SSRP - English Language Program - UoH 2

TP-112
2022
Self-Study Report for the Program
Institution: University of Ha’il (UoH)
College: College of Arts
Department: English Department
Program: English Program
Report Date: 1 February 2023

Contact Information:
Name: Dr. Yaser Altameemi
Title: Coordinator of Accreditation
Email: y.albakry@uoh.edu.sa
Mobile: +966553177440
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Table of Contents:
Content Page
Self-study Report preparation guidelines: 3
Error! Reference source not found. 3
4
Overall
No. Standard
Evaluation
1. Program Management and Quality 4
Assurance
2. Teaching and Learning 4
3. Students 4
4. Teaching Staff 4
5. Learning Resources, Facilities, and 3
Equipment
1. Program Profile
1.1 Program Mission 4
1.2 Program Goals 4
1.3 A List of the Program Achievements, Awards, and 4
Significant Accomplishments
1.4 Total Credit Hours: (128) 4
1.5 Preparatory or Foundation Program (if any) 4
1.6 Major Tracks/Pathways (if any) 4
1.7 Intermediate Exit Points/Awarded Degree (if any) 4
1.8 Branches Offering the Program 4
5
1.9 Program Statistical Data
1.9.1 Students Enrolment 5
1.9.2 Classification of Students Based on Mode of Study 5
(For Current year)
1.9.3 Graduation Rate 5
1.9.4 Number of Teaching Staff 6
1.9.5 Classification of Teaching Staff According to Mode 6
of Study
6
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Content Page
1.9.6 Overall Assessment of Program Statistical Data:
2. program Self-study 7
2.1 Benchmarking partners and selection criteria/reasons 7
2.2 Summary of KPIs and Benchmarks 7
8
Error! Reference source not found. 8

Standard 2. Teaching and Learning 10
Standard 3. Students 13
Standard 4. Faculty 15
Standard 5. Learning Resources, Facilities, and Equipment 16
4. Independent Evaluations (Optional) 18
5. Action Recommendations 18
6. Attachments 18
Self-study Report preparation guidelines:

The report aims primarily to support the development of the Program’s
performance. In order to achieve this purpose, the following points should be taken
into account:
• The accuracy and credibility of the data and information are maintained
throughout the report.
• Evaluation results of the indicators are provided with supporting evidence.
• Informal, vague, exaggerated or subjective expressions as well as those that
are generally unnecessary or incorrect.
• Only relevant evidence and data that lead to informed conclusions are
presented.
• Evaluation results are correlated with improvement priorities.
• elaboration on general description be avoided. The focus be directed to the
main aspects.
• Perceptive comments be essentially made on criteria that are rated less than
3 or above 4.
o All evidence and proofs, on which the self-study was based, be attached
and uploaded to the Academic Accreditation Portal on the NCAAA-ETEC
website.
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o Do not attach files (photos, messages, emails, notes, questionnaires,
memos) to the self-study report. These may be made available for
consultation during the Program’s Review Visit.
Executive summary:
The following Self Study Report (SSR) has been prepared for Bachelor of English
program in accordance with the standards of quality assurance and accreditation
of Higher Education Institutions as set by the National Centre for Academic
Accreditation and Evaluation (NCAAA).
The English program was established on the decision of the Council of Hail
University in its second session of the academic year (1428-1429 H.) held on
Sunday 2/3/1429. This was based on the decision of the Council of Higher
Education No. 6/45/1428 dated on 18/01/1428 H. to restructure Teacher Training
Colleges and Colleges for Female Students and annex them academically,
financially, and administratively to universities. The program offers courses leading
to a bachelor's degree. These courses cover many subjects in language,
linguistics, literature, and translation. Subjects include language skills (listening,
speaking, reading, and writing), as well as global literature, especially English and
American, and several aspects of applied and theoretical linguistics. This English
program equips students with language skills and knowledge required in many
fields and contexts such as work in education and other government institutions,
business and media, as well as in language teaching and translation.
This SSR includes the program profile which presents its goals and mission in
addition to introductory information about the program. The report also presents
information regarding five standards which are specified in the NCAAA document
for Higher Education Institution accreditation and based on which the program has
been evaluated. Therefore, this report includes information about the program’s
management and quality assurance, teaching and learning processes and
practices, students’ and faculty’s rights and duties, and the programs’ services and
resources. The process of the self-evaluation of all five standards were conducted
by special committees specific to each standard. Within the process of the
comprehensive review of the program, the stakeholders have been considered as
key participants in the comprehensive review of the program. Their participations
have a great impact on the revision of the program’s component such as the
mission, goals and the study plan. This is taken into account as analyzing the
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external environment to diagnose any issues and counter them in order to achieve
the goals and the mission of the program.
Overall results of the analysis showed that the achievement of the requirements of
the five standards are guided by the program’s missions and goals. This is
reflected in the analysis of the program’s management and quality assurance. The
program’s activities and management are driven by its mission. This is also evident
in members’ awareness of the programs’ missions and objectives. Additionally, the
analysis revealed that the mission and objectives of the program align with the that
of the college, university as well as national trends, such as the Kingdom Vision of
2030, the National Transformation Program (2020), and the Future Education Plan
(Afaq).
When it comes to guaranteeing and maintaining the quality of the program, the
program management implements an effective quality assurance and
management system that is consistent with the institution quality system. Various
components of the program – at the course level, the program level, the college
level, and the university level -- are periodically monitored and evaluated through
the implementation of various internal auditing mechanisms and forms.
Additionally, the program management approves key performance indicators that
accurately measure the program performance and coordinates to provide regular
data on them. The program management demonstrates responsibility for the
quality of its educational program, learning environments, and support services,
and it evaluates their effectiveness for student learning through processes
designed to promote continuous improvement.
Strengths:
-The program management implements an effective quality assurance and
management system.
-Operational and activities planning is guided by the results of the annual analysis
of the evaluation data (e.g., performance indicators and benchmarking data,
student progress, program completion rates, student evaluations of the program,
courses and services, views of graduates and employers).
-Availability of detailed criteria and requirements for admission and registration in
the program, which are publicly announced and applied objectively and fairly.
-Offering students opportunities to take part in meetings of governing councils and
in various activities organized by the program and college.
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-Providing students with adequate and comprehensive services with regard to
academic counselling and professional, psychological and social guidance and
orientation.
- Availability of appropriate recruitment policies and procedures to hire teaching
members.
-Having well qualified faculty members in addition to a number of Saudi teaching
staffs who have recently completed their PhDs and rejoined the program.
-Availability of adequate learning resources in classrooms and lecture halls.
-Availability of adequate academic and career counseling throughout the program.
Areas for Improvement:
-The program management should monitor its commitment to increase its role in
the community partnership plan of UoH through specific performance indicators.
-More coordination is required with the Deanship of Admission and Registration
and Deanship of Student Affairs to work more effectively on initiatives that actively
support the talented and underachieving students.
-Strategies to encourage faculty members to take part in community services.
Operational recommendations:
Increasing the numbers of students who participate in the English club to develop
their skills and values before they join the labor market.
Taking advantage of the recent partnership at the university level that enhance the
participation in community service activities.
Organizing workshops and seminars that focus on faculty members’ specific needs
to improve research (publishing) skills in accordance with the department research
plan.
Overall Evaluation in Relation to Quality Standards:

No. Standard Overall Evaluation
6. Program Management and Quality Assurance 4
7. Teaching and Learning 4
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8. Students 4
9. Teaching Staff 4
10. Learning Resources, Facilities, and Equipment 3
1. Program Profile
1.1 Program Mission
English language program is committed to prepare linguistically qualified

graduates to compete for the job market. This is met by providing them high
standard education in the fields of linguistics, literature and translation as well as
providing them with Literature/Linguistics-related skills and tactics on the one
hand, and utilizing English language in community service so as to guarantee the
promotion of global understanding and coexistence.
1.2 Program Goals
1. Prepare well-qualified graduates in the field of English language and

literature for the job market.
2. Conduct innovative research on English language and literature according
to national priorities.
3. Provide training and counselling services in the field of English language
and translation.
4. Promote English language as a culture for global coexistence.
1.3 A List of the Program Achievements, Awards, and Significant

Accomplishments
Quality assurance and development Achievements:
-The program has achieved a high score (99.7) in Program Specification and was
one of the highest among other programs at the level of the UOH. Program
Specification score.pdf
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-Best Program in the evaluation of the Deanship of Quality and Development for
fulfilling the quality requirements among academic programs at the college level.
DQD evaluation e.pdf
-A number of the program’s members have administrative experience as they

have been appointed to leading administrative positions at the college and
university level (e.g., Vice-President of Female Affairs; Vice-Dean of College of
Arts; Vice-Dean of the Community College; Manager of the Accreditation Unit at
the Deanship of Quality and Development).
Examples of high administrative positions held by faculty members.pdf
-The college of Arts (including the program) has received recognition prize at the
university level for its success in running extracurricular activities. Extracurricular
activities prize.pdf
- The college of Arts (including the program) the university award for a college
free of underachieving students in the academic year 2021-2022. University
award.pdf
- College Football team that included students from the program has won the
College Football League Cup College Football League Cup.pdf
-A member of the program has received ‘the Executive Dean’s Master of

Research Thesis Award 2019’. Executive Dean’s Master of Research Thesis Award 2019.pdf
-A member of the program has received an award for her role in the Intellectual
Property Advisory Committee. Recognition Award.pdf
1.4 Total Credit Hours: (128)

1.5 Preparatory or Foundation Program (if any)
A summary description of preparatory or foundation programs (if any) including (its
management, relationship with academic program learning outcomes, and how many
academic credits are granted into the program and included in the GPA).
The preparatory year for the English program consists of two semesters with 24
credit hours (13 and 11 credit hours for first and second semester respectively).
Preparatory year credit hours are not included in the student’s grade point average
(GPA). Courses included in the preparatory year are designed to help transfer
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students from high school students to undergraduate students. Therefore, these
courses aim to help students improve basic skills in generic areas such as
statistics, computer skills, English language, writing, and communication.
The following table shows list of courses for each semester in the preparatory
year.
First Semester
Course Class Lab Credit
Course title
code hours hours hours
PENG 101 English language 1 14 - 6
PSTA 001 Statistics 3 - 3
PCOS 101 Computer skills - 2 2
PCSK 001 Communication skills 2 - 2
Total 19 2 13
Second Semester
Course Class Lab Credit
Course title
code hours hours hours
PENG 102 English language 2 14 - 6
PLTR 001 Learning skills 2 - 2
PENT 001 Entrepreneurship 2 - 2
PHTI 001 Health and fitness 2 - 2
Total 20 - 11
As of last year 2021-2022, preparatory year was cancelled in Saudi universities

including the University of Ha’il.
1.6 Major Tracks/Pathways (if any)

Major Tracks/Pathways Credit Hours
(For each track)
1. One track/pathway program: English program 128
1.7 Intermediate Exit Points/Awarded Degree (if any)
Intermediate Exit Points/Awarded Degree Credit Hours
1. None
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1.8 Branches Offering the Program
1. Male – Baqaa road campus
2. Female – Aja campus
3. Female – Alhayet branch
4. Female – Baqaa branch
5. Female – Alshinan branch
6. Female – Alshamli branch
1.9 Program Statistical Data

1.9.1 Students Enrolment
Two
Last Current Expected
Number of Students Years
Year Year Next Year
Ago
Male 50 55 60 65
Female – Female –
Aja Aja
Campus Campus
105 110
Alhayet Alhayet
branch branch
100 105
Baqaa Baqaa Female – Female –
Proposed Number of Enrolled Femal branch branch Aja Aja
Students e 20 25 Campus Campus
Female – Female – 120 130
Alshinan Alshinan
branch branch
10 12
Alshamli Alshamli
branch branch
20 25
Total Total
255 277
Total 305 332 180 195
Male 57 47 91 95
Female – Female – Female –
Aja Female –
Aja Aja
campus Aja campus
campus campus
140
153 94 132
Total number of Enrolled Female – Female –
Femal Alhayet Alhayet
Students
e branch branch
Other
108 137
branches -
Baqaa Baqaa
0
branch branch
25 27
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Alshinan Alshinan
branch branch
12 8
Alshamli Alshamli
branch branch
32 31
Total Total
330 297
Total 387 344 223 235
Male 0 0 1 2
Aja Aja
Aja campus Aja campus
campus campus
2 7
0 6
Alhayet Alhayet
branch branch
0 0
Number of Enrolled International Femal Baqaa Baqaa
Students e branch branch
Other Other
0 0
branches branches
Alshinan Alshinan
0 0
branch branch
0 0
Alshamli Alshamli
branch branch
0 0
Total 2 0 7 9
Male 17.5 21 12 12
Aja Aja
campus campus
25 20
16.8 28.3
Female – Female – Female – Female –
Alhayet Alhayet Alhayet Alhayet
branch branch branch branch
20 22.34 34.3 30
Baqaa Baqaa Baqaa Baqaa
Femal branch branch branch branch
Average Class Size 14 24.8 26 20
e
Alshinan Alshinan Alshinan Alshinan
24 9 7.7 7
Alshamli Alshamli Alshamli Alshamli
23 20 24.5 20
Total: Total: Total: Total:
21 19 24.16 19
Total 19 20 18 16
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Male 16:1 7:1 6:1 8:1
Aja Aja
campus campus
22:1 20:1
15:1 20:1
Alhayet Alhayet Alhayet Alhayet
19:1 25:1 59:1 22:1
Baqaa Baqaa Baqaa Baqaa
Ratio of Students to Teaching Femal branch branch branch branch
Staff e 23:1 43:1 35:1 22:1
Alshinan Alshinan Alshinan Alshinan
19:1 19:1 12:1 18:1
Alshamli Alshamli Alshamli Alshamli
23:1 32:1 26:1 22:1
Total: Total: Total: Total:
21:1 23:1 27:1 21:1
Total 19:1 15:1 18:1 15:1
*Insert a separate table for the main campus and each branch .
1.9.2 Classification of Students Based on Mode of Study (For Current year)

Number of Students
Saudi Non-Saudi
Classification
Femal Femal Total
Male Total Male Total
e e
Female
– Aja
campus
691
Female
–
Alhayet
branch
Female
Mode 476 – Aja
On 261 1772 1 campus 7 1779
of Female
Campus
Study – Baqaa 6
branch
139
Female
–
Alshinan
branch
49
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Number of Students
Saudi Non-Saudi
Classification
Femal Femal Total
Male Total Male Total
e e
Female
–
Alshamli
branch
156
Total
female:
1511
Distance 0 0 0 0 0 0 0
Education
1.9.3 Graduation Rate

Three Years Two Years
Graduates Last Year
Ago Ago
Number of Graduates
Diploma/ Associate Diploma (Exit Point) N/A N/A N/A
Female Female Female
150 209 194
Bachelor
Male Male Male
67 50 36
Total 217 259 230
Graduates’ Employment
Number of Employed Graduates 112 136 139
Ratio of Employed to Total Graduates 52% 53% 60%
1.9.4 Number of Teaching Staff

Average Teaching
Saudi Non-Saudi Load For All Teaching
Teaching Staff Staff
Mal Tota Mal Tota
Female Female Male Female Total
e l e l
Female
– Aja
campus
No. of 0
Ph.D. Professor 0 Female 0 0 0 0 - - -
Holders –
Alhayet
branch
0
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Average Teaching
Mal Tota Mal Tota
e l e l
Female
– Baqaa
branch
0
Female
–
Alshinan
branch
0
Female
–
Alshamli
branch
0
Female Female
– Aja – Aja
campus campus
0 1
Female Female
– –
Alhayet Alhayet
branch branch
0 0
Female Female
– Baqaa – Baqaa
Associate 5*12 1*12 6*12
2 branch 2 3 branch 4
Prof. 0 0 (60) (12) (72)
Female Female
– –
Alshinan Alshinan
branch branch
0 0
Female Female
– –
Alshamli Alshamli
branch branch
0 0
Female Female
– Aja – Aja
campus campus
8 4
Female Female
– –
Alhayet Alhayet
17*14 19*14 36*14
Assistant Prof. 10 branch 18 7 branch 18
0 3 (238) (266) (504)
Female Female
– Baqaa – Baqaa
branch branch
0 0
Female Female
– –
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Average Teaching
Mal Tota Mal Tota
e l e l
Alshinan Alshinan
branch branch
0 0
Female Female
– –
Alshamli Alshamli
branch branch
0 4
22 20 42
Total 12 8 20 10 12 22
(298) (278) (576)
Female Female
– Aja – Aja
campus campus
12 5
Female Female
– –
Alhayet Alhayet
branch branch
2 3
Female Female
– Baqaa – Baqaa
17*16 32*16 49*16
Lecturer 13 branch 31 4 branch 18
2 2
(272) (512) (784)
Female Female
– –
Alshinan Alshinan
branch branch
1 3
No. of Female Female
– –
Other
Alshamli Alshamli
Teaching branch branch
Staff 1 1
Female Female
– Aja – Aja
campus campus
5 0
Female Female
– –
Alhayet Alhayet
branch branch
Teaching 0 0 2*16 5*16 7*16
2 7 0 0
Assistant Female Female (32) (80) (112)
– Baqaa – Baqaa
branch branch
0 0
Female Female
– –
Alshinan Alshinan
branch branch
0 0
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Average Teaching
Mal Tota Mal Tota
e l e l
Female Female
– –
Alshamli Alshamli
branch branch
0 0
Demonstrator 0 0 0 0 0 0 0 0 0
19 37 56
Total 15 23 39 4 14 18
(304) (592) (896)
*Insert a separate table for the main campus and each branch .
**A detailed list for teaching staff including the following (name, gender, nationality, degree, mode of study
(on-campus, distance education), academic rank, general and specific specialty, institution graduated from,
and list of current courses taught in the current academic year) is available at this link: Faculty members'
information.pdf
1.9.5 Classification of Teaching Staff According to Mode of Study

On-Campus Distance Education
Teaching Part-time Part-time
Staff Full-time FTE Full-time FTE
Number Number
(full-time equivalent) (full-time equivalent)
Male 41 0 0 0 0 0
Female –
Aja campus
35
Female –
Alhayet
branch
8
Female –
Baqaa
Female branch 0 0 0 0 0
4
Female –
Alshinan
branch
4
Female –
Alshamli
branch
6
Total 98 0 0 0 0 0
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1.9.6 Overall Assessment of Program Statistical Data:
Strengths:
• The goals of the program correspond to/ align with the goals of the college and
the university.
• Overall acceptable number of students in each class.
• The rate of students to teaching staff is acceptable.
• The number of graduates has been increasing over the past three years.
• Faculty members with divers academic ranking are working in the program. It
should be noted that more Saudi PhD holders are and will be joining the program
as they have recently completed their postgraduate studies.
Areas and priorities for Improvement:
* The ratio of employed graduates to the overall number of graduates has not achieved
the target as there is a need to increase community partnerships.
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2. program Self-study
2.1 Benchmarking partners and selection criteria/reasons
No. Benchmarking partners Selection criteria/reasons
The English program at KSU is an
accredited program.
The program offers similar
1. King Khalid University
courses.
It also offers similar services to
students.
The English program at KKU is an
accredited program.
The program offers similar
2. King Saud University
courses.
It also offers similar services to
students.
2.2 Summary of KPIs and Benchmarks

