at least one specialist for each essential field / subject area that constitutes the program • The permanent (minimum 20 hours commitment per week) to visiting ratio 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 situational advantages / disadvantages. • Faculty support • A university shall endeavour, to the extent possible, to provide teaching assistants to assist in exercises, case studies, skills practice and other academic activities accompanying a course. The proposed teacher support is one TA for every instructor teaching at least 40 students. [9]

25. Faculty Quality StandardsFaculty qualifications [NBEAC 11] • Bachelors Program • At least one Professor or Associate Professor with a Doctoral degree in a directly relevant field OR someone who possesses a blend of academic preparation and extensive professional experience (relevant Masters (18-year) and 15-year high quality pertinent experience) • Those possessing specialized Bachelors (accounting, taxation, law etc) will be considered academically qualified to teach the relevant courses • Excepting (b), no more than 30% of the instructors should have Bachelors degree. • Masters Program • At least one, preferably two Professors or Associate Professors with a doctoral degree in a field related to the program • Those possessing specialized Bachelors (accounting, taxation, law etc) will be considered academically qualified to teach the relevant courses • Excepting (b), minimum qualification for teaching will be a relevant Masters degree (with 18 years of local education or equivalent) • PhD Program • At least three Professors / Associate Professors with a relevant doctoral degree and one expert in statistical research methods as applied to Social Sc or business. [10]

26. Faculty Quality Standards: Faculty Management & Support [NBEAC 12] • In conformity with its mission, the school articulates a systematic organizational model for faculty management that • Delineates hierarchical structure for academic administration • Spells out hiring policies and procedures • Defines expectations tailored to each faculty member • Allocates workload balancing course development, preparation, teaching, and research demands • Provides faculty support in terms of tutorial assistance etc. • Evaluates, reviews and rewards performance • Establishes and invests in faculty training and development to promote a culture of learning, educational responsibility, and ongoing relevance (to begin with a minimum 2% of the gross revenues of the school to be spent equitably on individualized or aggregate faculty development programs focused on improving general or technical skill base) [11]

27. V. R & D Standard[NBEAC 13] • The school has a well documented research strategy derived from its mission statement and appropriate for the nature, levels and intensity of education that it imparts. The policy is reflected in budgetary allocations for U/G and P/G FYPs & dissertations, and faculty facilitation for learning and pedagogical research, contributions to management practice, and discipline-specific knowledge creation and dissemination through publications. As a starting point, the school allocates 2% of gross revenues to support and promote R&D.

28. VI. Moral, Social and Ecological Responsibility Standard [NBEAC 14] • The school uses appropriate mix of vehicles – circulation of mission and values, administrative policies, curricula (CSR, Business Ethics), and extracurricular activities – to create a culture where its administrative staff, faculty and students operate with integrity, attention and dedication and show concern for and attend to their wider moral, social and environmental obligations. [13,14 p.]

29. VII. Resource Management Criteria • Governance and administration • Financial resource management • Library and research repository • IT facilities • Promotion and community association

30. Resource Management Standards[NBEAC 15] • The school is governed such that it has substantial autonomy and transparency, and stakeholders involvement and respect in decision making on school-specific resource generation and allocation in line with its strategic priorities on teaching, learning, research and promotion (adequate administrative support, faculty and student support, library and IT facilities, and facilitation of extracurricular activities) .

31. VIII. International and Corporate Relationship Std. [NBEAC 16] • In line with its mission, the school is expanding its links and interaction with the corporate world and striving to collaborate with international institutions so as to contextualize relevant practice and globalization tactics for the improvement and development of the economy that it confronts and the catchment areas it relies upon.

32. References CORE • NBEAC draft SOPs OTHERS • AACSB Int’l, Eligibility Procedures and Accreditation Standards for Business Accreditation (2008). (http:/www.aacsb.edu) • Japan University Accreditation Association, Professional Graduate Business School Standards. • Quality Assurance Framework of Higher Education in Japan, Higher Education Bureau, Ministry of Education (2009). • Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you have a strategy, Academy of Management Executive.

33. Self Assessment ReportDr. Hassan Sohaib (Rector, UMT)

34. AIM OF SELF ASSESSMENT • Provide an opportunity for the School to get stock of its position • Achieve a complete strategic assessment • Significant self-examination • Provision of base for peer evaluation • Contribution in understanding the nature of the management education quality.

35. THE SELF ASSESSMENT PROCESS • Responsibilities • Communication • Methodology • Planning • Association • Peer Review Preparation

36. FORMAT OF SELF ASSESSMENT REPORT • Length • Format • Summary Information • Annexes and supporting Documents • Conclusion

37. GUIDANCE TO SELF ASSESSMENT REPORT • Mission and Background • The Environment • Law and Governance • Vision and mission • Strategic positioning and objectives

38. GUIDANCE TO SELF ASSESSMENT REPORT • Curriculum Quality • Program design • Program Content • Program Delivery • Student assessment and program evaluation

39. GUIDANCE TO SELF ASSESSMENT REPORT • Students • Target Profiles • Selection • Career placement

40. GUIDANCE TO SELF ASSESSMENT REPORT • Faculty • Faculty size and composition • Faculty strategy and management • Faculty Development

41. GUIDANCE TO SELF ASSESSMENT REPORT • Research And Development • Research activities • Development activities

42. GUIDANCE TO SELF ASSESSMENT REPORT • Social Role and Responsibility • Resources • Financial Management • Equipment and premises • Library and research services • New technology communication

43. GUIDANCE TO SELF ASSESSMENT REPORT • Relations with business world • Procedures to manage the relationships • Review of modifications • Provision of current statement of international policy • Description of procedures to manage the international school policy and relationships

44. GUIDANCE TO SELF ASSESSMENT REPORT • Personal Development • Development procedures • Individual Development Support • Development of practical skills

45. GUIDANCE TO SELF ASSESSMENT REPORT • Executive Education • Executive education within school • Manufactured portfolio • Advertising • Program Standards • Faculty and recourses

46. NBEAC PROCEDURE FOR EMPANELMENT, CRITERIA AND MONITORING OF LEAD EVALUATOR / EVALUATORS/SUBJECT EXPERTS Presented by Dr. Muhammad Farooq Director Quality Enhancement and External Linkages Bahauddin Zakariya University, Multan

47. 1 Introduction2 Evaluator Induction process2.1 Empanelment 2.2 Criteria and responsibilities 2.3 Roles 2.4 Monitoring3 Scope and Responsibilities of Independent - Mentors and mentors3.1 Mandate of the mentors4 Contact between Evaluators and NBEAC SEQUENCE OF PRESENTATION

48. Committees / Panel Structure Prof. Mohammad Amanullah Khan Dean, Faculty of Management Sciences, Riphah International University, Islamabad

49. Management Structure Bodies/Committees • NBEAC Board • All members of Board of Governors • Approval of Key decisions of the NBEAC secretariat • Two or Three Board Meetings Annually

50. Eligibility Assessment Committee-EAC • 4 to 5 members (to be selected) • Gather preliminary information about Business school verbally or through one day visit • NBEAC representative inform the Business School briefly about the NBEAC process • Business School may ask questions • Business School provide preliminary information to the NBEAC