A list of the KPIs that are used (including NCAAA required KPIs).
KPI Results
KPI
KPI
No. Target Internal External
Actual
Benchmark Benchmark Benchmark
Percentage of
achieved
indicators of
KPI-P-
theprogram 82% 70% 68% 87%
01
operational
plan
objectives (i8)
Students'
Evaluation of
quality of
KPI-P-
learning 4.5 4.7/5 4.5 3.75
02
experience in
the program
(i10)
KPI-P- Students'
4.7 4.6/5 4.4 4.4
03 evaluation of
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KPI Results
KPI
KPI
Actual
the quality of
thecourses
(i6)
KPI-P- Completion
73% 75% 72.27% 39%
04 rate (i12)
First-year
KPI-P- students
94.7% 97% 97% 95%
05 retention rate
(i1)
Students'
performance
in the
KPI-P-
professional N/A N/A N/A N/A
06
and/or
national
examinations
Graduates’ Employed
employability Employe 56%
and d Employed Employed
60% 53% Postgraduate
enrolment in 60%
KPI-P- 5%
postgraduate
07 programs Postgraduate Postgraduates
(i14,19) Postgrad s 0% Unemployed
uates 10% 39%
0%
Average
KPI-P- number of
18 20 19 12
08 students in
the class
Employers'
evaluation of
KPI-P- the program
4.6 4.8/5 4.7 Unmeasured
09 graduate’s
proficiency
(i26)
Students'
satisfaction
KPI-P- with the
4.6 4.5/5 4.2 4.28
10 offered
services
(i18,28)
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KPI Results
KPI
KPI
Actual
Ratio of
KPI-P- students to
18:1 25:1 15:1 5:1
11 teaching staff
(i9)
Males Males
Males Males
41 39
50% 33.3%
(42%) (48%)
Females
57
Females
(58%) Females Females
43
50% 66.6%
(52%)
Total:
98
Full Prof Full Prof Full Prof Full Prof
0% 10% 0% 3.5%
Percentage of Associ Prof Associ Prof
KPI-P- Associ Prof Associ Prof
teaching staff 6 4
12 40% 10.7%
distribution (6%) (5%)
Assis
Assis
Prof Assis
Prof Assis Prof
36 Prof
21 45.2%
(37%) 40%
(27%)
Lecturer Lecturer
49 50
(50%) Lecturer (61%) Lecturer
TA 10% TA -
7 7
(7%) (9%)
Proportion of
KPI-P- teaching staff
1.35% 0% 2.75% 2.2%
13 leaving the
program (i37)
Percentage of
KPI-P- publications of
30% 50% 36.5% 11.5%
14 faculty
members (i36)
Rate of
KPI-P-
published 0.65:1 1:1 0.8:1 (1/5)
15
research per
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KPI Results
KPI
KPI
Actual
faculty
member (i42)
Citations rate
in refereed
KPI-P-
journals per 0.6:1 1.5 to 1 1.4:1 240%
16
faculty
member (i44)
Satisfaction of
beneficiaries
KPI-P- with the
4.6 4.5 4 4.28
17 learning
resources
(i13,27,33)
Relevance of
the
qualifications
and
KPI-P- experience of
93.2% 95% 91.8% Not Available
18 faculty
members to
thecourses
they teach
(i17)
The
percentage of
full-time
teaching staff
members and
KPI-P- the others of
45.5% 60% 21.5% Not Available
19 administrative
staff that
participate in
community
services
activities (i49)
The
awareness
KPI-P- and support of
4.8/5 4.8 4.6 4.4
20 the teaching
staff and
administrators
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KPI Results
KPI
KPI
Actual
of themission
of the
program/instit
ution (i2)
Important Note:
• Provide description and analysis for each KPI under the related Standard with a
trend.
Page 22 of 206
3. Evaluation in Relation to Quality Standards
Standard 1. Program Management and Quality Assurance
(Overall Rating 4)
The program requires effective leadership that implements the institutional systems,
policies and regulations. Further, the required leadership must plan, implement, monitor,
and needs to activate a quality assurance system that achieve continuous development
of program performance in a framework of integrity, transparency, fairness and within a
supportive organizational climate.
Not Satisfactory Satisfactory
Levels of Perf ect
Evaluation NA Non- Part ial Compl ianc
Compl ianc
Dist inct iv e
Compl ianc e Compl ianc e e Compl ianc e
e
Elements of
1 2 3 4 5
Evaluation
1-1 Program Management
The program mission and its goals are
consistent with the mission of the
1-1-1 
institution/college, and guide all its
operations and activities.
The program has the sufficient number
of qualified staff to perform its
1-1-2 administrative, professional and 
technical tasks, and they have defined
tasks and authorities.*
The program provides an organizational
1-1-3 climate and a supportive academic 
environment.
The program management monitors the
achievement of its goals through specific
1-1-4 
performance indicators and actions are
taken for improvement.
The program management applies
mechanisms ensuring integrity, fairness,
and equality in all its academic and
1-1-5 
administrative practices, and between the
male and female student sections and
branches (if any).
The program builds on the views of
professionals and experts in the program
1-1-6 specialization, to contribute to its 
evaluation, development, and
performance improvement.
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
The program management provides
reliable and publicly disclosed information
to the community about the program
1-1-7 
description, performance, and
achievements that suits the needs of the
stakeholders.
The program management is
committed to activating the values of
the scientific integrity, intellectual
1-1-8 property rights, rules of ethical 
practices, and proper conduct in all
academic, research, administrative,
and service fields and activities. *
The program management applies the
systems, regulations, and procedures that
1-1-9 are approved by the institution/college, 
including those related to grievance,
complaints, and disciplinary cases.
1-2 Program Quality Assurance
The program management implements an
effective quality assurance and
1-2-1 
management system that is consistent
with the institution quality system.
The program analyzes the key
performance indicators and the
1-2-2 evaluation data annually and results 
are used in planning, development, and
decision-making processes. *
The program conducts a
periodic, comprehensive
1-2-3 evaluation and prepares plans for 
improvement; and follows up its
implementation.
Overall Evaluation of the Standard
Total Sum of Evaluation of Criteria 47
(Total Sum of Points)
Number of Applicable Criteria 12
Average Evaluation of the Standard 3.9
Overall Quality Rating of the Standard 4
* Essential Criteria
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Comments on Results:
The process of the self-evaluation of this standard was conducted by a special committee
chaired by the English program coordinator. The number of the criteria were divided
among the committee members of the standard and every member was assigned two
criteria. All the criteria achieved four stars except 1.1.7 which scored three stars. So the
overall evaluation of the standard is four stars (Annex: 1.0.1).
University of Hail (UoH) , College of Arts, and English Program are driven by effective
leadership that manage all program activities with the highest responsibility, more
specifically in regard with decision-making and allocation of resources in order to achieve
the program mission and objectives. The mission and objectives of the English program
were derived from the mission and objectives of UoH and College of Arts and they were
affected by internal factors such as UoH Strategic Plan and the Strategic Plan of the
College of Arts and the external national trends like the Kingdom Vision of 2030.
All program leaders and mangers have academic duties with adequate qualifications
and expertise in leading as well as managing the program (Annex: 1.0.2). Additionally,
they perform various responsibilities through clear hierarchy with defined roles and
responsibilities as well as active administration to ensure effective communication
between departments, units, and vice deanships. The program council members
expressed good level of satisfaction with respect to effectiveness and communication of
the program council (Annex 1.0.3).
Teaching, research, and community service activities and practices of the English
program are implemented to achieve the program mission (Annex 1.0.4). The activities
are approved by the departmental council which is the first stage of decision-making
processes (Annex 1.0.5). The program functions are determined within the framework of
the Regulations for Higher Education and Universities, as well as instructions and policies
that are determined by UoH. The program management works to activate policies and
regulations to effectively lead the program activities within a well-defined organizational
structure for both male and female students. This organizational structure presents a clear
delegation process of powers at all levels, while the Regulation Guide for UoH Policies
and Procedures includes duties and responsibilities for college leaders, staff, and
committees according to the program organizational structure (Annex 1.0.6).
Moreover, the program is effectively managed by its quality guide (Annex 1.0.7) that
works according to the unified UoH quality system overseen by the DQD. The DQD
supports a program’s developmental orientation, ensures the quality of performance for
all programs, and qualifies those programs for accreditation. The English program has
effective application of high academic and quality practices for the educational processes
through various tools such as surveys (Annex 1.0.8) which ensure raising the level of
academic performance. The quality system ensures that the program follows international
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quality systems and standards, meets the requirements of the NCAAA, and works under
the control of the NAQF.
.Sub-standards:
1-1 Program Management
1.1.1. The program mission and its goals are consistent with the mission of the
institution/college, and guide all its operations and activities.
The College of Arts at UoH was established in 2006 by the Ministry of higher
Education. The English program was founded in 2008 (Annex: 1.1.1.1) in order to prepare
students for a Bachelor degree in English language. Since its inception, the English
program has developed a mission and objectives, believing that its mission and goals
guide all efforts and development plans of the program.
The mission of the English program is stated as follows: “English language program
is committed to prepare linguistically qualified graduates to compete in the job market by
providing them high standard education in the fields of linguistics, literature, and
translation; producing research on linguistics and literature, and utilizing English language
in community service so as to guarantee the promotion of global understanding and
coexistence.” As the objectives of the program are a reflection of its mission, the
objectives have been formulated as follows:
1. Prepare well-qualified graduates in the field of English language and literature for
the job market.
2. Conduct innovative research on English language and literature according to
national priorities.
3. Provide training and counselling services in the field of English language and
translation.
4. Promote English language as a culture for global coexistence.
Thus the mission and objectives of the program are affected by external factors
represented by national trends as the Kingdom Vision of 2030, the National
Transformation Program (2020), the Future Education Plan (Afaq) for higher Education,
and others that make a historic shift in the Kingdom’s ambition to take firm steps toward
a better future. These changes have an impact upon the statement of the mission and
objectives of the English program because they highlight the importance of mobilizing all
material and human potential to train qualified graduates who will meet the needs of the
labour market. These national mentors have been selected as a frame of reference for
university educational institutions, enabling them to evaluate the consistency of the terms
of their academic program missions and objectives.
Furthermore, the mission and objectives of the English program are affected internally
by the changes to the mission and goals of the university. UoH has started to prepare its
strategic plan for 2018-2023, and a part of this plan is updating and developing the
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mission and goals for the university (Annex: 1.1.1.2). Hence, the College of Arts also
began to prepare its strategic plan, which derives from the University’s strategic plan, and
was based on forming a team comprising all competencies and disciplines for quality and
strategic planning (Annex: 1.1.1.3). Then the English program formed a committee to
update and formulate consistent mission and objectives for the program. The committee
members then worked to involve staff, students, administrators and other beneficiaries in
the construction of the mission and objectives in order to ensure their participation as will
be discussed below (Annex: 1.1.1.4).
The program follows the university’s mechanism in clarifying the mission and goals of
the academic programs through several steps (Annex: 1.1.1.5). The first step is by
examining the mission of the corresponding English language programs by the committee
who was responsible for defining the mission and goals. Then it examined the mission of
UoH and College of Arts (Annex: 1.1.1.6). It also held some brainstorming sessions that
contributed greatly in shaping the future directions of the program (Annex: 1.1.1.7). The
program relevant parties, including faculty members, alumni, students, and employers
participated in formulating the mission and goals as shown in the results of the surveys
(Annex: 1.1.1.8). By doing these steps, the first draft of the mission and goals of the
program was reached taking into account the three basic aspects: education, scientific
research, and community service (Annex: 1.1.1.6). The final draft of the mission and goals
was presented to and discussed by the Department Council (Annex: 1.1.1.9). Thus the
program has a clear, appropriate, approved and announced mission, consistent with the
mission of the University of Hail and the College of Arts (Annex: 1.1.1.10). The mission is
also consistent with the community needs and national trends (Annex: 1.1.1.11).
Following the adoption of the program mission and objectives, the program took all
actions necessary to publicise them. For example, posters were distributed throughout
the department building (Annex: 1.1.1.12) and posted on the program’s website. This can
be found at (Website link). Moreover, the updated mission and objectives are reported in
the Program Guidebook (Annex: 1.1.1.13).
Since the program operates within an institutional system established by the Ministry
of Education to achieve specific goals, the relationship between the program, the college,
and university complement each other. Therefore, the program, in its mission statement,
was keen to be consistent with the mission of the college and university, and to rely on
high standard education, community service, and research processes to present the
program mission. The drafting committee also took into account the linkage and
consistency of the program mission with the university's Strategic Plan (Annex: 1.1.1.2)
and the college's Strategic Plan (Annex: 1.1.1.3). It also took into consideration the
mission’s linkage and consistency with the directions of the Kingdom's Vision 2030, and
the Future Plan for Higher Education (Aafaq). The committee had also considered the
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standards of the Education and Training Evaluation Authority, and the strategic goals of
education in the National Transformation Program (Annex: 1.1.1.11).
Similarly, the goals of the program are clear, realistic, and measurable which are
related to the program mission and they are consistent with the goals of UoH and College
of Arts (Annex 1.1.1.14). In order to confirm that the program goals are allied with the
mission statement of the program, a matrix has been formulated matching the key
phrases in the program mission statement with its goals. The resulting document, entitled
Consistency between the Goals of the Program and its Mission highlights the solid linkage
of the program goals to its mission statement (Annex: 1.1.1.15). The results of the
stakeholders’ surveys show that the goals of the English program is characterized by
being clear, concise, purposeful, up-to-date, vision-consistent, goal-oriented, and
measurable (Annex: 1.1.1.8). In addition, the program's goals are measured periodically
through its annual performance indicators, and the goals that do not achieve the targets
are set within the program's annual improvement plan (1.1.1.16.pdf).
Furthermore, to underscore the consistency of the program goals with the goals of
UoH, the alignment between UOH goals and the program goals was drawn up to show
how each goal corresponds to the different strategic goals in the Strategic Plan of UoH
(Annex 1.1.1.14). Moreover, to ensure that the program goals are consistent with the
University and College's strategic goals, a consistency matrix has been developed
between the program's goals and the College and University's strategic goals (Annex:
1.1.1.17). The alignment between UOH strategic goals, the goals of the strategic plan of
the College of Arts, and the program goals accentuates the consistency and linkage
between them. As such, the program goals run parallel and in support of the institutional
strategies outlined in UoH Strategic Plan and College of Arts Strategic Plan. On the other
hand, the program goals, as enumerated in the Program Specification (Annex: 1.1.1.18),
are operationalized through various ways formulated for their achievement, central to this
is the Program Operational Plan (Annex: 1.1.1.19).
The program's mission and goals direct all its operations and activities such as
planning, decision-making, resource allocation, and study plan development. The mission
and goals of the program are important criteria in defining its activities, making decisions
related to its academic operations, determining the course and direction of its
development, and reaching the highest level of communication between the program and
its stakeholders. In this context, the mission and goals of the program are linked to the
planning and decision-making processes, resource allocation and the development of the
study plan, and it was found that the mission and goals in the program are clearly related
to those concepts.
The mission and goals of the program are stated in the program documents such as
Program Guidebook (Annex: 1.1.1.13) and Program Quality Guide (Annex 1.0.7). Reports
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are made to make sure of the achievement of the program mission and goals such as
Key Performance Indicators Report (1.1.1.16.pdf) and Annual Program Report. (Annex:
1.1.1.20). Due to the connection between the program mission and goals and the
necessity of directing all the program activities, an operational plan (Annex: 1.1.1.19) is
prepared, improvement action plans (Annex: 1.1.1.21) are established, educational
events are organized, and the program is constantly developed.
The mission and objectives of the program are measured annually by applying two
means. First, the annual surveys (Annex 1.0.8) conducted by the stakeholders such as
teaching staff and administrators. Second, the annual follow-up report of the operational
plan (Annex 1.1.1.22). this follow-up report is taken from the operational plan of the
program which is a result of the overall results of program indicators. This point is
discussed below in criterion 1.1.4 under Table 1.1.4.2. The following table can clearly
show the level of awareness by stakeholders of the program mission.
Table 1.1.1.1: KPI-P-20 (taken from: KPIs report 2021-2022).
KPI Results Taken from the KPIs Report for the Year (2021-
2022)
No New
KPI Actual Internal External
. Target Target
Benchmar Benchmar Benchmark
Benchmark Benchma
k k
rk
The awareness
KP and support of the
I- teaching staff and
4.8 4.8 4.6 4.4 5
P- administrators of
20 the mission of the
program/institution
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(Figure 1.1.1.1 KPIs report 2021-2022)
According to the chart, this KPI has exactly achieved its target with 4.8 as the actual value
in comparison with its expected target 4.8. It is, however, higher than its internal and
external benchmarks.
In order to make sure that the mission and objectives of the program are consistent
with the mission and goals of the UoH and College of Arts, and are periodically updated
based on the urgent needs of the job-market, community needs, and national changes,
an advisory board has been established. This committee is established according to
specific conditions and standards and assigned with well-defined tasks and
responsibilities (Annex 1.1.1.23). It holds at least two meetings in a year to discuss
different academic issues related to the improvement of the program and reports are
generated to highlight the resulting outcomes and recommendations of the committee
(Annex 1.1.1.24).
The program ensures the availability of all human and material resources to achieve
the mission and objectives of the program (Annex 1.1.1.25). Different requests are made
by the program management to provide all the necessary resources to be able to achieve
the mission and objectives of the program in an effective way (Annex 1.1.1.26).
1.1.2. The program has the sufficient number of qualified staff to perform its
administrative, professional and technical tasks, and they have defined tasks
and authorities.*
All programs at UoH have a unified organizational structure, and it meets the needs of
the English program (figure1). This organizational structure is included in the program’s
documents (Annex: 1.1.1.18) and manuals (Annex 1.0.7). This structure comprises the
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college council, the four vice-deanships, the councils of the scientific departments, the
program coordinator, the internal committees of the program, and the departments and
units of the program. The current organizational structure of the program is characterized
by clear lines of authority and specification of terms of reference for each organizational
unit subordinate to it, as well as accurate definition of responsibilities and decision-
making.
The English program is administered through specialized councils, which are the
college council (Annex: 1.1.2.1) and the department council (Annex: 1.1.2.2). The college
council is formed by the dean of the college as the council president, and the membership
of each of the college’s vice-deans and heads of departments. The council president and
secretary of the college council organize a meeting at least once a month. The meetings
are concerned with specific tasks and powers in accordance with the system stipulated
by the System of Higher Education Council and Universities and its Regulations (Annex:
1.1.2.3).
Similarly the departmental council is the main management pillar of the English
program. The departmental council consists of the department faculty members who hold
Ph.D. degrees. The departmental council has duties and powers within the limits of the
Higher Education Council System and its Regulations, and these duties and powers are
related to learning, education, training, and scholarships.
Each organizational unit within the organizational structure of the program has a clear
and specific job description (Annex: 1.1.2.4), which ensures each individual is placed in
the right position to be compatible with work policies, regulations and laws. This
description is relatively inclusive to cover most of the units related to the program’s work
environment, and to consider equality of male and female in its various units.
The English program has sufficient members in the qualified leadership group (Annex:
1.0.2) guided by the college dean with designated vice-deans; academic, quality,
research/post graduate and female sections. The program is headed by a qualified staff
member to guide and integrate all academic and other activities. The program
organization chart shows the functioning units and committees with selected and
assigned qualified staff members whose function is to perform the tasks with effective
vertical and horizontal communication in order to achieve the best outcome of integration
between the program components. All positions, tasks, and authorities are defined in the
Regulation Guide for UoH Policies and Procedures (Annex 1.0.6).
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(Figure 1.1.2.1)
In order to carry the academic and administrative activities of the program in an
effective way, the English program has appropriate academic and administrative
expertise at the program and college levels. The following table shows the number of the
qualified staff and various academic and administrative expertise with whom the program
leadership has successfully achieved many activities and tasks within the framework of
the program mission and goals. Those teaching staff who are on scholarship are
excluded.
Table 1.1.2.1: Distribution of the English Program Teaching Staff

Number
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Gender Male Female Total
Professor 0 0 0
Associate 4 1 5
Academic Rank Professor
Assistant Professor 24 20 44
Lecturer 16 32 48
Teaching Assistant 2 5 7
Total 46 58 104
The actual total number of the teaching staff is 104 (2021-2022), 55.76% of them is
female while the target is 60%. This difference made no effect on the students learning
and teaching as the male staff members fill the gap found in the number of the female
teaching staff (Annex 1.1.2.5). Although the percentage of the full professors is 00%, the
number of the teaching staff who are associate professors are acceptable 4.80% which
is a good percentage to provide support and guidance for all other staff and students
regarding teaching, learning, assessment, community services, and research activities as
shown in the KPIs report (1.1.1.16.pdf).
About 47.11% of the total staff are PhD holders, this percentage is increasing over
time. This constitutes the bulk of staff members performing most of teaching and learning
activities, research, community services, counselling activities, examinations, and other
program academic and administrative duties. There is an equitable distribution of
teaching staff in the majority of the disciplines with an average of 52.57% in linguistics
specialty, 25.77% in literature, 10.10% in translation, 2.06% in language skills, and
10.30% in other specializations. This distribution depends on the nature of the
specialization and its contribution to the achievement of the curriculum and other activities
related to the program as shown in table 2.
(Table 1.1.2.2): Teaching Staff Specialization
Specialty Male Female Total Percentage
Linguistics 20 30 51 52.57%
Literature 10 15 25 25.77%
Translation 5 5 10 10.30%
Language Skills 1 1 2 2.06%
Miscellaneous 3 7 10 10.30%
Total 39 58 97 100%
More details of the staff distribution based on gender, specialty and academic ranking are
discussed in standard 4.
The program has one secretary for the male section and two for the female section to
carry out all the tasks related to secretariat and clerical work such as preparing
correspondences and arranging for official meetings with the head of the department. The
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number, however, is not sufficient, yet it is compensated by assigning a demonstrator or
lecturer to accomplish the job. The program has two language labs one in the male
section and the other one is in the female section where two lab technicians are assigned
for both. The lab technician makes sure that the hardware and software of the lab are
working properly. The library provides students as well as faculty with the opportunity to
read, borrow, and research and it has enough librarians to help and guide these users
and beneficiaries. Moreover, there are four maintenance workers who are non-Saudis
and they carry out all the jobs related to maintenance in a periodic way. Thus this cadre
of administrative, technical, and maintenance staff are distributed over all the program
sections; male, female, and branches to manage the administrative, technical, and
maintenance duties and tasks for staff and students of the program (Annex 1.1.2.6).The
available number of the administrative staff is insufficient; therefore, it is compensated by
distributing them among program sections according to the priority.
Table 1.1.2.3: Administrative, technical, & maintenance staff

Specialty Male Female Total Percentage
Secretary 2 1 3 21.42%
Lab Technician 1 1 2 14.28%
Librarians 3 2 5 35.71%
Maintenance 2 2 4 28.57%
workers
Total 8 6 14 100%
Some KPIs have been allocated for making sure that the number of the teaching staff
is commensurate with the number of the enrolled students in the program. Moreover, a
KPI is assigned to evaluate that the available teaching staff are equally distributed in
terms of gender and academic rank. The following table provides a good picture of the
current status of the English program regarding its human resources through the specific
assigned KPIs.
Table 1.1.2.4
KPI Results Taken from KPIs Report for the Year 2021-2022.
External New
No Actual Internal
KPI Target Benchmark Target
. Benchma Benchmar
Benchmark (KSU) Benchma
rk k
rk
KP
I- Ratio of students
18:1 25:1 15:1 5.1 Below 25
P- to teaching staff
11
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Males Males
Males Males Males
41 39
50% 33.3% 50%
(42%) (48%)
Females
57
Females
(58%) Females Females Females
43
50% 66.6% 50%
(52%)
Total:
98
Full Prof Full Prof Full Prof Full Prof Full Prof
KP
Percentage of 0% 10% 0% 3.5% 10%
I-
teaching staff Associ Associ
P- Associ
distribution Prof Associ Prof Prof Associ Prof
12 Prof
6 40% 4 10.7%
40%
(6%) (5%)
Assis
Assis
Prof Assis Assis
Prof Assis Prof
36 Prof Prof
21 45.2%
(37%) 40% 40%
(27%)
Lecturer Lecturer
Lecturers Lecturer Lecturer
56 56
10% 51.62% 10%
(51%) (51%)
Based on the above data, the ratio of the teaching staff to the students is very good as it
scores 18:1 which is below the target and with the international standard 15 to 25. The
percentage of the teaching staff is logical and based on the actual needs of each main
section and branch. The male percentage is 42% while the female one is 58%. Although,
there is a shortage of the teaching staff who are full professors but they are compensated
by the good number of the associate professors (1.1.1.16.pdf).
1.1.3. The program provides an organizational climate and supportive academic
environment.
The English program advocates a healthy and positive organizational climate and
supportive academic environment based on UoH guidelines that effectively educate both
students and faculty members regarding what is expected of them and through a
motivation program that fosters professional growth and friendly competition. Program
management had taken many actions to make them conducive to more positive
organizational climate and supportive academic environment, these actions could be
summarized in the following points;
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▪ Conducting orientation for new faculty members once they joined the program
(Annex 1.1.3.1), and providing a guidebook for new faculty members (Annex
1.1.3.2).
▪ Identification of the program guiding mission and goals and to do this the
program management ensures the use of common language inside the
organization especially for the shared values represented by mission and goals
which are widely distributed in physical forms at all prominent locations of the
department including classrooms and corridors (Annex: 1.1.1.12).
▪ Establishing organization chart with defined hierarchy, levels of authorities,
tasks, responsibilities and interrelation between units, committees,
departments, vice deanships and program governing body (Annex 1.1.3.3).
▪ Defined roles and responsibilities to ensure clear demarcation between
functioning units, committees and positions, moreover, to facilitate a high level
of communication among them (Annex 1.1.3.4).
▪ Allowing vertical and horizontal communication between functioning units,
departments and vice deanships which improve effective communication
between them for better performance and optimum students’ benefits (see
figure 1.1.2.1 : The Program Organizational Structure).
▪ Establishment of administrative system by defining and approving guiding
policies and procedures which ensure unification of processes of similar nature
in view of training of new staff members and used the same policy in
performance evaluation (Annex 1.0.6).
▪ Making decisions and approvals based on evidence and in accordance with the
mission of the program after having a proper discussion within the respective
teams, units, and the program governing body. These decisions and approvals
are based on voting following fulfilment of the quorum of council members with
due consideration of all stakeholders in decision-making process (Annex 1.0.5).
▪ Regular performance-based evaluation of teaching and administrative staff with
timely constructive feedback through annual performance evaluation process
(Annex 1.1.3.5).
▪ Stakeholders’ involvement in the program evaluation and planning for
improvement through the program advisory committee (Annex 1.1.3.6). the
advisory committee implements the following mechanism:
1. The members of the advisory committee have two main meetings per
academic year.
2. They are invited to the first meeting by emails and duties and responsibilities
are clarified.
3. Reports and documents of the program are sent in advance before the
meeting.
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4. In the meetings, the members discuss the scientific and technological
development in the field of English language and the needs of the job
market.
5. The committee offers recommendations and suggestions to improve and
develop the program in accordance with its duties and responsibilities
include reviewing the mission and objectives of the program, the study plan,
graduate attributes, program learning outcomes, scientific research, KPIs,
program needs, and program and course reports (Annex 1.1.1.24).
▪ Providing regular continuous professional improvement programs for teaching
and other staff at the university level as well as at the program level (Annex
1.1.3.7).
The program is equally committed to reviewing and updating its rules and regulations
based on UoH policies. The nature of the review and updating process is conducted to
monitor its effectiveness and to synchronize its manuals with the university policies. This
is implemented to achieve a competitive advantage in comparison with other similar
programs in the Kingdom. For example, the program quality guidebook (Annex 1.0.7) as
well as the program academic guide (Annex: 1.1.1.13) have been developed and updated
based on UoH policies and regulations.
Decision- making in UoH is decentralized, therefore the College of Arts and the English
program have the authority to modify, formulate, and implement certain items in the
manuals which are specific and tailored to the program reflecting its nature. The program
provides a functional chain of command and clear line of communication as reflected in
the program organizational structure. The organizational structure shows a well-defined
authority and the distribution of responsibilities and accountabilities. However, the
organizational structure shows a degree of flexibility in the distribution of authority. It is
noteworthy to mention that the organizational structure of the program reflects symmetry
by the provision of authority to both male and female sides as well as the related
branches. As stated in the institutional policy, this unification of policy-based managerial
systems allows the achievement of a quality system of governance that gives equal
opportunities (Annex 1.1.3.8), privileges, and rewards for both faculty from the male and
female sections. Time is allotted for faculty from the male and female campus to be
involved through effective collaboration, coordination, and communication for a high
performance output.
In line with performance evaluation policy and the necessity of recognition of high-
level performance, UoH, College of Arts, and the English program acknowledge the need
to give due recognition to deserving faculty as employees responding positively to
appreciation and recognition because this confirms their work is valued by others (Annex
1.1.3.9). When employees and their work are valued, the employees’ satisfaction and
productivity, subsequently, rise and they become more motivated to maintain or improve
good work. The opportunities of recognition and appreciation are given to deserving
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faculty based on the conditions stated in the Mechanism for Recognition of Outstanding
Faculty Members (Annex 1.1.3.10). Recognition is given for the best male and female
faculty members for a given academic year based on faculty contributions and
achievement indicators in the areas of instruction, research, community service, and
quality assurance.
Fairness and equality are guaranteed for both Saudi and non-Saudi male and female
faculty such as the conditions and procedures of applying for academic promotion (Annex
1.1.3.11) and funding research projects (Annex 1.1.3.12). Available resources such as
learning resources are similarly distributed equally between the male and female sections
as well as branches. In addition to that awards are granted to the winners in competitions
such as UoH President Award for Best Electronic Course (Annex 1.1.3.13) and rewards
for publishing in ISI journals (Annex 1.1.3.14) according to the conditions and
requirements set up by the university. These activities create a positive, encouraging, and
supportive academic environment that stimulate high levels of achievement and
performance. Furthermore, faculty and students are constantly informed of the rules and
regulations of the university by announcing them through the program website and
bulletin boards (Annex 1.1.3.15).
1.1.4. The program management monitors the achievement of its goals and actions
are taken for improvement.
The English program organizers monitor the extent to which its goals are achieved
through specific performance indicators, and the necessary measures are taken for
improvement. The program KPIs committee annually keep track of performance
indicators to further enhance strengths and decrease weaknesses identified in the
implementation of the program (1.1.1.16.pdf).
Since the program success in achieving its mission and goals is linked to the
availability of program performance indicators, special performance indicators have been
selected and identified, 17 of which are issued by the Education and Training Evaluation
Authority and identified by NCAAA (Annex: 1.1.4.1). The total number of the English
program KPIs is 20 (Annex: 1.1.4.2). It is possible to rely on different methods for
measuring performance indicators for the program including questionnaires, documents,
evaluation reports, follow-up and personal interviews. However, UoH has prepared a
guide and mechanism on how to identify and measure each program KPI (Annex:
1.1.4.3). After collecting the required data, the program KPIs committee (Annex: 1.1.4.4)
carry out the necessary assessment, draw conclusions, and suggest appropriate
solutions that contribute to overcoming the problems encountered which are determined
by the results of the key performance indicators.
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The process of measuring performance indicators for the program passes through
several stages; preparing the tools used in measuring and collecting data, and this can
be taken from direct and indirect assessment methods for the learning outcomes in the
program compared to the goals announced. The program operational plan reports are
also considered in the follow-up process, then the measurement and evaluation unit
(Annex 1.1.4.5) verifies the validity and accuracy of the performance indicators values
and data, after which the unit analyzes and interprets them, and makes an external
benchmark comparison of the performance indicator values and data (Annex 1.1.4.6).
The program performance of the previous year is taken as an internal benchmark
comparison of the performance indicator values and data (1.1.1.16.pdf). According to the
definition of the NCAAA internal benchmark, it has two possible definitions. One of the
previous year actual values in which this is the internal benchmark of the program.
After that, a report is prepared on it that includes the strengths, weaknesses, aspects
that need improvement, the priorities for that improvement and then recommendations
are set up. The report is ultimately submitted to the governing councils for discussion and
taking relevant decisions (Annex 1.1.4.7). Based on the decisions of the council board,
program directors approve the improvement plan on performance indicators, and they
prepare the periodic report to follow up on the implementation of that plan. An
improvement plan is prepared to bridge the performance gaps, which are found by
analyzing the values of the program performance indicators. This plan is a document that
contains all the activities that the program will undertake throughout the next academic
year. The improvement plan is developed with the support of the University team of
experts and specialists at the level of the University through DQD (Annex: 1.1.1.21).
Many plans are prepared by the program to achieve its mission and goals such as the
community service plan and research plan but the most important plan that is generated
out of the program mission and goals is the operational plan. It is greatly influenced by
the goals of the College of Arts Strategic Plan and the goals of UoH Strategic Plan. There
is one specific key indicator assigned to measure the percentage of the achieved
indicators of the program operational plan objectives. The following table shows the
percentage of the achieved indicators of the English program operational plan objectives
in the academic year (2021-2022).
Table 1.1.4.1: List of the program KPIs related to measuring the objectives of the
operational plan:
KPI Results (2021-2022)
New
No Actual Internal External
KPI Target Target
. Benchmar Benchmar Benchmark
Benchmark Benchma
k k
rk
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Percentage of
KP achieved
I- indicators of the
82% 70% 68% 87% 85%
P- program
01 operational plan
objectives)
(Figure 1.1.4.1)
Based on the above chart, the following observations can be made:
▪ The KPI value has increased (82%) and exceeded the target benchmark (70%).
▪ The actual value shows progress in comparison to previous year’s value (68%).
▪ In comparison to the external benchmark, the actual value of this KPI is still
below the value of the external benchmark of KSU (87%).
Furthermore, the objectives of the program have been linked with the related KPIs and
these objectives are annually assessed and measured through the specific KPIs to
provide the program management with a clear picture of whether the program objectives
have achieved their targets or not in order to identify the points of weakness and try to
rectify them through improvement action plans (1.1.1.16.pdf). The following table reveals
the objectives of the program, their performance indicators, target benchmarks, and
actual achievement values.
Table 1.1.4.2: Evaluation of the English Program Objectives (2022-2023).
Objectives Performance Actual Target
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Indicators Benchmarks Benchmarks
Students’
Evaluation of
quality of learning
experience in the 4.5 4.7
Program (KPIs
report 21/2022).
Students’
evaluation of the
4.7 4.6
quality of the
courses (KPIs
report 21/2022).
Completion rate 73% 75%

1. Prepare well-qualified
(KPIs report
graduates in the field of
21/2022).
English language and
literature for the job market. Graduates’ Employed: 60%
employability and
60%
enrolment in
postgraduate Enrolment in
PGs: 0 %
Programs (KPIs 10%
report 21/2022).
Relevance of the
qualifications and
93.2% 95%
experience of
faculty members to
the courses they
teach (KPIs report
21/2022).
Average Achievement of Objective 1 82/85= 96% 85
2. Conduct innovative Percentage of

research on English publications of
30% 50%
language and literature faculty members
according to national (KPIs report
priorities. 21/2022).
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Percentage of 7.1% 100%
published research
papers in high rank
journals.
Percentage of 60% 100%

participation in
research activities
(KPIs follow-up
report 21/2022).

implemented
activities from the
program’s service
activities plan
(KPIs follow-up
report 21/2022).

implemented
activities from the
English Club plan
3. Provide training and
(operational plan
counselling services in the
follow-up report
field of English language
21/2022).
and translation.
cultural activities
for students
(operational plan
follow-up report
21/2022).

implementing
counselling and
advising sessions
(operational plan
Page 42 of 206
follow-up report
21/2022).
The percentage of
full-time teaching
staff members and
the others of
administrative staff
that participate in
community 45.5% 60%
services
Activities (KPIs
report 21/2022).
4. Promote English Percentage of 70% 100%
language as a culture for implemented
global coexistence. activities from the
English Club plan
(operational plan
follow-up report
21/2022).
Percentage of the 70% 100%

webpage quality
for the program
(operational plan
follow-up report
21/2022).
Average Achievement of the Objective 62/87= 71% 87
Comments:
The evaluation of the program objectives is conducted annually using approved KPIs to
measure the achievement level of each objective.
The percentage of objectives achievements is significantly remarkable which indicates
96%, 48%, 83%, 71% respectively from the first objective to the fourth one, showing the
commitment of the program to its mission and objectives.
Some indicators have not achieved their targets due to requiring long-time process to be
achieved or due to some drawbacks. However, action plans have been set to improve
such KPIs (Annex: 1.1.1.21). The small gaps found between the values of the actual and
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target benchmarks are not high and can be bridged through the follow-up process of the
improvement plans.
1.1.5. The program management applies mechanisms ensuring integrity, fairness, and
equality in all its academic and administrative practices, and between the male and
female student sections and branches (if any).
The management of the English program puts a very high premium on the application
of ethical principles and values operant in the practice of the profession such as
beneficence, respect for human dignity, and the right to fair treatment irrespective of
gender or nationality. Thus, in the process of achieving this, various guidelines and
mechanisms are observed by the administrative staff and the faculty members in the
administration of the program.
The Equal Opportunity Policy of UoH (Annex 1.1.3.8) is being utilized by faculty
members primarily in the recruitment of new faculty members. This ensures that all
qualified applicants have equal chances of being accepted into the institution regardless
of race, nationality, religion, age, gender, or personal and political beliefs. The same equal
opportunity guidelines are applied within the College of Arts for purposes of determining
line-ups for various committees under the different vice deanships and academic
departments. Furthermore, the same equal opportunity guidelines serve as a framework
in the use of unified instruction materials like course specifications, lecture materials, and
major examinations for both male and female students.
In order to ensure that all faculty members and administrative staff observe proper
decorum in their everyday affairs with students, co-faculty, superiors and other
stakeholders of the English program, all newly hired teaching and non-teaching staff
undergo an orientation program (Annex 1.1.3.1). The orientation program is consolidated
in guides that comprehensively discuss provisions, rules, laws, rights, and duties such as
(1) the Code of Ethics for UoH (Annex 1.1.5.1); (2) the Guide for Faculty Members’ Rights
and Responsibilities in UoH (Annex 1.1.5.2).
The program management likewise recognizes that conflict is an integral part of the
daily operations within complex organizations like higher education institutions. Thus, in
anticipation of any form of interpersonal differences and misunderstanding that may
escalate into conflict, a policy has been prepared to regulate and sort out such conflicts.
The resulting document is entitled Staff Complaints and Grievances Policy in UoH (Annex
1.1.5.3).
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Integrity is a personal trait desired from all personnel of the program right from the
dean down to its rank-and-file. In order to ensure that both faculty and administrative staff
remain as role models to students, they are likewise oriented regarding mechanisms that
address malpractices in the implementation of the program activities. The following
mechanisms deal with the issue of integrity; (1) the Mechanism for Dealing with Cases of
University Corruption (Annex 1.1.5.4); and (2) the Mechanism to Report Corruption Cases
at the University (Annex 1.1.5.5).
On the part of students, there are similar measures undertaken to address student
demeanor. Therefore, part of the orientation program for the new students (Annex
1.1.5.6), conducted at the early part of each year, is a comprehensive discussion of the
Regulations for Students Rights and Responsibilities in UoH (Annex 1.1.5.7). Another
integral part of the new students’ orientation program is the discussion of the Student
Complaints Mechanism in UoH (Annex 1.1.5.8). These last two mechanisms ensure that
ethical and even legal concerns of students involving other persons in the implementation
of the program are addressed.
More importantly, all these guidelines and mechanisms that address staff and student
ethical and legal behavior and concerns are posted on bulletin boards (Annex 1.1.3.15)
within the male and female campuses and are likewise posted in the college and
department websites for easy access and referencing by all concerned (Website link).
In addition to the codes of practice for ethical and responsible behavior that college
members and students, as well as committees and units are required to act consistently
with regard to performance, evaluation, and assessment protocols, the program puts into
practice the values of justice and equality by applying equal conditions for admission of
males and females as well as providing equal opportunities for gaining benefit from the
university facilities. The program is also keen on equitable distribution of resources
according to the requirements of each section, and on the appropriate involvement of
women leaders in the formulation and review of the program policies and plans.
Moreover, there is the existence of a clear organizational map for the distribution of work
between the male and female sections, and the delegation of some powers to leaders in
the female sections to conduct academic and administrative work. There are various
measures and arrangements to ensure consistency between male and female sections
regarding teaching and learning activities, extracurricular activities, facilities and
resources, and examinations and quality measures. These measures are categorized into
two types, namely; planning and actions as shown in the below table. Thus
communication is essential to carry out the program activities smoothly.
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Communication is the process of passing information from and between individuals.
Effective communication facilitates the flow of information between individuals and
departments through the use of various media. The flow of communication is vital for
managerial effectiveness and decision-making in general. It helps to resolve issues,
eliminate misunderstanding and create clarity of thoughts and expressions. The
communication process in the program is guided by mechanisms such as the Mechanism
of Communication between Male and Female Sides (Annex 1.1.5.9). Since the program
has both male, female, and branches campuses, it is imperative that communication is
delivered effectively to generate an improved overall performance and avoid problems.
By following the above mentioned mechanism, both the male and female sides are
fully involved in the planning, evaluation, and decision-making affairs in the administration
of the program. The process is reflected in the equitable gender representation and equal
distribution of tasks and responsibilities between and among councils and committees
from both sides (Annex 1.1.5.10). Councils and committees are comprised of male and
female faculty to ensure participation and a variety of inputs. Communication is carried
out through emails, calls, and scheduled round table discussions. The line of
communication is likewise reflected in the organizational structure that clarifies line of
authority, scope of supervision for each member and committee. In all meetings of the
different committees as well as the governing council meetings, the secretary prepares a
link for the members in the female section as wells as the branches to attend if they are
not able to attend the meeting in the campus. In these meetings, the members discuss
academic and administrative issues, the process of decision-making, and implementation
of required action plans and procedures. In addition to that, students are given the
opportunity to effectively participate in committees and in the process of decision-making
as members in the governing councils (Annex 1.1.3.6). The students’ participation in the
program activities and committees will be discussed more in standard four.
The program also strictly follows measures and mechanisms to ensure integrity,
fairness, and equality in the academic practices. For example, all faculty members are
eligible to apply for academic promotion if they meet the condition and requirements set
up by Scientific Research Deanship (Annex 1.1.3.11). Funded research projects offered
by UoH are available for all Saudi and non-Saudi male and female faculty members
(Annex 1.1.3.12). Available resources such as learning resources are similarly distributed
equally between the male and female sections as well as branches. In addition to that
awards are granted to the winners in competitions such as UoH President Award for Best
Electronic Course (Annex 1.1.3.13) and rewards for publishing in ISI journals (Annex
1.1.3.14 according to the conditions and requirements set up by the university. In the
administrative and technical areas, the program administrators and technicians are
offered equal opportunities for developing their professional skills through professional
skills development programs offered for male and female administrators and technicians
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(Annex 1.1.3.7). All faculty members; male and female and Saudi and non-Saudi are
eligible for the College of Arts annual prize for the best and outstanding faculty member
based on specific conditions stated in the Mechanism for Recognition of Outstanding
Faculty Members (Annex 1.1.3.10).
Furthermore, the program is concerned with the distribution of the available resources
in an equal way based on the demands and requirements of each section. The female
leaders are engaged in all the academic and administrative processes of the program
including preparation, formulation, review, and execution of the program plans and
policies, and they are delegated with some powers to conduct academic and
administrative work through a clear organizational chart for the distribution of the work
and powers. The program takes various arrangements and measures to ensure
consistency between male and female sections in all academic and administrative
activities and processes such as learning and teaching activities, extracurricular activities,
examination and assessment (Annex 1.1.5.11)., quality measures, and facilities and
resources. These measures are categorized into two types, namely, planning and action
as shown in table 1.1.5.1.
Table 1.1.5.1: The Distribution of Work between the Male and Female Sections of the
Program
The Distribution of Work between the Male and Female Sections of the Program
Assigning a vice dean for female section to coordinate with male section
for the daily operations to ensure consistency between both sections
regarding learning resources, facilities, staff etc. (Annex 1.1.5.12).
▪ Assigning a female staff member to be assistant of the program

quality coordinator for female section to ensure that all evaluations,
surveys, reports are considering both sections separately and
collectively (Annex 1.1.5.13).
▪ Assigning program coordinators for both sides (Annex 1.1.5.14).
Plan
▪ Assigning the General Quality Committee (Annex 1.1.5.15).

In addition, all courses, headed by respective course coordinators, involve
all concerned female staffs in their course committees to ensure optimum
coordination and participation in course planning, implementation and
reporting from both male and female section’s perspective and to ensure
equity between both sections and assigning of a female staff member to be
an assistant of the course coordinator for each course to ensure uniform
quality and implementation of all learning & teaching activities in both
sections (Annex 1.1.5.16)
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Female staff members are represented in all course committees to ensure
the same course contents, implementation, assessment and evaluations in
both sections (Annex 1.1.5.10).
Female staff were represented in almost all quality related committees
including self-study committee/standards committees, internal audit,
student assessment and other committees to ensure equity between
sections (Annex 1.1.5.17).
The policy controlling equity between both sections is well established,
known to everyone and followed meticulously (Annex 1.1.5.9).
Many actions were established and running on daily basis to maximize the
consistency between female and male sections as follow:
The same course contents, teaching strategies and assessment methods
for both sections are followed.
Learning resources and facilities are almost at the same level in both
sections including the average number of students enrolled per class with
small variation, teaching aids, laboratories, internet coverage, library and
extracurricular activities.
Simultaneous examinations with the same contents in both sections
(Annex 1.1.5.18). Male and female students result of examinations are
reflected in respective course reports as well as combined one to explore
any differences in course completion rate, grade distribution and trend over
time in either sections or in total.
Act
Separate course reports for each section is prepared to ensure evaluation

of course quality for both sections and then a combined report is prepared
(Annex 1.1.5.19).
Other course evaluation results, including achievement of courses and
program learning outcomes, courses and program evaluation surveys and
course reporting are also expressed separately for the female and male
sections as well as in the combined report with proposed improvements
based on evaluations.
Analysis of program statistical data and indicators with any significant
differences between male and female sections: analysis of program
statistics.
Courses and program evaluations using various types of surveys are
conducted employing the same methodology, analysis, interpretation and
improvement measures for both sections simultaneously (Annex 1.0.8).
1.1.6. The program builds on the views of professionals and experts in the program
specialization, to contribute to its evaluation, development, and performance
improvement.
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The program managers, faculty members, and administrators fully comprehend the
existence of a separation between theory and practice within the program activities.
Therefore, it has come up with measures to bridge the existing gap between theory and
practice with a view towards unification and continuous improvement of the program
inputs, structure, and mechanisms by utilizing of the available professionals and experts
in the English language specialization. To realize this UoH has directed all the university
programs to form a special committee called the program advisory committee that should
consist of the program stakeholders including experts on the field of the specialization.
The Program Advisory Committee is a highly functional and professional body that has
been formulated in line with the required standards and is approved by the college council
(Annex 1.1.3.6). This action was taken in response to the recommendations of the
NCAAA that the program should have an advisory board of experts and specialists in the
program specialization. The Advisory Committee for the program is considered to be a
link between the program and the stakeholders including employers. It makes an agenda
to be discussed in the periodic meeting and includes different program aspects and
issues. Furthermore, members of the committee periodically evaluate the program inputs
and activities preparing a report on the results of the meeting (Annex 1.1.6.1).. The
Advisory Committee recommendations for discussed topics are included in the program
action plan of APR for improvement (Annex: 1.1.1.21).
The program also takes the views of DQD experts in evaluating the quality
requirements such as course reports, specifications, KPIs, APR, PLOs reports etc. and
suggesting recommendations for improvement. The program takes these
recommendations into consideration and carry out all corrective actions according to the
DQD suggestions and recommendations. More discussion on this aspect will be provided
in criterion 1.2.3. In addition to that, the program takes the perspectives and views of the
program stakeholders on the activities, operations, processes, and the quality of human
and materialistic resources on an annual basis (Annex 1.0.8). These views are collected
through surveys and the main objective of this collected data is for development and
improvement. The opinion of the internal as well as external experts has been taken when
the study plan of the English program underwent a development process. More details
can be found in the criterion 1.2.3.
The program evaluates its performance and achievement against benchmarks taken
from other reputed similar programs to ensure that its progress and performance are
based on validity, credibility, and experts’ views. The English program has taken the
English program at King Saud University as well as the English program at King Khalid
University as external benchmarks in measuring and assessing the key performance
indicators of the program (Annex 1.1.4.6). Moreover, education and curriculum
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development experts from Cambridge University Press have been invited by the English
program to deliver workshops aiming to provide the teaching staff with the skills,
expertise, teaching strategies, assessment methods, and creativity in teaching and
learning (Annex 1.1.6.2).
1.1.7. The program management provides reliable and publicly disclosed information to
the Community about the program description, performance, and achievements that suits
the needs of the stakeholders.
Community partnership is considered one of the tripartite functions of UoH as a

community institution responsible for spreading knowledge on different levels. During the
preparation of UoH strategic plan, community partnership was given a high premium
because the third strategic goal is related to community partnership, which states,
“Enhancing interaction between the university and the community.” Hence, the English
program management places emphasis on disseminating reliable and publicly disclosed
information to the community about the program description, performance, and
achievements that suits the needs of the stakeholders in order to gain as much community
support and confidence as possible.
The program information such as the program mission, PLOs, program study plan,
program specification, course specifications, program guidebook, and KPIs achievement
reports are available for all stakeholders at the department website. Furthermore, the
program events and news of the program activities are continuously posted on the
website.
To ensure that the website is constantly updated, the DQD apply special standards to
evaluate the college and program websites every semester during the assessment of the
program quality activities (Annex 1.1.7.1). The English program has been, and will always
be, concerned with implementing these standards for all its activities by announcing them
on the department website and enhancing the link and cooperation between the program
and the community through manuals, publications, and posting news and activities of the
program.
Moreover, the English program is committed to inform its stakeholders, as it is
stipulated in the mission review mechanism (Annex: 1.1.1.5), of the latest development
and improvement that occur to the program such as the updating of the program mission
and objectives through e-mails (Annex 1.1.7.2), billboards (Annex: 1.1.1.12), and its
website (Website link). The program participation in the community service activities gives
the program a window to disseminate its mission and objectives and to provide the local
community with information and activities of the English program (Annex 1.1.7.3). The
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program mission and objectives as well as the organizational structure are displayed on
the wall of the main corridor of the department and shown on billboards (Annex: 1.1.1.12).
1.1.8. The program management is committed to activating the values of the

scientific integrity, intellectual property rights, rules of ethical practices, and
proper conduct in all academic, research, administrative, and service fields and
activities.*
As stated in the Statutes & Regulations of the Higher Education Council & Universities,
UoH is in compliance with those regulations especially article No. 1 that states:
“Universities are cultural and scientific institutions guided by the principles of Islam,
Shari‘a, and implement educational policies. They provide higher education and graduate
studies, and promote scientific research; they also promote the processes of authoring,
translating, publishing as well as serving the community within the framework of their
responsibilities” (Annex 1.1.8.1).
Based on the code of ethics, UoH considers any violation of the academic code of
conduct to be a serious breach of trust that threatens the academic environment;
examples of such cases are cheating or fabricating information. Therefore, the academic
staff and students of the English program are required to comply with UoH ethics manual
(Annex 1.1.5.1), the System of the Standing Research Ethics Committee (Annex 1.1.8.2),
and Regulations for Students Rights and Responsibilities in UoH (Annex 1.1.5.7).
The Code of Ethics Policy demands all college staff, students, and the administrative
group to report any alleged violation of this code as stated in the policy itself in the
following form: “All college members, administrators, staff, and students are responsible
for reporting any violation. All violations will be investigated confidentially, without
prejudice to the reputation of the person reported and in accordance with the relevant
procedures.” Thus any suspected conflicts of interest are regulated according to the code
of ethics policy. To make sure of the proper conduct and the application of the ethical
rules, UoH controls the professional uses of internet which covers all college buildings by
managing the allowed access of both staff and students. In addition to that, students’
ethics and academic conduct are controlled through the University students behaviour
and ethics guidelines which are provided and explained to the students during the
orientation programs and posted on the university website with close follow-up of students
behaviour through academic Vice deanship and all staff members.
The research ethics is applied to all researches conducted at UoH which is provided
by the ministry of higher education and UoH deanship of research. The research ethics
committee is supervising the implementation and making sure that all researches are in
compliance with this code of ethics. All regulations and guides related to research are
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found in the following link: (http://www.uoh.edu.sa/Subgates/Deans/Academic-
Research/Pages/Divisions.aspx.
As academicians for a profession that places a high premium on socially accepted

values that are applicable in the different fields of education, the program management
is keen towards inculcating a culture of honesty and integrity among its academic
personnel. As such it orients, re-orients, and subsequently holds accountable each faculty
member on the provisions stipulated in the following guidelines: (1) the Code of Ethics for
UoH (Annex 1.1.5.1); (2) the List Organization of Staff Discipline of UoH / Document for
Faculty Members’ Discipline (Annex 1.1.8.3); and (3) System of Higher Education Council
and Universities and its Regulations (Annex: 1.1.2.3).
Furthermore, the program academicians who recognize the need to expand the
knowledge base of the English language profession, they are oriented and subsequently
expected to perpetually abide by the Guide for Ethics in Scientific Research (Annex
1.1.8.4) and the Guide for Intellectual Property Rights (Annex 1.1.8.5) in the conduct of
all research activities conducted in collaboration with fellow faculty members within and
outside of UoH. Adherence of faculty members to these guidelines in the process of
conducting scientific research is evident in their receipt of acceptance and ethical
approvals from research boards (Annex 1.1.8.6).
In order to guarantee that the published research work done by faculty is original, UoH
applies a plagiarism detection tool for all kinds of scientific research output such as
research papers introduced for academic promotion, funded research projects, and
curricular and non-curricular books (Annex 1.1.8.7). All faculty members; male and female
and Saudi and non-Saudi, have the same rights of applying for academic promotion,
funded research projects, as well as intellectual property rights under the same conditions
and requirements. More discussion on this topic will be found in Standard 4.
Regarding the intellectual property rights, UoH has held many workshops and events
on this respect to equip its employees with the needed awareness, knowledge, and skills
of how to protect and register one’s own intellectual property rights and patents with Saudi
Authority for Intellectual Property. One of the sessions was presented by the female
section supervisor of the English program (Annex 1.1.8.8).
In case that students violate academic rules and regulations such as exam rules,
skipping lectures, plagiarism, study ethics etc., the disciplinary committee (Annex 1.1.8.9)
is entitled to inflict one of the following penalties based on Regulations for Students Rights
and Responsibilities in the UoH (Annex 1.1.5.7). The penalty can be verbal warning,
written warning, temporary suspension, barring from exam, cancelation of exam,
dismissal, or referring the case with criminal offenses to authorities outside the university
(Annex 1.1.8.10). The decision of the disciplinary penalty is kept at the student’s file,
announced for university students, and the student’s guardian is notified (Annex 1.1.8.11).
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Similarly, in case of any violation from a faculty member against the university laws
and regulations, the following procedures can be taken based on List Organization of
Staff Discipline (Annex 1.1.8.3). A disciplinary committee is formed by the university
president decree which comprises of one of the vice-rectors, a college dean, a professor,
and an expert on the laws and regulations. The committee is responsible for carrying out
investigation and preparing a report that should be submitted to the university president.
The report should be sent to the college and the head of the department should inform
the faculty member of the president’s decision. The faculty has the right to deny the
allegations against him within thirty days and the process of investigation starts again.
The disciplinary punishment can be in the form of a warning, blaming, deducting from
salary, postponing academic promotion for one year, depriving from periodic bonus, or
dismissal (Annex 1.1.8.12).
1.1.9. The program management applies the systems, regulations, and procedures that
are approved by the institution / college, including those related to grievance, complaints,
and disciplinary cases.
Conflict is recognized as a consistent and natural phenomenon that occurs in settings

and environments characterized by high levels of stress brought about by expected high
levels of quality achievement as it is the case with the academic activities of the program
that is considered a complex structure. Thus, honesty, integrity, and discipline are key
character traits that the program envisions to inculcate in each of its faculty and student.
Consequently, the program management puts a very high premium on orienting its
teaching and non-teaching personnel as well as its students on the stipulations of the
following guides and mechanisms. These guides include (1) Staff Complaints and
Grievances Policy in UoH (Annex 1.1.5.3). (2) Students Complaints Manual in UoH
(Annex 1.1.9.1), (3) List Organization of Staff Discipline of UoH / Document for Faculty
Members’ Discipline (Annex 1.1.8.3), and (4) Article 38 of the Undergraduate Study and
Examination Regulations: Violating Instructions and Examination Regulations according
to Students’ Disciplinary Rules (Annex 1.1.9.2).
There are also rules and guidelines regarding regulation of students’ rights and duties,
the code of conduct, and grievances, complaints, and disciplinary procedures. These
rules are stated, explained to the new students, and discussed with them during the
students’ orientation programs (Annex 1.1.9.3). Students are advised to download them
from the university and college websites (Deanship of Students Affairs). Moreover, the
program has a documented and approved mechanism for dealing with complaints and
suggestions through a complaints box as well as the main website. There are rules and
guidelines for students’ complaints and grievances stated in Students Complaints and
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Grievances Manual in UoH (Annex 1.1.9.1). Students can request, make a complaint, or
register a grievance with the Vice-Dean for Academic Affairs after filling out the specified
form and having it validated by their academic advisor. Based on the nature of the
request, grievance or complaint, the Vice-Dean will take the necessary action by referring
it to the appropriate person or committee.
Subsequently, the program management demands total adherence of faculty

members, administrative personnel, and students to the various provisions of the above-
mentioned policies, mechanisms, and guidelines designed to ensure the appropriate and
prompt resolution of grievances and disciplinary cases.
E-learning regulations are made (Annex 1.1.9.4) and user guides for blackboard
learning (Annex 1.1.9.5) are used by both faculty and students to ensure their
understanding in the effective use of the features of the blackboard. Reports are prepared
to show how effective e-learning is implemented (Annex 1.1.9.6).
Students have the right to apply for grievances when they are faced with cases that
entail the application for that. The procedures are followed based on Students Complaints
and Grievances Manual in UoH (Annex 1.1.9.1) and the Undergraduate Study and
Examination Regulations (Annex 1.1.9.2). For example, students can fill a form for
modifying their grades when they are mistakenly registered in Academy Portal (Annex
1.1.9.7).
The following table provides a list of the most important systems, regulations, and
procedures followed by UoH and the English program.
Table 1.1.9.1
Annex System/Regulation/ Brief Description Fulfillment
Code Procedure Responsibility
1.0.6 Regulation Guide The Regulation Guide for UoH Policies Vice-
for UoH Policies and Procedures is a reference for Presidency for
and Procedures university faculty members and an Academic
(Annex 1.0.6) information source for the personnel Affairs and
policy and procedures and the Council Faculty
of UoH. This guide is for information members.
purposes only, as it contains information
about working conditions, opportunities,
policies and procedures, and it can be
used as an operational guide for all
employees of the University of Hail. The
guide has been developed to provide
Page 54 of 206
appropriate guidance to university
leaders and university employees.
1.1.2.3 System of Higher Higher Education System includes University

Education Council regulations of higher education Vice-
Presidents.
and Universities
council such as; study & Testing
and its Regulations
regulation, organizing bylaw of financial
(Annex: 1.1.2.3).
affairs in universities, non-Saudi
employment regulations, standard
regulations for graduate studies,

regulations for the faculty of Saudi
universities, standard regulations for

the scientific research, and organizing
bylaw for scientific associations.
1.1.2.4 Job Description The guide aims to devise a job All university
Guide for University description for employees of the employees.
Units (Annex: administrative and academic units at the
1.1.2.4) University of Hail, which contributes to
finding a balance between goals and
expected results. The guide contributes
to organizing and facilitating the work of
all the various units of the university and
to contribute to the performance of its
mission and achieve its objectives.
1.1.3.4 Organizational This guide serves as an overseer and All university

Structure, Duties, guide for college members as they employees.
and engage in various activities throughout
Responsibilities the University. It defines the functions
Guide (Annex and authority of all councils and
1.1.3.4) committees, units, and scientific and
administrative centers, which are
expected to exist in each college, and a
description of the supporting cadres'
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responsibilities, which are expected to
be found in various colleges.
1.1.3.8 Equal Opportunity This policy gives equal opportunity to all University
Policy in UoH the university employees and students employees
(Annex 1.1.3.8) such as student admission, and students
appointment, and promotion. This policy
is in line with provisions of the Laws
Regulating Saudi Universities, as well
as the regulations for study and
examinations for the undergraduate
level.
1.1.5.1 Code of Ethics for This code has a set of written and University
UoH (Annex binding ethical standards for all staff to employees
1.1.5.1) be a reference to guide them and to and students
assess their behavior and to hold them
accountable. Based on the importance
of ethics in the university community,
this guide has been prepared to
contribute to the establishment of ethical
values and be a moral reference to
control the functioning of the university
employees and students.
1.1.5.7 Regulations for The regulations governing university Deanship of

Students Rights student’s rights, responsibilities, and Students
and commitments is a reflection of UoH Affairs as well
Responsibilities in rational policy to achieve the highest as university
UoH (Annex levels of transparency and clarity in the students.
1.1.5.7) work environments. These regulations
also reflect UoH desire and commitment
to put forward a fair, clear, and
transparent platform to all students for
their rights, responsibilities, and
obligations on its campuses.
1.1.8.1 The Statute of The This statute regulates the academic, UoH
Council of Higher administrative, and financial affairs of
Education & Saudi universities under the umbrella of
Universities (Annex the Council of Higher Education.
1.1.8.1)
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1.1.8.2 The System of the This system aims to lay down the Scientific
Standing Research general foundations and controls Research
Ethics Committee necessary for dealing with living Deanship
(Annex 1.1.8.2) creatures, parts thereof, or their genetic
material in the fields of research, in light
of the professional ethics observed, and
in a manner that does not contradict
Sharia controls. Protecting the human
rights in question or part of it, ensuring
its safety, preserving its dignity, and not
harming animals or plants when
conducting scientific research
1.1.8.3 List Organization of This statute regulates the affairs of the Faculty
staff discipline teaching staff. UoH and all its colleges, members
(Annex 1.1.8.3) like most of the universities in the
Kingdom of Saudi Arabia, are subject to
the system of higher education and
universities and its regulations, which
contain the regulatory law governing the
affairs of the Saudi academic members
and other members. Similarly, the
regulations for the employment of non-
Saudis in universities, and these
regulations include articles regulating
the discipline of faculty members, both
Saudis and non-Saudis, in all university
faculties.
1.1.8.4 Guide for Ethics in This guide is concerned with the Scientific
Scientific Research required ethics in conducting scientific Research
(Annex 1.1.8.4) research particularly those research Deanship as
works that take humans and animals as well as
their subjects of study. researchers
1.1.8.5 Guide for This guide provides faculty members Deanship of

Intellectual with information about the laws Information
Property Rights regulating the ownership of intellectual Technology
(Annex 1.1.8.5) property rights and how to avoid as well as
violating these rights. For example, the teaching staff
faculty has the right to develop her/his
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own course material and upload it to e-
learning system such as Blackboard.
1.1.9.1 Students The Students Complaints and College Vice-

Complaints and Grievance Manual is a part of the Deanship for
Grievance Manual general policy of UoH, which aims to Academic
guarantee students' rights, achieve Affairs in
(Annex 1.1.9.1)
transparency, and enable investigation. coordination
These lead to the development of with students
services provided by the program. The
existence of a system for following up
and handling complaints aims to provide
a safe environment that guarantees the
preservation of the rights of
complainants who are the students. It
also grants decision-makers the right to
respond and express their opinions and
observations. Hence, the idea of this
guide was prepared to give the students
an idea about their academic and non-
academic rights about complaints and
grievances. Correspondingly, it informs
the student about the time specified for
some controls and procedures that the
student must be aware of to facilitate
achieving his/her desired goals.
1.1.9.2 Undergraduate These regulations provide students with The Deanship

Study and all what they need during their academic of Admissions
Examination study as well as examinations. & Registration
Regulations (Annex in
1.1.9.2) coordination
with students.
1.2.1.2 Guide to the Work This guide book is associated with DQD in
Mechanisms Program Accreditation Practices at coordination
related to Program UoH. It helps program management on with academic
Accreditation how to apply for the accreditation and program
Practices at UoH how to prepare the accreditation leaders.
requirements.
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1.2.1.3 Guidebook for This guide was issued by the DQD at DQD in
Quality Systems University of Hail. The guide aims to coordination
and Mechanisms provide quality people with with Quality
mechanisms, knowledge, and expertise Units at
on how to carry out quality activities and colleges.
practices according to well-defined
policies, guidelines, mechanisms, and
systems. This guide describes each
mechanism used in quality practice in
detail. For example, a mechanism on
reviewing and updating the vision,
mission, and objectives of the program,
a mechanism on evaluating the
performance of teaching and
administrative staff, a mechanism on
how to prepare a strategic plan for the
program, etc.
1.2.1.4 Job Description The guide is a scientific framework that DQD in

Guide for Quality includes the organizational structure of coordination
Units the quality units in the faculties of UoH, with Quality
and explains the description of the titles, Units at
tasks and positions of all the jobs colleges and
mentioned in this structure, as well as departments.
determining the minimum academic
qualifications and practical experience
acceptable and identifying the most
important knowledge, capabilities and
skills that are needed. Assisting those in
charge of the quality units in the
faculties to perform their work as
required, with a high level of quality and
speed of performance. Also providing
information and data on the nature of
the fields and topics that should be
covered by the training of those in
charge.
1-2 Program Quality Assurance
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1.2.1. The program management implements an effective quality assurance and
management system that is consistent with the institution quality system.
Since its establishment, the UoH has realized the importance of maintaining the quality
of its systems and the processes for improvement and continuous development. Total
system quality is considered as an effective management tool to achieve the mission and
strategic goals of the University. Therefore, it was important for the updated UoH Strategic
Plan (1440-1445 H/2018-2023) to include an objective and initiatives related to quality
assurance and accreditation. All levels of the University hierarchy as headed by His
Excellency the President and assisted by the Vice-Presidents and Deans are committed
to implementing quality management practices and to supporting continuous
improvement across all academic and administrative units. The Quality Assurance
System was launched in March 1433 H (2012) with the approval of the DQD under the
(Figure: 1.2.1.1) The organizational structure of DQD
supervision of the Vice President for Academic Affairs. The DQD started by building an
organizational structure with specific roles and responsibilities covering all quality
activities related to the university academic and administrative units as shown in (Figure:
1.2.1.1). To ensure the effectiveness of the follow-up processes to the implementation of
the Quality Assurance System in the academic units of the University, the DQD directed
the Colleges to establish an internal quality system with an organizational structure
identical to the UoH approved organizational structure (see Figure 1.2.1.2).
Hence, the UoH states its commitment to continual improvement in quality and
performance on all fronts. Since its beginning, UoH has been adopting gradual but well-
established practices university-wide with regard to planning and management of quality
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assurance, which mainly include inputs, structures, processes, and outcomes. The
College of Arts with its academic programs including English program supports the
University’s vision, strategy, quality assurance and management system by establishing
quality practices while planning its goals and activities. The College of Arts Quality
Assurance and Accreditation Vice-Deanship was established under the College with the
aim of conducting systematic reviews of the academic programs at the College, and of
maintaining and improving their quality, equity and efficiency. The mission of the Quality
Assurance Vice-Deanship at the College of Arts is to create and cultivate a culture of
excellence and continuous improvement of quality practices through the development and
application of innovative quality systems, models, standards, tools, and methodologies
that aid the achievement of the program mission and objectives.
Therefore, a total quality system has been established to achieve the mission and
objectives of the academic programs at UoH. So all levels of UoH hierarchy are headed
by the President and assisted by the Vice-President and Deans to implement the quality
management practices and to ensure continuous improvement across all academic and
administrative units. In this hierarchy, the DQD directs and helps the academic programs
to establish an internal quality system with an organizational structure that is similar to
UoH approved organizational structure (Annex 1.0.7).
(Figure 1.2.1.2) Organizational Structure of Quality Deputyship in Different Academic

Units.
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As shown in the above figure, College of Arts subscribes to the principle of the Total
Quality Management System in its continuous efforts to adhere to the quality system
applied by UoH. As such, the dean, the vice deans, the heads of academic departments,
down to its rank and file, and the faculty members actively involve themselves and
contribute to the implementation of quality practices in order to meet the needs of all the
program stakeholders. The Vice-Deanship of Quality and Development at College of Arts
works in coordination with the DQD at UoH to fulfil the requirements of quality assurance
and academic accreditation in accordance with the standards of the NCAAA.
Regarding the organizational structure of the Total Quality Management System, the
structure is divided into hierarchical levels. At the level of the university there is the
‘Superior Committee for Quality and Academic Accreditation’ which is headed by the
university president and includes in its membership all the vice-president deanships at
UoH and the dean and vice-dean of the DQD (Annex 1.2.1.1). The committee discusses
all recommendations arriving from the Standing Quality Committee which consists of the
vice-deans of the quality in UoH colleges and headed by the dean of the DQD. On the
other hand, the standing committee discusses the recommendations from the General
Quality Committee (Annex 1.1.5.15) at the college level which is directed by the college
dean, vice-dean of the quality, program coordinators, head of quality and accreditation
unit, representatives of the college, faculty, administrators, and students as members to
review all quality issues coming from the scientific departments, and quality units and
committees.
This total quality system was established by DQD to achieve the mission and goals of
the academic programs. Thus, the English program, under the guidance of the DQD, is
administered in line with the quality assurance processes and procedures in place at UoH.
Key to this compliance is the formulation and subsequent implementation of various
quality assurance mechanisms derived from several guidebooks issued by the DQD,
namely: (1) the Guide to the Work Mechanisms related to Program Accreditation
Practices at UoH (Annex 1.2.1.2); (2) the Guidebook for Quality Systems and
Mechanisms (Annex 1.2.1.3); (3) the Job Description Guide for Quality Units; (Annex
1.2.1.4) (4) Guidebook for Supporting, Follow-up and Evaluation of the Performance of
the Academic Programs at UoH; and (4) the Guidebook for Internal Auditing of the
Academic Programs at UoH. For this purpose, the program management approved the
official formation and organizational structure of the quality vice-deanship, its quality units,
coordinators, committees, as well as members in accordance with DQD
recommendations by establishing a quality system manual for the program (Annex 1.0.7).
The quality assurance and management system of the English program can be
summarized in the following points. The program has many quality files that are kept and
annually revised and updated based on internal and external audits as well as the
updated templates and requirements of NCAAA. The program level includes:
▪ List of contents and a sample revision of the program file.
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▪ Program Approval decision and Program Coordinator Approval decision (Annex
1.1.5.14).
▪ Updated Program Specification as approved by the governing councils (Annex:
1.1.1.18).
▪ Matrix showing compatibility with the National Qualification Framework.
▪ The approved academic standards for program attachments.
▪ The model of conformity of the graduate characteristics with the academic
standards.
▪ A model of conformity for graduates characteristics with learning outcomes.
▪ Program Report Approved by the governing councils (Annex: 1.1.1.20).
▪ Documentation related to guidance, configuration and support of program
students.
▪ Program Academic Guide (Annex: 1.1.1.13).
▪ Quality Assurance System Guide (Annex 1.0.7).
Closing the Loop of Quality at Program Level

Program Quality Cycle
(Figure: 1.2.1.3) Program Quality Cycle

The course file includes:
▪ List of contents and a sample revision of the course file.
▪ Updated Course Specification approved by the governing councils.
▪ Updated Course report approved by the governing councils (Annex 1.1.5.19).
▪ Samples of contents from the course.
▪ Tests (Sample tests - Sample answers – evaluation of the test paper in terms of
form and content)
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▪ Documentation related to direct and indirect measurement models of target
learning outcomes for the course. Direct means before and after the teaching
process by using the rubrics and CLOs excel sheets and indirect by identification
of students’ assessment of the course, survey of teacher's evaluation, survey of
internal reference auditors and survey of external reference auditors.
▪ Samples of students’ works on the course; for example reports - research - projects
- power point presentations – illustrations - educational methods that are subject
to annual update.
Closing the Loop of Quality at Course Level
1- Course Quality Cycle:
(Figure: 1.2.1.4) Course Quality Cycle
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2- Course report (CR) Cycle:
(Figure: 1.2.1.5) Course Report Cycle

The quality system implemented in the program ensures closing the loop of quality on
both program and courses levels (See the Figures: 1.2.1.3 & 1.2.1.4). It includes
continuous follow up for the implementation of the mechanisms and tools, both on the
college and institutional levels. To close the quality cycle loop is to discuss the PLOs and
samples of the CLOs assessment results and how they have been improved after
implementing the quality systems and its associated practices.
In addition to the program file and course file, there are other important quality files
that are maintained by the program. They are a file containing academic standards and
characteristics of graduates, program evaluation file and measurement of learning
outcomes, self-study and self-assessment scales file, performance indicators and
reference comparisons file, dissemination of quality culture file, internal auditing file, file
of program professional development for stakeholders, files of different committees
(community service, research, program management, general quality committee, etc.).
In order to ensure the quality of the program, the English program annually prepares
different plans that contribute to the achievement of the program mission and its
objectives. The most important plan is the operational plan (Annex: 1.1.1.19) as well as
the improvement plan contained in the program report, the improvement plan contained
in the KPIs report (Annex: 1.1.1.21), the improvement plan from the Program Self-Study
Report, the community service activities plan, and the research plan. To implement these
plans effectively, the program has prepared different mechanisms as follows:
▪ Mechanism for follow up of community service activities.
▪ Mechanism for follow up to the scientific research plan.
▪ The follow up mechanism for graduates.
▪ A mechanism for supporting high-level students and tracking struggling students.
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▪ Mechanism for declaring course specifications to students.
▪ Mechanism for Reviewing and Developing the Program Mission (Annex: 1.1.1.5).
▪ Mechanism for Recognition of Outstanding Faculty Members (Annex 1.1.3.10).
▪ Mechanism of Communication between Male and Female Sides (Annex 1.1.5.9).
▪ Mechanism for Selection Criteria of Key Performance Indicators and
Benchmarking.
As essential components of the program quality practices, surveys are used as
valuable tools for collecting data and the program administers many surveys annually or
biannually to gather the views of the different stakeholders of the program for sake of
development and improvement. Course survey is done semesterly by both students and
teaching staff, and the program surveys are carried out annually by the program
stakeholder. They are the survey on reality of the program from students’ perspective, the
survey on reality of the program from faculty perspective, students’ experience in the
program, program employer’s survey, administrators’ survey, and alumni survey (Annex
1.0.8).
To carry out all the quality works in a smooth and effective way and to facilitate work,
the program forms various committees related to the quality requirements among which
the quality requirements are distributed and assigned. The English program entertains
the following committees (Annex 1.1.5.10):
▪ Preparation Committees for program and Course Specification.
▪ Program Report Preparation Committee.
▪ Internal Auditing Committee.
▪ General Committee for Quality.
▪ Advisory Committee (Annex 1.1.3.6).
▪ Committee of Program Management and Development.
▪ Scientific Research Committee.
▪ Alumni Committee.
▪ Community Service Committee.
▪ Committee for Self-Assessment and Self-Study (Annex: 1.0.1).
▪ Measurement and Evaluation Committee.
▪ Committee for Questionnaires.
▪ Academic Guidance Committee.
▪ Committee for the Dissemination of a Quality Culture.
Various components in the implementation of the program are periodically monitored

and evaluated through the implementation of various internal auditing mechanisms and
forms such as program file audit form, program specification audit form, program report
audit form, course profile audit form, course specification audit form, and course report
audit form. An example of which are the Internal Auditing Templates for Courses (Annex
1.2.1.5). This mechanism is administered through a committee composed of faculty
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members whose main task is to audit proper compliance to completion and
accomplishment of course files and all quality assurance related documents contained
therein (i.e., course specifications, course reports, etc.) on a per semester basis using the
latest templates issued by the NCAAA. These accomplished NCAAA templates serve as
the basis for Internal Auditing Reports with accompanying recommendations for faculty
members to either update, improve, or augment specific components of their course files
such as course specifications (Annex 1.2.1.6) and course reports (Annex 1.2.1.7) through
post-internal auditing. The end result of the implementation of the internal auditing
mechanism and templates for courses is to make the course files ready for site visits by
the auditors of the DQD or by accreditors belonging to various academic program
accrediting agencies. Courses are bi-annually evaluated through surveys by students and
faculty members who teach these courses (Annex 1.2.1.8). .
Moreover, DQD at UoH conducts two audits of the program quality requirements
annually. The audit goes through two steps; the first one is evaluation of the requirements
electronically and the second step is by taking a site visit where the DQD reviewers
examine the program quality documents and files and further investigate the program
managers such as the program coordinator about some ambiguous issues. The review
covers all the aspects of the program like program specification, course specifications,
annual program report, KPIs report, course reports, program learning outcomes reports
and measurement tools, the program different activities such as community service
activities, and research output activities. The most important aspect in the review is make
sure that improvement plans are being implemented and achievement reports are made
on them. Even the department website is evaluated according to approved standards. By
the end of the visit, a detailed report is prepared by the reviewing team in which
recommendations and suggestions are made to be fulfilled by the program within a
specific period of time for the sake of improvement (Annex 1.2.1.9).
1.2.2. The program analyzes the key performance indicators and the evaluation
data annually and results are used in planning, development, and decision-making
processes. *
The English program has 20 KPIs (Annex: 1.1.4.2); 17 adapted from NCAAA KPIs
(Annex: 1.1.4.1), and the remaining 3 KPIs have a direct relationship with the program.
As an academic program, it works to achieve its mission, and objectives by means of a
periodical measurement of the program KPIs to identify strengths and weaknesses and
come up with recommendations for improvement (Annex 1.1.4.7). In its identification of
the parameters that will assure validity in measuring the performance of the program, it
adheres to the Mechanism for Selection Criteria of Key Performance Indicators and
Benchmarking (Annex: 1.1.4.3). In the process, it annually updates the composition of the
KPIs committee (Annex: 1.1.4.4).
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The main tasks of the KPIs Committee include the following: (a) identification and
description of key performance indicators of the program for the different NCAAA
standards, to come up with a KPIs list that will be subsequently approved by the ruling
councils (Annex 1.2.2.1); (b) determination of measurement methods for the different
KPIs; (c) collecting the data of the KPIs; and (d) analysing the collected data (e)
generating the KPI Report (1.1.1.16.pdf) which highlights the actual values for each KPI.
Benchmark values for the respective KPIs are obtained from other higher education
institutions in the same program within the Kingdom of Saudi Arabia. Gaps between the
actual values and the benchmark values are identified, and more importantly,
recommendations and action plans for improvement based on the achievement levels of
each KPI are established.
The English program approved a set of criteria for selection of an external benchmark
that is consistent with the nature of the program (Annex 1.2.2.2). Thus English program
at the College of Arts at King Saud University was selected as the program external
benchmark as it is accredited by NCAAA. Another external benchmark was also selected
for the English program to verify the credibility of the results and that was English program
at the College of Language and Translation in King Khalid University (Annex 1.1.4.6).
The program KPIs report is based on a large amount of data. These data come from
many sources including course completion rates, program completion/cohort analysis,
progress tests, course/program learning outcomes assessments, KPI data with internal
and external comparisons, employment rates, and numerous surveys conducted annually
for students, staff, graduates and employers, and satisfaction levels with program
services.
Therefore, the Vice Deanship of Quality Assurance and Development in the College
of Arts has two units under its umbrella that work in close coordination with the program
KPIs committee in the process of coming up with the KPIs report. These are the Quality
Assurance Unit and the Measurement and Evaluation Unit.
The Quality Assurance Unit spearheads all efforts related to Benchmark Selection and
Agreements. It directs quality assurance and development practices of the program and
guides faculty members in accomplishing Post-teaching Process Templates for Courses
(Annex 1.2.2.3) and to be subsequently used to formulate Course Reports with Action
Plans (Annex 1.1.5.19) that include corrective actions for courses. It coordinates with the
different stakeholders of the program in order to obtain Beneficiaries’ Feedback for the
Program and Courses through various surveys conducted online and through the
Blackboard (Annex 1.0.8).
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On the other hand, the Measurement and Evaluation Unit processes and analyzes
data obtained from the different beneficiary surveys and subsequently generates the
following reports on a per semester basis: (1) Student Course Evaluation Survey for
Courses (2) Faculty Course Evaluation Survey for Courses, and (3) CLOs Assessment
reports (Annex 1.2.2.3).
On a per academic year basis, the Measurement and Evaluation Unit (Annex 1.1.4.5)
generates reports for the following: (1) Student Experience Survey; (2) Program
Evaluation Survey; (3) Reality of the Program from Undergraduate Students’ Perspective;
(4) Reality of the Program from Faculty Members’ Perspective; (5) Graduates Evaluation
for Program, Students after 6 Months of Graduation; and (6) Employers Evaluation for
Graduates (Annex 1.0.8).
Based on the reports generated by the Measurement and Evaluation Unit, the Quality
Assurance Unit, in turn, generates the Annual Program Report which includes a Program
Improvement Plan (Annex 1.1.1.20). It likewise generates other documents that serve as
essential bases for planning, development, and decision-making in the process of
implementation of the program, such as the PLOs assessment report through direct and
indirect methods (Annex 1.2.2.4), cohort analysis (Annex 1.2.2.5), teaching staff to
students ratio, etc. In addition to that, the Community Service Report (Annex 1.2.2.6) and
Scientific Research Report (Annex 1.2.2.7) are taken into consideration for improvement
actions. Long-term evaluations of the program are also taken into consideration through
applying self-evaluation scales (Annex 1.2.2.8).
The achievement of the KPIs of the English program for the academic year 2021-2022
can be found in the following table.
Table 1.2.2.1
New
Target
Actual Internal Target
No KPI Benchma
Value Benchmark Benchmar
rk
k
KP Percentage of achieved
I- indicators of the program
70% 82% 68% 85%
P- operational plan objectives
01 (i8)
KP
I- Students' Evaluation of 4.7 4.5 4.7
4.5
quality of learning
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New
Target
No KPI Benchma
rk
k
P- experience in the program

02 (i10)
KP Students' evaluation of the

I- quality of the courses (i6)
P-
03
4.6 4.7 4.4 5
KP Completion rate (i12)

I-
P-
04 75% 72.90% 72.27% 75%
KP First-year students retention

I- rate (i1)
P-
05
97% 94.7% 97% 97%
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New
Target
No KPI Benchma
rk
k
KP Students' performance in the N/A

I- professional and/or national
P- examinations. N/A N/A NA
06
KP Employe Employed
I- Employed
d 60%
P- 53%
07 60%
Postgradu 65%
Graduates’ employability Postgrad ates Postgraduat
and enrolment in uates es 0%
0%
postgraduate programs
(i14,19) 10%
KP
Average number of students
I-
in the class. 20 18 19 20
P-
08
KP Employers' evaluation of the

I- program graduates
P- proficiency (i26)
09
4.8 4.6 4.7 4.8
KP Students' satisfaction with

4.5 4.6 4.2 4.8
I- the offered services (i18,28)
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New
Target
No KPI Benchma
rk
k
P-
10
KP
I-
25 to 1 18:1 15 Below 25
P- Ratio of students to teaching
11 staff (i9)
KP Males Males
I- Males Males
41 39
P- 50% 50%
12 (42%) (48%)
Percentage of teaching staff
distribution Females
57
Females
Females (58%) Females
43
50% 50%
(52%)
Total:
98
Full Prof Full Prof Full Prof Full Prof

10% 0% 0% 10%
Associ Associ Prof Associ Prof Associ

Prof 6 4 Prof
40% (6%) (5%) 40%
Assis Assis
Assis Assis
Prof Prof
Prof Prof
36 21
40% 40%
(37%) (27%)
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New
Target
No KPI Benchma
rk
k
Lecturer Lecturer
Lecturers Lecturer
56 56
10% 10%
(51%) (51%)
5
TA
TA 8
7 5
(9%)
(7%)
KP Proportion of teaching staff

I- leaving the program (i37)
P-
13
0% 1.35 2.75% 0%
KP Percentage of publications
I- of faculty members (i36)
P-
14 50% 30% 36.5% 50%
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New
Target
No KPI Benchma
rk
k
KP Rate of published research

I- per faculty member (i42)
P-
15
1:1 0.65:1 0.8:1 1 to 1
KP Citations rate in refereed

I- journals per faculty member
P- (i44)
16 1.5:1 0.6:1 1.4:1 1.5:1
KP
I- Satisfaction of beneficiaries
4.5 4.6 4 4.8
P- with the learning resources
17 (i13,27,33)
KP Relevance of the
I- qualifications and
P- experience of faculty
18 members to the courses they
teach (i17).
95% 93.2% 91.8% 95%
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New
Target
No KPI Benchma
rk
k
KP The percentage of full-time

I- teaching staff members and
P- the others of administrative
19 staff that participate in
community services
activities (i49).
60% 45.5% 21.5% 60%
KP The awareness and support

I- of the teaching staff and
P- administrators of the mission 4.8 4.8 4.6 5
20 of the program / institution
(i2)
According to the above values, the following observations can be made.

▪ The KPIs that have achieved their expected targets and the internal benchmark
targets are KPI (1), KPI (3), KPI (7), KPI (8), KPI (10), KPI (11), KPI (17), and KPI
(20).
▪ The other remaining KPIs are still below either the expected target or the internal
benchmark and need an improvement action plan. They are, KPI (2), KPI (4), KPI
(5), KPI (9), KPI (12), KPI (13), KPI (14), KPI (15), KPI (16), KPI (18), KPI, and
(19).
▪ The following KPIs have been put into an improvement action plan to be fulfilled in
the following academic year. An achievement report is prepared to show how these
KPIs have been implemented (Annex 1.2.2.9). They are:
a. Percentage of publications of faculty members should be improved.
b. The KPI related to the completion rate is good but it is still low.
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c. Graduates’ employability and enrolment in postgraduate programs is still low.
d. Employers' evaluation of the program graduate’s proficiency.
e. Rate of published research per faculty member.
f. Citations rate in refereed journals per faculty member.
g. Relevance of the qualifications and experience of faculty members to the
courses they teach.
h. The percentage of full-time teaching staff members and the others of
administrative staff that participate in community services activities.
1.2.3. The program conducts a periodic, comprehensive evaluation and prepares

plans for improvement; and follows up its implementation.
Table 1.2.3.1: Quality Assurance Activities of the Program.
PDCA Points Used tools Elements Responsible Timing

-Students’
results
- CLOs
Course report assessment Course Planned time
Courses level (Annex 1.1.5.19) -Effectiveness instructors and frame and
of teaching Coordinators End of the
-Admin and PAAAP course
difficulties team
- Students’
survey
- Academic
staff survey
(Annex
1.2.1.8)
Quality - Course Program
Evaluation reports Evaluation
- PLOs Committee
assessment and Program Planned time
Annual Program - Key coordinator frame (The
Program level Report (APR) Performanc and Program end of the
(Annex 1.1.1.20). e Indicators coordinator academic
- Statistical Steering year.)
data committee
- Students’ 5 standard
survey sub-
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- Academic committees
staff survey and PAAAP
- Alumni team
Survey
- Employer
survey
-Strategic plan Strategic plan

College Level Annual College committee committee and The end of
Strategic Plan Report reports college’s vice- the academic
Related to the English -All college deanships year
Program (Annex activities
1.2.3.1) reports
Semester evaluation The end
Reports by DQD Site visits each
University Level (Annex 1.2.3.2) and DQD & UoH Semester
Documents internal
review auditors
Improvement Plan & CES and the Course
Courses level updated CS faculty survey instructors and End of the
(Annex 1.2.3.3) and course Coordinator course
report
Program
Quality Improvement plan - APR Program
planning Program level (Annex: 1.1.1.21) - program Evaluation Planned time
-Program operational surveys Committee frame
plan (Annex: 1.1.1.19) -operational and Program (Annually)
-updated program plan coordinator
specification -KPIs and KPIs
(Annex: 1.1.1.18) committee.
College Level College strategic plan - Goals and Vice- Planned time
(Annex: 1.1.1.3) initiatives deanships and frame
strategic
planning team
Vice-rectorate,
University Level University strategic - Goals and Deanships Planned time
plan (Annex: 1.1.1.2) initiatives and strategic frame
planning
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administration
Approved CS & CR HoDs,

Course level with improvement plan Implementatio instructors & Planned time
(Annex 1.1.5.19) n of CRcourse frame
improvement coordinators
plan
Approved operational
Quality Program level plan (Annex: 1.1.1.19) - mission and HoDs, units , Planned time
implementat & objectives committees, frame
ion program improvement and
plans (Annex: coordinators
1.1.1.21)
Executive Plan of the Vice-
College level college's Strategic - goals and deanships, Planned time
Plan initiatives departments, frame
units &
committees
Executive Plan of the Deanships
University Level University's - goals and and strategic Planned time
Strategic Plan initiatives planning frame
administration
quality
Next CR (Annex -Approved coordinators
1.1.5.19) and class updated CS and HoDs,
Courses observation visits and and CR -Both vice- Semester-
documents -Evaluate the deanships of based
inspections, and results of the the quality and
PAAAP course action of the
plans academic
affairs and
PAAAP team
Quality re- Observation notes HoDs, vice-
check and documents Evaluate the deanships,
Program level inspections, meetings, results of the Internal Planned time
surveys (Annex 1.0.8) program action Auditing frame
and plans and committee,
PAAAP
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operational and PAAAP
plan team
Observation notes Evaluate the Internal

College level and documents results of the Auditing Planned time
inspections, college committee and frame
meetings, surveys execution vice-
plans deanships
Observation notes Evaluate the Deanships
University level and documents results of UoH and strategic Planned time
inspections, execution planning frame
meetings and surveys Plans administration,
and UoH
internal
auditors
Observation notes Approved HoDs,
Program and documents decisions and Scientific Planned time
Level inspections, meetings, applied Department frame
Act surveys (Annex 1.0.8) practices to Council, vice-
close the loop deanships, &
PAAAP team
Observation notes Approved Dean, vice- Planned time
College level and documents decisions and deanships, & frame
inspections, meetings, applied College
surveys practices to Council
close the loop
University level Observation notes Approved University Planned time
and documents decisions and Council frame
inspections, meetings, applied
surveys practices to
close the loop
All these reports are made available and independent reviews are carried out in order
to guarantee the accuracy and credibility of the outcomes. The program analyses reports
based on collected data annually which include: key performance indicators and
benchmarking (1.1.1.16.pdf); student progress; CLOs and PLOs assessment (Annex
1.2.2.4); exit exam reports (Annex 1.2.3.4); program completion rates; Surveys (including:
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student evaluations of the program, alumni opinions and employers opinion) (Annex
1.0.8), and they are used in planning, development and decision-making processes.
Improvement action plans are established to ensure that the improvement process is
continuous and reports of the achievement of these plans are prepared to show the level
of the program progress and improvement (Annex 1.2.2.9).
Results of course level surveys are analyzed and processed (Annex 1.2.1.8). Reports
are prepared for each course and the results are used to identify the strong and weak
aspects of the courses in order that actions for improvement could be suggested; for
example, modification of teaching strategies to make them more student-centered and
assessments methods that suit each CLO.
The measurement or evaluation of the overall quality of the program is not limited to
short- term per semester and per academic year reports. More importantly, the program
administration, through the Quality Assurance Unit at the College of Arts and DQD,
supervises the conduct of comprehensive long-term evaluations of the program starting
with the accomplishment of the Self-Evaluation Scales for Higher Education Programs
(Annex 1.2.2.8) based on actual available evidences that comply with the quality practices
in the different NCAAA standards.
The English program undergoes a comprehensive review every four to five years.
This review is carried out by the program management and quality experts of DQD at
UoH through a couple of steps as explained in the few next paragraphs. The review
comes as a result of a continuous evaluation of the program by internal quality teams at
the level of the program and the college as well as the biannual assessment of the quality
practices by DQD (Annex 1.2.3.2). Moreover, data are collected through surveys sent to
the program stakeholders such as employers, graduates, faculty, students etc. and
interviews with the program managers in order to elicit their views on the need of the
improvement or development of the program (Annex 1.0.8). The program advisory board
plays a very crucial role in the decision-making of the improvement and development
process of the program (Annex 1.1.6.3).
As a result of the continuous review and observation of the English program activities,
the program was comprehensively reviewed and developed in 2021-2022. This was in
accordance with the goals and initiatives of the Executive Plan of the University's
Strategic Plan 2018-2023. There are two initiatives that support the design and
development of existing and new academic program: (a) the development of programs
and study plans in accordance with quality standards and academic accreditation; and
(b) the development of quality academic programs to meet the needs of the labor market.
One of these initiatives is to update the academic programs to ensure compatibility
between UoH policy and directions, the graduate attributes identified in the NQF, the
academic and professional standards, and labor market requirements.
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The program development process ensures participation of all beneficiaries in the
development mechanism. It also discusses the teaching and learning strategies and
evaluation methods that are used to ensure that students acquire the intended
educational outcomes. The following steps were taken into consideration during the
process of updating and development of the English program.
• A committee was formed to review and update the program (Annex 1.2.3.5).
• The updated program was discussed and reviewed by both college and the
Academic Program Development Unit.
• Then the updated program was presented to the Program Steering Committee
at the College of Arts and modifications were applied according to their opinions.
• An internal review of the updated program was conducted by experts from the
DQD at UoH (Annex 1.2.3.6).
• The updated program was sent to an external reviewer.
• Corrective actions were taken based on comments and recommendations by
experts at the DQD and external reviewers (Annex 1.2.3.7).
• It was finally accepted and approved by the University Council (Annex 1.2.3.8).
• The updated program final product (Annex 1.2.3.9).
The PAAAP is another body that is established for the sake of following up good
academic practices in the program with the aim of making sure that the program is
academically and administratively operating well and it is steadily progressing. To carry
out this project successfully, a PAAAP steering committee was formed at the college level
according to specific standards with well-defined tasks and responsibilities (Annex
1.2.3.10). An executive team was also established whose members are the quality
coordinators from all the academic programs of the College of Arts (Annex 1.2.3.11). The
team prepares an executive plan to carry out all the activities related to PAAAP (Annex
1.2.3.12). The team holds periodic meetings to discuss the results of the reports and
suggests solutions and recommendations for improvement (Annex 1.2.3.13). A periodic
report is prepared by the team on the academic performance of the head of the English
department and the teaching staff (Annex 1.2.3.14). A survey report is generated to
evaluate the satisfaction of the teaching staff as well as students on the effectiveness and
benefit of the PAAAP (Annex 1.2.3.15).
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Overall Evaluation for Quality of the Standard:
Strengths:
1. There is a sufficient amount of flexibility and authorities that allows the English
program leadership to bring about the necessary development and changes,
in response to the recent events and to the results of periodic evaluation of the
program and its courses.
2. The program management implements an effective quality assurance and
management system that is consistent with the institution quality system.
3. The program management approves key performance indicators that
accurately measure the program performance and coordinates to provide
regular data on them.
4. The results of the annual analysis of the evaluation data (e.g., performance
indicators and benchmarking data, student progress, program completion
rates, student evaluations of the program, courses and services, views of
graduates and employers) are utilized in planning, development, and decision-
making processes.
5. The program management provides reliable and publicly disclosed information
to the community about the program description, performance, and
achievements that suits the needs of the stakeholders through developing the
department website, brochures, interviews, correspondences and banners.
6. The program management activates the values of the scientific integrity,
intellectual property rights, rules of ethical practices, and proper conduct in all
academic, research, administrative, and service fields and activities.

1. The program management should monitor its commitment to increase its role
in the community partnership plan of UoH through specific performance
indicators.
2. The program management should increase its commitment and its role in the
research plan of UoH through specific performance indicators.
3. The program stakeholders should be further involved in planning, quality
assurance, and decision-making processes.
Table 1.1: PDCA Cycle of Standard

PDCA
• Analyse policies and guides of the University.
• Utilize organizational structure of the program.
• Utilize quality system of the university and the program.
• Develop community plan of the university and the college.
• Develop research plan of the university and the college.
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• Form of governing councils and internal units of the program.
• Develop PLOs measurement plan.
Plan (P) • Construct tools for Measurement of PLOs.
• Prepare a plan to satisfy the semester quality requirements of the DQD.
• Develop a plan for improving the quality culture.
• Prepare a job description guide for academic and administrative staff.
• Provide duties and rights to the job description of the quality coordinators
in the program.
• Develop and approve the program and course specifications.
• Identify the stages for updating and developing the academic program.
• Establish educational and research partnerships.
Do (D) • Recruit academic and administrative staff.
• Recruit collaborators for the college’s clinical training.
• Ensure student participation in the planning and decision-making
process.
• Work on enhancing awareness regarding academic integrity.
• Implement intellectual property policies.
• Announce the services and activities of the program.
• Implement the semester quality requirements of the DQD.
• Measure the program PLOs.
• Measure the program KPIs.
• Implement activities for improving the quality culture, such as workshops
and seminars.
• Implement duties and rights according to the job description guide.
• Teach the courses based on the course specifications.
• Fulfil the forms that relate to update and develop the academic program..
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• Verify that the council’s decisions are compatible with their task.
• Evaluate the performance of members of governing councils and internal
committees within the program.
• Verify the program’s commitment to implementing its role in the
partnership plan.
• Verify the program’s commitment to implementing its role in the research
plan.
• Evaluate job performance in light of duties and rights.
Check • Measure the satisfaction of the beneficiaries with the program partners.
(C) • Circulate academic courses to the beneficiaries.
• Analyse the results of the program KPIs.
• Analyse the results of the program PLOs.
• Verify the implementation of duties and rights as set out in the job
description guide.
• Periodic visits to the program by the DQD.
• Prepare semester report on commitment to quality teaching.
• Periodic review of the program quality system using course and program
reports as input.
• Review ways to update and develop the academic program as
recommended by the DQD and the external reviewer.
• Develop the performance of members of governing councils and internal
committees depending on the results of their evaluation.
• Develop criteria for nominating and announcing academic leaders.
• Prepare periodic reports on the program’s role in implementing the
community partnership plan.
• Prepare periodic reports on the program’s role in implementing the
Act (A) research plan.
• Hold professional development courses in light of the results of measured
performance.
• Increase the number of research partnerships with the program.
• Take decisions based on the program KPIs.
• Take decisions according to the results of KPIs.
• Take decisions based on the course and program reports.
• Approve the updated program with the university council.
Table 1.2: List of Annexes

Annex Title
Code
10.1 SSR Committees Formation
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1.0.2 Leaders CVs (Dean, Vice-deans, Department Heads)
1.0.3 A Report on the evaluation of the performance of the College council and
department councils of the College
1.0.4 Research, Community Service, and Teaching Activities
1.0.5 Samples of Governing Council Approval
1.0.6 Regulation Guide for UoH Policies and Procedures
1.0.7 Program Quality Guide
1.0.8 Program Evaluation Surveys
1.1.1.1 The Program Establishment Decision
1.1.1.2 UoH Strategic Plan with Its Basic References
1.1.1.3 College of Arts Strategic Plan
1.1.1.4 Committee Formation of Program Mission and Objectives
1.1.1.5 Mechanism for Reviewing and Developing the Program Mission
1.1.1.6 First Program Mission Statement with References
1.1.1.7 Samples of Meeting Minutes of Program Mission and Objectives Committee
1.1.1.8 Stakeholders’ Opinion of the Program Mission and Objectives by Survey
1.1.1.9 Final Draft of the Program Mission Statement and objectives
1.1.1.10 The Consistency between the Mission of the Program, College and University
1.1.1.11 Consistency Matrix Between English Program Mission and National Trends
1.1.1.12 Dissemination of the Program Mission and Objectives in Different Places
1.1.1.13 The Program Guidebook
1.1.1.14 The Consistency between the Goals of the Program, College and University
1.1.1.15 The Consistency between the Goals of the Program and its Mission
1.1.1.16 Program KPIs Report
1.1.1.17 The Consistency between the Goals of the Program and the Strategic Plan
Goals of the University and the Strategic Plan Goals of the College
1.1.1.18 Program Specification
1.1.1.19 Program Operational Plan
1.1.1.20 Annual Program Report (APR)
1.1.1.21 Samples of Improvement Plans
1.1.1.22 Follow-up Report on English Program Operational Plan 2021-2022
1.1.1.23 The Advisory Board with the Standards of Selecting its Members and their
Responsibilities
1.1.1.24 Recommendations and Suggestions of the Advisory Board
1.1.1.25 Program Human and Material Resources
1.1.1.26 Samples of Requests for Material and Human Resources
1.1.2.1 Decision to Form the College Council

1.1.2.2 Decision to Form the Department Council
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1.1.2.3 System of Higher Education Council and Universities and its Regulations
1.1.2.4 Job Description Guide for University Units
1.1.2.5 Detailed List of Teaching Staff Database
1.1.2.6 Samples of Admin Staff CVs
1.1.3.1 Orientation of New Faculty Members
1.1.3.2 Guidebook for New Faculty Members
1.1.3.3 Program Organizational Structure
1.1.3.4 Organizational Structure, Duties, and Responsibilities Guide
1.1.3.5 Samples of the Annual Performance Evaluation for Teaching and
Administrative Staff
1.1.3.6 Decree for Formation of Advisory Committee
1.1.3.7 Professional Development Program for Teaching Staff and Attendance
Certificates
1.1.3.8 Equal Opportunity Policy in UoH
1.1.3.9 Appreciation Certificates for Faculty Members
1.1.3.10 Mechanism for Recognition of Outstanding Faculty Members
1.1.3.11 Promotion Conditions and Requirements
1.1.3.12 Samples of Research Projects
1.1.3.13 UoH President Award for Best Electronic Course
1.1.3.14 Rewards for Publishing in ISI Journals
1.1.3.15 Regulations and Rules Announcement on Bulletin Boards
1.1.4.1 List of NCAAA KPIs
1.1.4.2 List of the Program KPIs
1.1.4.3 Guide and Mechanism of KPIs of UoH
1.1.4.4 Program KPIs Committee
1.1.4.5 Program Measurement and Evaluation Unit
1.1.4.6 Program External Benchmarking
1.1.4.7 KPIs Improvement Plan Discussion in Governing Council
1.1.5.1 Code of Ethics for UoH
1.1.5.2 Guide for Faculty Members’ Rights and Responsibilities in UoH
1.1.5.3 Staff Complaints and Grievances Policy in UoH
1.1.5.4 Mechanism for Dealing with Cases of University Corruption
1.1.5.5 Mechanism to Report Corruption Cases at the University
1.1.5.6 New Students Orientation Program
1.1.5.7 Regulations for Students Rights and Responsibilities in UoH
1.1.5.8 Student Complaints Mechanism in UoH
1.1.5.9 Mechanism of Communication between Male and Female Sides
1.1.5.10 Committees and Councils composed of Male and Female Members
1.1.5.11 Course Coordinators and their Responsibilities
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1.1.5.12 Appointment Decision of the Vice-Dean for Female Section
1.1.5.13 Assignment of Quality Coordinators for Both Sides
1.1.5.14 Assignment of Program Coordinators for Both Sides
1.1.5.15 Formation of General Quality Committee
1.1.5.16 A List of the Male and Female Quality Course Coordinators
1.1.5.17 Members of SSR Standards Committee
1.1.5.18 Samples of Exam Schedule for Male and Female Sections
1.1.5.19 Samples of Male and Female Course Reports (Male, Female, & Combined)
1.1.6.1 Report on the Results of the Performance Evaluation of The Advisory
Committee
1.1.6.2 Cambridge University Press Workshops by Experts
1.1.7.1 Standards of Evaluation of the College and Program Website.
1.1.7.2 Samples of E-mails Sent to the Program Stakeholders
1.1.7.3 English Language Program Participation in Community Service Activities
1.1.8.1 The Statute of The Council of Higher Education & Universities

1.1.8.2 The System of the Standing Research Ethics Committee
1.1.8.3 List Organization of staff discipline
1.1.8.4 Guide for Ethics in Scientific Research
1.1.8.5 Guide for Intellectual Property Rights
1.1.8.6 Samples of Ethical Approvals Obtained for Research Projects of Faculty
Members
1.1.8.7 Samples of Research Work Checked by Plagiarism Detection Tool
1.1.8.8 Intellectual Property Rights Activities
1.1.8.9 Disciplinary Committee at the College of Arts
1.1.8.10 Examples of Disciplinary Cases
1.1.8.11 Announcement of Disciplinary Penalties
1.1.9.1 Students Complaints and Grievance Manual
1.1.9.2 Undergraduate Study and Examination Regulations
1.1.9.4 E-Learning Regulations
1.1.9.5 Blackboard User Guides
1.1.9.6 Blackboard Learning Reports
1.2.1.1 The Formation of Superior Committee for Quality and Academic Accreditation
1.2.1.2 Guide to the Work Mechanisms related to Program Accreditation Practices at
UoH
1.2.1.3 Guidebook for Quality Systems and Mechanisms
1.2.1.4 Job Description Guide for Quality Units
1.2.1.5 Internal Auditing Templates for Courses
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1.2.1.6 Internal Auditing Reports for Course Specifications
1.2.1.7 Internal Auditing Reports for Course Reports
1.2.1.8 Faculty Course Evaluation
1.2.1.9 Audit Report of the English Program by DQD
1.2.2.1 Approval of the Program KPIs List
1.2.2.2 Mechanism for Selection Criteria of Key Performance Indicators and
Benchmarking
1.2.2.3 Accomplished Post-Teaching Process Templates for Courses
1.2.2.4 PLOs Assessment Report
1.2.2.5 Program Cohort Analysis
1.2.2.6 Community Service Mechanism and Report
1.2.2.7 Scientific Research Report
1.2.2.8 Self-Evaluation Scales Report for Academic Year (2020)
1.2.2.9 KPIs Improvement Action Plan and its Achievement Report
1.2.3.1 College Strategic Plan Annual Report
1.2.3.2 Semester-Based Evaluation Report
1.2.3.3 Samples of Approved Course Specifications
1.2.3.4 Proficiency Test Report
1.2.3.5 Committee of the Updated Program
1.2.3.6 Corrective Actions on the Developed Study Plan in the Light of the
Observations of DQD
1.2.3.7 Corrective Actions for the Developed English Study Plan Auditing by External
Referees
1.2.3.8 Approval of Developed English Study Plan by University Council
1.2.3.9 The Developed English Program Study Plan
1.2.3.10 Steering committee for PAAAP
1.2.3.11 Executive Team of PAAAP
1.2.3.12 PAAAP Executive Plan
1.2.3.13 Meeting Minutes of the PAAAP Team
1.2.3.14 A Periodic Report of the English Program Performance in the Light of PAAAP
1.2.3.15 A Survey Report of the Satisfaction of the Staff and Students on the PAAAP
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Standard 2. Teaching and Learning
(Overall Rating 4)
Program learning outcomes must be precisely defined, and consistent with the
requirements of the National Qualifications Framework and with the related academic and
professional standards, and the labor market requirements. The curriculum must conform
to professional requirements. The teaching staff must implement diverse and effective
teaching and learning strategies and assessment methods that are appropriate to the
different learning outcomes. The extent of achievement of learning outcomes must be
assessed through a variety of means and the results are used for continuous
improvement.
Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
2-1 Learning Outcomes
The program identifies its intended
learning outcomes that are consistent with
its mission, and aligned with the
2-1-1 specialized academic standards and the 
graduate attributes at the institutional
level; they are approved, publicly
disclosed, and periodically reviewed.
The learning outcomes are
consistent with the
requirements of the National 
2-1-2
Qualifications Framework,
academic standards and labor
market needs.*
The program identifies the learning 
2-1-3
outcomes for the different tracks (if any).
The program applies appropriate
mechanisms and tools for measuring
the learning outcomes, and verifying
2-1-4 
their achievement according to
specific performance levels and
assessment plans.*
The Program implements a clear and 
2-1-5
approved teaching, learning and
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
evaluation strategy that articulates its
educational philosophy and ensures that
the Program's intended learning
outcomes are achieved.
2-2 Curriculum
The curriculum design considers
fulfilling the program goals and
learning outcomes, and the
2-2-1 educational, scientific, technical and 
professional developments in the field
of specialization; and is periodically
reviewed.*
The study plan ensures the balance
between the general and specialty
requirements, and between theoretical
2-2-2 
and applied aspects; and it takes into
account the sequencing and
integration of the courses.*
The construction of the program study
plan considers the identification of exit-
2-2-3 points requirements (if any) in accordance 
with international practices and similar
programs.
The learning outcomes in the courses are
aligned with the program learning
2-2-4 outcomes (e.g., Matrix for the alignment of 
the learning outcomes of the courses with
program learning outcomes).
Teaching and learning strategies and
assessment methods in the program vary
2-2-5 according to its nature and level, and are 
aligned with the learning outcomes of the
program.
The program verifies the effectiveness of
field training and the quality of its
supervision, and follows up on the
2-2-6 
commitment of its operators to their
mandated tasks according to specific
mechanisms.
The program ensures a unified 
2-2-7
application of its study plan as well as
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
the program and the course
specifications offered at more than one
site (sections of male and female
students and different branches).*
2-3 Quality of Teaching and Students' Assessment
The program monitors the commitment
of the teaching staff to the learning and
teaching strategies and assessment
2-3-1 
methods included in the program and
course specifications through specific
mechanisms.*
The necessary training is provided for the
teaching staff on learning and teaching
strategies and assessment methods
2-3-2 identified in the program and course 
specifications, along with the effective use
of modern and advanced technology; and
their use is monitored.
At the beginning of each course, students
are provided with comprehensive
information about the course, including
learning outcomes, teaching and learning
2-3-3 strategies, and assessment methods and 
dates, as well as what is expected from
them during the study of the course and
feedback on their performance is provided
for them.
The program applies mechanisms to
support and motivate excellence in 
2-3-4
teaching, and encourages creativity and
innovation of the teaching staff.
The program implements clear and
publicized procedures to verify the quality
2-3-5 and validity of the assessment methods, 
and to ensure the level of student
achievement.
Effective procedures are used to
control academic integrity at the
2-3-6 program level to verify that the work 
and assignments of students are their
own. *
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
Total Sum of Evaluation of Criteria
60
Average Evaluation of the Standard 4
Provide an analytical and evaluational report in this section on the results of each
standard based on required data, evidence and related KPIs. (Please link the analysis
with the PLOs assessment contained in the Program Report for the last two years in
addition to discussing the program's performance on each criterion).
The teaching and learning standard is an essential aspect of any program,

especially with respect to the English language program at the College of Arts, through
its set of approved learning outcomes. The study plan includes the required general and
specialty (i.e., field of expertise) courses to acquire specialty and professional standards
as well as the needs of the labor market. All concerned college and faculty members have
been trained with various teaching and learning strategies and assessment methods that
would facilitate active learning and improve the cognitive abilities of the students. A
periodical measurement and test of the suitability of the implemented teaching and
learning strategies and assessment methods, in accordance with the distinct learning
outcomes, is conducted. The program uses several tools and means of figuring out the
level of achievement of the learning outcomes that form the basis of the corrective actions
and the plan for improvement.
The goals of the program are four as mentioned above. These goals comprise the
three central component of the mission: education, research and community service. The
goals can be achieved by the faculty members as well as the students. The relationship
between faculty and students is not mutually exclusive while the high-quality performance
of students can participate in achieving the goals through the program learning outcomes.
In this standard, we discuss the aspects that relate mainly to teaching and learning.
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The English language program at UoH focuses on preparing competent graduates
with advanced knowledge and skills to deliver to the labor markets the needed
professional skills. In addition, this program aims to prepare graduates who are equipped
with up-to-date linguistic, literal and translation information and the ability to use the
available human, economic and material resources properly. Furthermore, the program
focuses on producing continuous autonomous learners who are highly competitive and
research oriented.
These goals involve cohesive processes of planning, implementing, monitoring

and evaluating teaching and learning activities. The process of planning and periodic
curriculum improvement ascertains that the educational program provides professional
higher education that prepares students for all career options in the field of English
language. Curriculum planning and improvement follow a comprehensive approach that
is based on the policies and guidelines of both the institution and the college by including
the stakeholders in the development/improvement of the curriculum at different levels.
The program has been improved in the comprehensive review (every four-five
years), taking into consideration professional, academic and market requirements. These
improvements were in the areas of program learning outcomes (PLOs), curriculum
content, quality of teaching and students’ assessment. PLOs acted as a guide for
curriculum content, instructional and assessment methods and program evaluation. The
program's course content addresses integration of sound theoretical and practical
knowledge, communicative skills, critical thinking, problem solving, academic excellence,
ethics, and teamwork in each subject. The CLOs and PLOs mapping matrix is used to
construct and alter the content of these courses. This is a very dynamic procedure that is
carried out on a yearly basis based on past Course Reports (CR) and Annual Program
Reports (APR). Topics are distributed based on CLOs, teaching techniques are chosen
based on the weight of theoretical and applied components, and all of this is represented
in the course requirements and timeline.
The 12 PLOs are grouped into three domains at the program level, according to
the current version of PS 2020:
1. Knowledge and Understanding domain: There are five PLOs in this domain,
accounting for 41.66 percent of all PLOs.
2. Skill domain: There are five PLOs in this skill area, accounting for 41.66 percent of all
PLOs.
3. Values domain: The values domain has two PLOs, accounting for 16.66 percent of all
PLOs.
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Sub-standards:
2-1 Learning Outcomes
2.1.1: The program identifies its intended learning outcomes that are consistent
with its mission, and aligned with the specialized academic standards and the
graduate attributes at the institutional level; they are approved, publicly disclosed,
and periodically reviewed.*
The College of Arts and its English language program adhere to all of the UoH
general principles, which include all areas of the educational process. The English
language program's graduate attributes (Annex 2.1.1.1) are viewed as a starting point for
defining quality criteria for the teaching and learning processes, and they contain five
graduate attributes that are congruent with the program's objective (Annex 2.1.1.2).
Furthermore, the graduate attributes of the English language program are linked
with the UoH's general graduate attributes (Annex 2.1.1.3). Similarly, the graduate
attributes of the English language program are linked with the PLOs (Annex 2.1.1.4), as
seen in the following table.
Table 2.1.1.1: Consistency of the Graduate Attributes with PLOs
No. Graduate Attributes KNOWLEDGE & SKILLS VALUES

UNDERSTANDING
K K K K K S S S S S V1 V2
1 2 3 4 5 1 2 3 4 5
Knowledge: solid          
theoretical and practical
1 knowledge about
terminologies and theories
used in the fields of English
language, linguistics,
literature, and translation.
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No. Graduate Attributes KNOWLEDGE & SKILLS VALUES
UNDERSTANDING
K K K K K S S S S S V1 V2
1 2 3 4 5 1 2 3 4 5
Communicative Skills:      
effective communicative
skills with people from
2 various cultures and with
various English works.
Critical Thinking and      
Problem Solving: apply the
3 acquired knowledge and
skills in literature, linguistics
and translation to critically
analyze social issues and
solve problems in practical
life situations.
Academically excellent:      
Equipped with necessary
4 knowledge and tools of
scientific research
Attuned to Ethics,      
Independence and
5 Collaboration: Appreciate
. and explain the value of
literature, linguistics and
translation of various
genres and ages as well as
working independently and
collaboratively in carrying
out assignments and
projects.
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A series of desired learning goals of the program was developed relying on
graduate characteristics and may be attained by teaching program study plan courses,
which are explicitly stated in the approved program specification (Annex 2.1.1.5).
A program matrix has been constructed to illustrate the magnitude to which each
PLO has been accomplished by one or more of the courses included in the program study
plan, in order to guarantee that all courses contribute effectively to the attainment of the
PLOs (Annex 2.1.1.6). Moreover, the program requirements clearly demonstrate the
suitability of matching the PLOs, teaching methodologies, and evaluation methods.
Additionally, an excel sheet (Figure 2.1.1.1) is used and shared via an OneDrive
link with each faculty member. In order to comply to the teaching and assessment
strategies established in the Course specification that are in line with each course's
learning objectives, all faculty members are required to use this excel file (CLO).
Furthermore, the program takes into account how teaching methods and assessment
techniques relate to one another in the same excel sheet.
Figure 2.1.1.1: Course Learning Objectives Assessment Excel Sheet
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The suitability of PLOs is reviewed annually as part of the program specification's
external and internal audits (Annex 2.1.1.7, Annex 2.1.1.8). The accomplishment levels
of each PLO are also monitored and displayed in the KPIs for PLOs mentioned in the
APR on a regular basis (Annex 2.1.1.9). The PLOs evaluation plan (Annex 2.1.1.10)
comprises both direct and indirect approaches, and an annual report on the PLOs
assessment is created (Annex 2.1.1.11). PLOs are measured using direct methods
through accomplishment of course learning outcomes and the results of the exit
examination (Annex 2.1.1.12), while indirect assessment methods are collected through
senior students, alumni, and employer questionnaires. All these assessment results are
considered in the action plan of the annual program report.
The English language program graduate characteristics, Academic Reference
Standards (Annex 2.1.1.13), Program specifications (PS), and PLOs are made public
through a variety of channels, including the college website (Annex 2.1.1.14) and (Annex
2.1.1.15), and the English language program handbook (Annex 2.1.1.16), which is issued
to each enrolled student and is available on the College website (Annex 2.1.1.17). In
addition, new students enrolling in the English language program are first introduced to
the PLOs during the New Students' Orientation Program, which includes a thorough
review of the English language program (Annex 2.1.1.18).
2.1.2: The learning outcomes are consistent with the requirements of the National
Qualifications Framework, with academic and labor market.*
The English language program's PLOs correlate to the NQF's three learning
domains, as described in the Program Specification (Annex 2.1.1.5). More importantly, in
order to assure the English language program's alignment with the NQF domains, a
matrix showing the English language program's consistency with the National
Qualifications Framework was created (Annex 2.1.2.1).
The PLOs have been linked to graduate qualities of the English language
curriculum, as previously noted. The English language program's specification has a PLO
Mapping Matrix that outlines the matching of the course learning outcomes with the PLOs
(Annex 2.1.1.6), defined as either introduced, practiced, or mastered, in a progressive
way from the most basic to the most advanced course offerings in the English language
program, in order to guarantee that the English language program's graduate qualities
are established among students. Each Course Specification has the same course
learning outcomes that are associated with certain PLOs in the PLO Matrix (Annex
2.1.2.2). As a result, the thorough process of aligning graduate characteristics with PLOs,
followed by an equally meticulous process of aligning course learning outcomes with
PLOs, guarantees that each course offering in the English language program contributes
to the inculcation and strengthening of the English language program's graduate qualities
among its students.
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Employers are pleased with the level of English language program graduates,
according to the employers' assessment for English language program graduates survey
report, which was undertaken during the academic year 2021-2022, with a level of
satisfaction of 83 percent. They have attributes, PLOs, and abilities that are in line with
the needs of the Saudi labor market (Annex 2.1.2.3), as shown in Figure 2.1.2.1.
Figure 2.1.2.1: Employers’ Evaluation for Graduates of the English Language Program
AY 2021-2022
Graduates’ Graduates’ PLOs Graduates’

Roles Attributes Skills
Series1 81.20% 82.48% 83.33% 84.01%
On the other hand, the graduates' assessment for the English language program
was completed (at least six months after graduation survey) (Annex 2.1.2.4) during the
academic year 2020-2021, and verified that our graduates have gained numerous abilities
that characterize their ownership of the English language program graduate qualities.
2.1.4: The program applies appropriate mechanisms and tools for measuring the
learning outcomes, and verifying their achievement according to specific
performance levels and assessment plans.*
The measuring of accomplishment levels of graduate qualities and PLOs is highly
important to the English language program administration. It follows the protocols
established by the Deanship of Quality and Development (DQD) in the following
guidebooks: (1) the Monitor Achievement of Academic Program Objectives Procedure by
the DQD; and (2) the Guide for Composition and Measurement of Intended Learning
Outcomes for Academic Programs and Courses at UoH by the DQD. Furthermore, the
Page 98 of 206
DQD's Exit Examination Mechanism is a vital instrument for quantifying graduate qualities
and program learning outcome success levels.
The PLOs and Graduate Qualities Mapping Matrix (Annex 2.1.1.4) is the primary
document that enables assessment of the graduate attributes of the English language
program. As a consequence of this correspondence matrix, the program graduation
characteristics evaluation (Annex 2.1.2.5) is simply carried out by computing the means
of overall program learning outcome attainment based on assessment plan of PLOs
comprises direct and indirect methods (Annex 2.1.1.10), and an annual report on the
PLOs assessment is created (Annex 2.1.1.11). Direct measuring approaches include: (1)
course learning outcomes (CLOs) derived from completed post-teaching process
templates for CLO assessment (Annex 2.1.2.6), as reflected in the PLO Achievement by
CLOs; and (2) Exit Examination results (Annex 2.1.1.12).
However, as evidenced in the completed PLOs evaluation report for the English
language program for the academic year 2020-2021, PLOs assessment uses both direct
and indirect methodologies (Annex 2.1.1.11). Furthermore, program assessment was
carried out using direct and indirect approaches, as indicated in Figure 2.1.4.1, and the
results were utilized to create a report on program evaluation methods. The results can
be found in detail in the PLOs assessment plan of the English program (Annex 2.1.1.10).
The program adopts two measures to evaluate its PLOs at the program level. These two
measures include direct and indirect methods of evaluating the PLOs. In the direct
methods, the program did not only include measuring the PLOs in the program level such
as exist exams. The program considers also CLOs at the course’s level. The CLOs have
been connected to the PLOs assessment plan where every PLO of the program has been
connected to the concerned courses that feed this program according to the level of every
course. In the indirect methods, the program considered the program’s evaluation survey,
the graduate’s survey and the employer’s survey.
Figure 2.1.4.1: Methods of Program Evaluation
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Figure 2.1.4.2: Achievements of Knowledge, Skills, and Values Domains (2021-2022)
Average of Domains (K/S/V) for each Branch (For all Years 2018/2022)
total out of 50 for Shamili
total out of 50 for Shinan

Average of EAS out of 10
total out of 50 for Baqaa

average of PES out of 10
Average of GS out of 10
total out of 100 Shamili

total out of 50 for male
total out of 100 Shinan
total out of 100 Mrged

total out of 50 for Hait
total out of 100 Baqaa

total out of 50 for Aja
total out of 100 male
total out of 100 Hait

total out of 100 Aja
Exit Exam out of 20
Shamili (Female)
Shinan (Female)
Baqaa (Female)
Hait (Female)
Aja (Female)
average of Domains for each Branch Male
Knowledge
(K1,K2,K3,K4 77.53 76.84 76.14 76.99 77.47 76.75 16.78 8.66 8.21 8.48 38.76 38.42 38.07 38.49 38.74 38.37 80.89 80.55 80.20 80.62 80.86 80.50 80.61
,K5)
Skills
(S1,S2,S3,S4 74.60 73.40 73.36 72.36 73.34 73.10 16.66 8.59 8.31 7.69 37.30 36.70 36.68 36.18 36.67 36.55 78.55 77.95 77.93 77.43 77.92 77.80 77.93
,S5)
Values
82.13 81.53 81.63 81.89 81.63 81.43 17.72 8.76 9.33 9.27 41.06 40.77 40.81 40.94 40.82 40.71 86.13 85.84 85.88 86.02 85.89 85.78 85.92
(V1,V2)
The Quality Assurance Unit of the College of Arts (English program) prepares the
academic assistance plan based on the findings of the exit examination report that is
authorized and reviewed at the department’s council (Annex 2.1.1.12). Following the
implementation of this academic assistance plan, an academic support plan achievement
report is created (Annex 2.1.2.8). Student input on the academic support plan is also
collected, as well as student satisfaction with the academic support plan, to offer further
foundations for future academic support plans to be reviewed and amended as required
based on the exit examination results.
Built on recommendations from various reports for dimensional models used to
measure PLO improvement goals via course reports and improvement action plans
(Annex 2.1.2.9). At the program level, an annual program report with an action plan for
improvement is also eventually generated (Annex 2.1.1.9).
2.1.5: The Program implements a clear and approved teaching, learning and
evaluation strategy that articulates its educational philosophy and ensures that the
Program’s intended learning outcomes are achieved.
Teaching and Learning Strategies

Teaching and learning strategies provide the means by which curriculum's
objectives are achieved. They are the heart of the curriculum; they represent the
educational intervention itself. Teaching and learning strategies involve both:
i) Curriculum Contents: refer to specific materials to be included in the curriculum
ii) Teaching and Learning Methods: are the ways in which the content is presented. The
choice of teaching and learning methods in the program is based on:
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Maintain congruence between PLOs/CLOs and teaching and learning methods.
Use multiple teaching and learning methods.
Choose teaching and learning methods that are feasible in terms of resources.
Assessment Methods
The PLOs encompass the four levels, which are based on Miller's pyramid and
present professional skills at various levels: "Knows," "Knows How," "Shows," and
"Does." A student must first "know" before moving on to "know how." In other words,
"knows" is akin to factual information, and "knows how" is akin to developing and
comprehending concepts. A candidate "shows how," or gains the abilities to "perform," at
a higher level. At the highest level, the student "does," or effectively completes the
relevant tasks in real-world circumstances.
Selection of assessment methods based on the target of selected items:
· Mastery-Type Items: basic standards that every examinee should be aware of
· Power-Type Items: are intended to gauge knowledge that typical examinees
should possess.
· Speed-Type Items: were created to evaluate concepts and abilities at a higher
level (such as Bloom, et al.’s Taxonomy) anticipated of the most talented examinees.
When used to measure various Knowledge and Skill levels, assessment tools
come in a wide variety such as, ‘written exam’, ‘oral exam’, and ‘practical exam (skills)’.
Alignment of teaching and learning strategies and assessment methods with
intended learning outcomes at the level of the program and of the courses is ensured in
the implementation of the English Program at the College of Arts. The English Program
Specification (Annex: 2.1.1.5) details the teaching strategies and assessment methods
for each of the PLOs. Courses identified to achieve a specific program learning outcome
based on the PLO Mapping Matrix (Annex: 2.1.1.6) adopt the same teaching strategies
and assessment methods for that specific program learning outcome in the
implementation of the course. Thus, the Course Specification (Annex: 2.1.2.2) of the
course identified to achieve a specific program learning outcome displays the same
teaching strategies and assessment methods for the course learning outcome/s linked to
that specific program learning outcome. Furthermore, at the level of the course, the same
applied teaching strategies and assessment methods are consistently reflected across
the following documents: starting with the Course Specification, then the pre-teaching
process template (Annex: 2.2.5.2), followed by the Form for determination of different
teaching strategies when teaching the course (Annex: 2.2.5.3), and then the form for
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determination of different assessment methods when teaching the course (Annex:
2.2.5.4).
2-2 Curriculum
2.2.1: The curriculum design considers fulfilling the program goals and learning
outcomes, and the educational, scientific, technical and professional
developments in the field of specialization; and is periodically reviewed.*
The curriculum design considers fulfilling the program’s goals and learning
outcomes, and the educational, scientific, technical and professional developments in the
field of specialization. For instance, ‘Techniques of Language Teaching’ (ENGL406) is
designed to familiarize the students with the various techniques of teaching the four
language skills of listening, speaking, reading and writing. This course will help graduates
in the field of education since techniques of teaching phonological grammatical and lexical
systems of English are taught at primary and secondary levels throughout the Kingdom
of Saudi Arabia. Other courses include ‘Phonetics’ (ENGL328) and ‘Phonology’
(ENGL422), which give English program graduates fundamental theoretical knowledge
to deal with forensic linguistics and discourse analysis that are needed in various
governmental sectors in Kingdom of Saudi Arabia. In light of the form issued by the DQD,
consistency between program educational objectives (PEOs) and PLOs (Annex 2.2.1.1)
has been revised. PEO Achievement Report (Annex 2.2.1.2) has been prepared. In
addition, internal auditing of courses (Annex 2.2.1.3) has been conducted. Furthermore,
Internal Auditing of the Program (Annex 2.2.1.4) has also been performed.
The administration of the English language program is aware of the necessity of

regularly evaluating and monitoring the program's objectives and learning outcomes in
order to ensure continual quality improvement. The development of particular English
language PEOs drawn from the general English language program's goals, as defined in
the Program Specification (Annex 2.1.1.5), along with later alignment of the PEOs with
the English language program's PLOs (Annex 2.2.1.1), offers a mechanism to estimate
the level of attainment of the English language program's goals. To develop the PLO
Achievement Report, the procedure begins with the completion of the Post-teaching
Process Template for CLO Assessment (Annex 2.1.2.6) for each course offering (Annex
2.1.1.11). The results of the exit examination are also used to determine the degree of
achievement of PLOs (Annex 2.1.1.12). The PEO Achievement Report is generated by
the Measurement and Evaluation Unit by combining PLO values acquired from the CLOs
and the Exit Examination (Annex 2.2.1.2).
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The findings of the assessment of the CLOs level of attainment are included in the
course reports (Annex 2.1.2.9) and are used to establish various ideas for improvement,
which may include changes to teaching tactics and assessment methods in the course
specification (Annex 2.1.2.2) as a response to educational, scientific, technological, and
professional progress in the field of specialization. The Annual Program Report, which
includes the Action Plan for Improvement and the Program Improvement Plan (Annex
2.1.1.9) are developed at the program level based on the evaluation of the PLOs and the
aggregated suggestions and improvement plans from all courses. Furthermore, the
English language program conducts semester-by-semester internal auditing of its
courses (Annex 2.2.1.3), and annual auditing of the program’s goals and PLOs (Annex
2.2.1.4), in order to keep the current English language program up to date with latest
developments in the profession.
2.2.2: The study plan ensures the balance between the general and specialty
requirements, and between theoretical and applied aspects; and it takes into
account the sequencing and integration of the courses.*
The English language program administration emphasizes the need of a balanced

English language curriculum that includes both general and core courses. It is necessary
to have a good connection between theoretical and practical training. Furthermore, to
have the suitable sequencing in the method in which they are delivered during the
program's duration.
The study plan (Annex 2.2.2.1) makes certain that program the pre- and co-
requisites for courses are aligned with the approved plan of the program. Similarly,
(Annex 2.2.2.2) wherein the list of corresponding theory & practical courses included are
associated with the approved program courses.
As a result, the English language Program's Study Plan (Annex 2.2.2.1) shows
that college requirements total 10 credit hours, accounting for 7.81 percent of the program
requirements. General university mandatory requirements total 8 credit hours, accounting
for 6.25 percent of the program requirements. The program requirements sum up to a
total of 51 courses with a total of 128 credit hours are offered.
The English language curriculum's study plan explicitly outlines pre-requisites and
co-requisites for its course offerings to guarantee proper sequencing of courses within
the English language curriculum. External auditing is used to validate and enhance the
above-mentioned aspects of the English language program (Annex 2.1.1.8).
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Prerequisite courses are defined in all study plans for English language program
courses, and the institution is committed to provide the courses in the scheduled order,
as indicated explicitly in the study plan and program handbook (Annex 2.1.1.16).
The English language program can be summarized as follows:

1. Reduce factual overload in the curriculum by establishing courses that contain the
core mandatory learning for the student, as well as optional or selected courses that the
student chooses to pursue more in-depth study.
2. Using active learning methods such as group discussions, problem-solving, extra-
curricular activities and projects, and skills training, and to limit the number of lectures
each day to no more than four.
3. Encourage students to build self-directed and autonomous learning and problem-
solving abilities in preparation for lifelong learning.
4. The study of behavioral sciences, professional ethics and Islamic ethics will be
introduced.
The following justifications underpinned the development of the English program:

1. Economic Factors:
a. Give students the foundational knowledge and skills in the workplace that they
require to thrive in a cutthroat job market. For instance, after the completion of the
program graduates will be eligible to work in various fields e.g. editorial assistant,
English as a foreign language teacher, magazine and newspaper journalist to name a
few.
b. Enhance public-private collaborations by performing analysis and offering advice in the
fields of linguistics, literary and cultural studies, and English language teaching and
learning. For instance, graduates of the curriculum will be qualified to work in a variety of
professions, including secondary school teacher in government schools and education
consultant in both public and private sectors.
c. Give the Ha’il society highly skilled and qualified graduates who will support the
expansion of the economy by working in a range of positions related to their area of
study. For example, graduates of the program will be capable of working in a number of
fields, notably, publishing copy-editor/proofreader, academic librarian, and advertising
copywriter in both public and government sectors.
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d. To remain up to date with the Kingdom's educational reform initiatives and make sure
they align with the goals of the National Transformation Program for 2020 as well as the
2030 Vision for the Kingdom of Saudi Arabia. For example, the program's alumni will be
qualified to work in a variety of professions, including, information officer, learning
mentor, translator and interpreter at both the government and public spheres.
2. Social and Cultural Reasons:

a. Raising public awareness of the necessity of studying and teaching English in today's
society, as it serves as a link between different cultures and civilizations.
b. Because English is the language of science, technology, medicine, culture, and other
fields, studying it is a requirement for global prosperity, coexistence, and understanding.
c. English has become the international language of communication and study.
d. English language programs help people understand each other on a global scale.
Because English is connected with education, technology, journalism, health, the
corporate market, and many other industries, it has an impact on Saudi Arabia's
position.
e. Improve students' conversational abilities so that they can share Saudi culture with
the rest of the globe.
f. Use English to promote and enhance contacts between Saudi Arabia and individuals
from other countries.
3. Scientific and Technological Reasons:
a. Since English has become the language of science and technology, the English
program aims to provide students with the necessary academic and scientific skills to
help them overcome communication and research barriers throughout their
postgraduate studies.
Learning English allows students to successfully use technology devices and

understand how to cope with them.
A) Program Study Plan

Total Credit Hours for Completing the Program is 128. The English language program's
study plan is divided into four phases:
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The first phase (during first year) students study Basic Language Skills, Listening and
Speaking, Reading Comprehension, Translation (English to Arabic), Vocabulary
Building, Arabic Skills, Introduction to Islamic Culture, Composition Writing, Remedial
Grammar, Introduction to Literary Terms, Islam and Society Building. It has a total of 31
credit hours.
The second phase (during the second year) students study thirteen courses such as:
Translation, Composition, Appreciation Drama, The Rise of the Novel, Linguistics (1),
Economic System in Islam, Arabic Writing and Editing, Appreciating Poetry, Essay
Writing, Linguistics (2), Phonetics, Introduction to American Literature, Basics of the
Political System, and Literary Studies. It has a total of 32 credit hours.
The third phase (during the 3rd year) students study 12 courses: Applied
Linguistics, Language Acquisition, Romantic Poetry, Shakespeare, Speech, Studies in
Arabic Linguistics, 19th Century Novel, Literary Criticism (1), Techniques of Language
Teaching, Translation (2), Language Evaluation, and English Phonology. It consists of 32
credit hours in total.
The fourth phase (during the 4th year) students study 12 courses: Advanced
Writing, History of English Language, English Morphology and Syntax, Linguistics (3),
Style and Discourse, Victorian Poetry, Language and Society, Transformational
Grammar, Modern Poetry, Modern Drama, Modern British Novel, and Literary Criticism
(2). It includes a total of 33 credit hours.
B) Curriculum Content
The program's course content addresses integration of sound theoretical and
practical knowledge, communicative skills, critical thinking, problem solving, academic
excellence, ethics, and teamwork in each subject. The CLOs and PLOs mapping matrix
is used to construct and alter the content of these courses. This is a very dynamic
procedure that is carried out on a yearly basis based on past Course Reports (CR) and
Annual Program Reports (APR). Topics are distributed based on CLOs, teaching
techniques are chosen based on the weight of theoretical and applied components, and
all of this is represented in the course requirements and timeline.
2.2.4: The learning outcomes in the courses are aligned with the program learning
outcomes (e.g., Matrix for the alignment of the learning outcomes of the courses
with program learning outcomes).*
The English language Program Specification (Annex 2.1.1.5) includes a Program
Learning Outcomes Mapping Matrix (Annex 2.1.1.6) that describes the correlation of the
course learning objectives with the program learning outcomes, labeled I = Introduced,
P = Practiced, or M = Mastered, in a progressive way from the most basic to the most
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advanced course offerings in the English language program. Furthermore, the course
specifications provide a table listing the CLOs and their associated PLOs (Annex 2.1.2.2).
Together, the articulated PLOs and the CLOs matrix provide the cornerstone of a
cohesive program. Setting consistency of PLOs with CLOs is a lengthy procedure, but it
is a vital step in deciding content, minimizing repetition, and evaluating CLOs. Tables
2.2.4.1, 2.2.4.2, 2.2.4.3, and 2.2.4.4 depict instances of PLOs and CLOs alignment at the
course level.
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Table 2.2.4.1: Example of PLOs and CLOs alignment at level of the courses
Program Learning Outcomes

Cours e code Knowledge and
Skills Values
& No. unders tanding
K1 K2 K3 K4 K5 S1 S2 S3 S4 S5 V1 V2
ENGL-120 I I I I I I
ENGL-123 I I I I I
ENGL-124 I I I I I
ENGL-160 I I I I I I I I
Arab-101 I I I I I
IC-101 I I I I I I
ENGL-119 P P P P P
ENGL-165 P P P P P P I
ENGL-167 P P P P P
ENGL-166 P P P P P I
ENGL-168 I I I I I I I
IC-102 P P P P P P
ENGL-206 P P P P P P I I
IC-103 I I I I I I
Arab-102 I I I I I
ENGL-321 P P P P P I
ENGL-323 P P P P P P
ENGL-328 I I I I I
ENGL-373 P P P P P P P
IC-104 I I I I I
Arab-120 P P P P P P
ENGL-324 M M M M M
ENGL-346 P P P P P P P
ENGL-421 M M M M M
Arab-118 M M M M M
ENGL-363 I I I I I
ENGL-411 P P P P P
ENGL-420 P P P P P
ENGL-422 M M M M M
ENGL-417 M M M M M M M
ENGL-423 P P P P P
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Table 2.2.4.2: Example of PLOs and CLOs alignment at the level of the courses
List of Courses
PLO CLOs
Introduced Practiced Mastered
1.1. Recall basic English grammatical elements /

ENGL-120 - -
sentence structures / grammatical parts of
1.1. Explain the thematic functions of figures of
speech. ENGL-
speech such as symbols, metaphors and motifs in - -
K1 346
the assigned plays.
1.1. Explain the thematic functions of figures of
ENGL-
speech such as symbols, metaphors and motifs in - -
444
the assigned plays.
2.1. Produce a variety of sentence structures ENGL-120 - -
2.1. Analyze themes, setting, techniques and
ENGL-
characters, including their roles, traits, - -
S2 motivations, relationships, and transformation. 346
2.1. Analyze themes, setting, techniques and

ENGL-
characters, including their roles, traits, - -
444
motivations, relationships, and transformation.
2.3. Recognize errors in sentence structures ENGL-120 - -

2.3. Use electronic journals, references and
database and electronic devices in preparing ENGL-
- -
S5 assignments and research tasks about 346
Shakespeare plays.
2.3. Use electronic journals, references and
ENGL-
database and electronic devices in preparing - -
444
assignments and research tasks.
3.1. Show leadership tasks, time management,
initiation and self-serving roles and strategies for ENGL-120 - -
effective cross-cultural communication.
initiation and self-serving roles and strategies for
ENGL-
V1 effective cross-cultural communication in the - -
346
review of Review of The Merchant of Venice.

ENGL-
initiation and self-serving roles and strategies for - -
444
effective cross-cultural communication.
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Table 2.2.4.3: English Language Program’s PLOs
5. Program learning Outcomes*

Upon the successful completion of the program, students will be able to
Knowledge and Understanding
K1 Explain concepts, theories and principles in English literature, linguistics and
translation.
K2 Write correct English sentences, paragraphs and essays.
K3 Define different terms, schools, ideas, movements and periods in English
literature, linguistics and translation.
K4 Express themselves pragmatically in English with appropriate vocabulary
and idiomatic expressions.
K5 Translate different materials involving some linguistic and cultural problems
from English into Arabic and vice versa.
Skills
S1 Develop different reading and writing strategies, grammatical
structures, communicative skills and numerical and statistical concepts
and procedures in
carrying out language tasks and activities.
S2 Analyze literary texts, linguistic data and translatable passages for their
structure components.
S3 Apply various critical approaches and logical thinking to language issues.
S4 Discover the historical, social, cultural, economic, political and linguistic
factors affecting English language and literature.
S5 Produce research with well-organized ideas and specific supporting details
using information from primary and secondary sources available in electronic
and non-electronic forms.
Values
V1 show self-confidence, trust, cooperation and commitment to supporting peer
students and colleagues for successful accomplishment of tasks.
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V2 participate in pair and team assignments, projects and activities with
commitment, honesty, punctuality, open-mindedness and enthusiasm.
Table 2.2.4.4: Example of PLOs and CLOs alignment at level of the course (Course: Essay Writing ENGL-321)
Aligned
CLOs
PLOs
1. Knowledge and Understanding:
Recognize punctuation, capitalization and sentence structure
1.1 K2
rules correctly.
Distinguish cause/effect, precise and expository/analytical writing

1.2 K3
techniques
1.3 Write personal, descriptive and analytical essays K4
2. Skills:
Execute writing skills relevant to argument, analysis,
2.1 investigation, hypothesizing, and comparison/contrast. S1
2.2 Use techniques of paragraph writing, such as brainstorming S3
2.3 Produce summaries of long texts and paraphrase texts. S3
3. Values:
Commit to initiatives in using interpersonal skills and gain capacity

3.1 V1
to carry responsibility during doing writing tasks.
2.2.5: Teaching and learning strategies and assessment methods in the program
vary according to its nature and level, and are aligned with the learning outcomes
of the program.*
The program specifications for the different PLOs of the English language program
define teaching and learning approaches and evaluation procedures that represent
upward progression to encourage the development of higher order thinking and self-
learning skills. This upward growth is reflected in the PLO Mapping Matrix (Annex
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2.1.1.6), which classifies courses that are matched to achieve a certain program learning
goal into three levels: (1) Introduced, (2) Practiced, and (3) Mastered.
Due to their compliance with certain PLOs, courses in the second year of the
English language program that are categorized as "introduced" feature teaching
strategies and evaluation processes that advance knowledge and comprehension. The
courses available in the intermediate years are referred to as "practiced." In terms of their
alignment with specific PLOs, the subjects taught in the program's final years are referred
to as having been "mastered" subjects because they use teaching strategies and
evaluation processes that encourage higher order thinking skills like application, analysis,
and synthesis.
It is worth mentioning that courses like Advanced Writing (ENGL-417) help

students improve their research skills (Annex 2.2.5.1). Because students are obliged to
generate a research output as part of the course requirements, teaching styles and
evaluation methods allow students to acquire higher order thinking and self-learning
abilities of synthesis. The (Annex 2.2.5.2) Pre-Teaching Process Templates show the
form issued by the Deanship of Quality and Development which is followed throughout
the semester. Another (Annex 2.2.5.3) determines different teaching strategies when
teaching the course. This (Annex 2.2.5.3) also adheres to the Deanship of Quality and
Development. Similarly, (Annex 2.2.5.4) indicates that different assessment methods are
employed when teaching the course. This (Annex 2.2.5.4) also ascertains the
requirement of the Deanship of Quality and Development.
2.2.6: The program verifies the effectiveness of field training and the quality of its
supervision, and follows up on the commitment of its operators to their mandated
tasks according to specific mechanisms.*
The current English language program's study plan does not include field training.
However, the College of Arts has developed an updated English language program that
includes field training (at the time of writing this SSR, the developed English Language
program is in the late stages of the developmental processes).
2.2.7: The program verifies a unified application of its study plan as well as the
program and the course specifications offered at more than one site (sections of
male and female students and different branches).*
The administration of the English language program ensures that the study plan,
as well as the program and course requirements, provided to the male and female
sections, are followed consistently. All of the teaching staff at the College of Arts uses the
Mechanism of Communication between Male and Female Sides to reinforce this. The use
of a single curriculum on both the male and female sides of the program exemplifies this
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at the program level. Each side has its own program coordinator (Annex 2.2.7.1). More
crucially, the Program Specification is consistent on both the male and female sides, as
evidenced by the signatures of the male side's primary program coordinator and the
female side's program co-coordinator. The signatures of these individuals are also used
to certify the yearly program report. The orientation program is held at the start of each
academic year for the students from both sides (male and female) and other branches.
The curriculum also includes the likelihood that certain students may find it difficult to
attend the orientation session for a variety of reasons. Thus, the program presents a brief
virtual orientation program which is available to all students join from all the sites (Annex
2.1.1.18).
Furthermore, the department council’s designation of male and female course
coordinators (Annex 2.2.7.2) and the use of a unified version of course specifications on
both sections exemplify this at the course level. Male and female teachers in charge of
the course write course reports for specific parts. All of the English language program's
courses are offered on an equal basis on both sides of the program. Further, the program
follows the university mechanism in the communication between the sides and branches
(Annex 1.1.5.9). At the beginning of each semester, the coordinator of each course
conducts a meeting with all instructors of all sections (including male side, female side,
instructors from branches) to discuss the following points:
i) All of the course specifications' components, such as how crucial it is to upload
them to the students' Blackboard accounts and inform them in advance that they are
available, are covered.
ii) Discussing all the points of the course specification including topics, teaching
strategies, assessment methods, etc.
iii) The course instructors discuss concerning how the action plan outlined in the
accepted course report is being put into practice.
iv) Pointing out any problems that would prevent pupils from reaching the CLOs.

2-3 Quality of Teaching and Students' Assessment
2.3.1: The program monitors the commitment of the teaching staff to the learning
and teaching strategies and assessment methods included in the program and
course specifications through specific mechanisms.*
Through the use of different quality assurance measures, the English language
program continuously scrutinizes its academic staff's adherence to the teaching tactics
and assessment methods provided in the program and course specification. The Project
for Assessment of Applied Academic Practices (PAAAP), which has been temporarily
replaced by Project for Academic Courses Evaluation (PACE) for the full 2020-2021
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academic year in order to adapt to the COVID-19 pandemic, is a beneficial instrument for
interdepartmental internal audit on different areas of college adherence to quality
practices based on a developed plan of execution (Annex 2.3.1.1) conducted by selected
auditors from both male and female sides (Annex 2.3.1.2).
Internal auditors from the PAAAP/PACE Executive Team monitor theoretical
lectures, conduct student interviews, and then write reports on the results (Annex 2.3.1.3,
Annex 2.3.1.4). The average performance of the various academic divisions is reported
on a monthly basis (Annex 2.3.1.5). The Central Committee (Annex 2.3.1.7) receives
results of PAAAP implementation at monthly meetings that document progress against
its recommendations (Annex 2.3.1.9).
In addition, in the second semester of the academic year 2021-2022, a survey was
performed to measure the satisfaction of faculty members with the implementation of
PAAAP, for which a survey report was prepared (Annex 2.3.1.10).
In addition to the PAAAP, the program uses the Blackboard system to monitor the
use of instructional strategies and assessment techniques. The coordinator of each
course is added as instructor for all the sections. The instructors follow up the
implementation of all instructors for activities and assessment methods according to their
distribution to the weeks through the grade center (Annex 2.3.5.7). This method is useful
for the short-term follow up of implementing tasks and assessments for all sections of a
course to ensure the equality between them.
2.3.2: The necessary training is provided for the teaching staff on learning and
teaching strategies and assessment methods identified in the program and course
specifications, along with the effective use of modern and advanced technology;
and their use is monitored.*
Faculty at UoH receives training from DQD in a variety of fields. DQD continues to
monitor the program's academic to offer insightful input that will help the program to be
up to date with learning and teaching strategies and assessment methods. In fact, DQD
posts an announcement of annual training workshops on their website so that faculty
members across UoH may attend and receive the most recent knowledge to advance
their professional capabilities and program features.
To do so, multiple training programs and seminars are given by the DQD's Skills
Development Administration at the UoH to improve learning, teaching, and evaluation
practices. DQD frequently conducts appropriate and effective training programs and
seminars to improve colleges performance in curriculum creation, course delivery, and
evaluation. The Skills Development Administration at DQD develops annual or semester
training program plans, which are subsequently made available to teaching staff and
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workers via the UoH website. The English language program ensures that its academic
staff is regularly trained on how to use the teaching methodologies and evaluation
methods indicated in the program and course requirements, as well as how to put them
into practice using technology. The English language program uses variety of resources
to keep its list of teaching tactics and evaluation methods up to date, including the
Guidebook for Use of Modern Teaching Methods in University Education (Annex 2.3.2.1).
Moreover, the DQD selects Arabic-speaking and non-Arabic-speaking college members
to participate in seminars and workshops on teaching methodologies and evaluation
procedures (Annex 2.3.2.2).
At the college level, the Skills Development Unit of the College of Arts amplifies all
contributions on teaching and learning practices collected from different resources and
the DQD seminars and workshops to all college members. The New Teaching Staff
Orientation Program (Annex 2.3.2.3) also provides new college members with up to date
regulations of the university, teaching tactics and assessment procedures (Annex
2.3.2.4).
The Blackboard User Guide is sent to all college members in terms of the use of
technology in the implementation of teaching tactics and evaluation methodologies for the
English language program and its course offerings (Annex 2.3.2.5). The New Teaching
Staff Orientation Program also includes instruction on how to use Blackboard (Annex
2.3.2.3). Finally, the Skills Development Unit, in collaboration with the Blackboard
supervisor at the College of Arts, holds Blackboard Workshops (Annex 2.3.2.6) for college
members as needed.
2.3.3: At the beginning of each course, students are provided with comprehensive
information about the course, including learning outcomes, teaching and learning
strategies, and assessment methods and dates, as well as what is expected from
them during the study of the course and feedback on their performance is provided
for them.*
Each instructor provides course specifications at the beginning of each semester,
which include CLOs, prerequisites, description, content, assignments, texts, readings,
assessment processes, teaching techniques, grading standards, and the faculty member
office hours. Students are provided with this information, which is also kept in the course
file. Each instructor uploads the course specification (CS) in the Blackboard system, and
sends email through the system regarding the availability of the CS and the office hours.
Academic staff are encouraged to track their students’ downloads of the CS through the
Blackboard system to ensure that all students can get access to the file.
The English language program ensures that students receive a thorough
orientation to the course specifications for all courses in which they enroll, ensuring that
they are aware of what is expected from them. To help with this, the Quality Unit demands
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that all college members use the process for announcing course and field experience
standards (Annex 2.3.3.1) during the inaugural meeting of each semester's course.
Student signatures indicating that they have received orientation regarding the course
specification, as well as a screenshot of the course definition being posted on Blackboard,
are examples of documented proof for the implementation of this approach (Annex
2.3.3.2).
The English language program provides students with feedback on their
performance to assist students in developing their academic performance. Students
receive regular feedback on their performance throughout the semester to improve their
academic level (Annex 2.3.3.3). Faculty members in the English language program use
feedback to attract students’ attention to the areas that need to be improved.
2.3.4: The program applies mechanisms to support and motivate excellence in

teaching and encourages creativity and innovation of the teaching staff. *
The management of the English language program understands the need of
maintaining strong morale among its teaching personnel in order to achieve the program's
objectives. As a result, it aspires to inspire its faculty members to strive for greatness via
creativity and innovation. As a result, the English language program is directed by the
DQD's UoH College Motivation Program in its attempts to enhance college morale,
creativity, and innovation (Annex 2.3.4.1). Furthermore, the English language program
created the Mechanism for Recognizing Outstanding Faculty Members (Annex 2.3.4.2).
In this respect, a committee was created to encourage and reward creative and inventive
members of the program (Annex 2.3.4.3), with winners of the various categories receiving
certificates of appreciation (Annex 2.3.4.4).
2.3.5: The program implements clear and publicized procedures to verify the
quality and validity of the assessment methods and to ensure the level of student
achievement.*
Assessment is the process of establishing an opinion on the quality and extent of
a student's attainment or performance, and hence an opinion about the learning itself.
Assessment necessarily impacts the learning that takes place; that is, what students learn
and how they learn, and it should closely mirror the course's goals and ambitions. The
continuous evaluation takes place throughout the course, while the final assessment
takes place at the conclusion. The evaluation is carried out in accordance with the rules
of the institution and the program. The goal of the evaluation will determine the
assessment methods used:
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i) Formative assessment: Any type of assessment that does not count toward a
student's final grade. It may be done at any moment during the course and is designed
by the faculty members to track the development of the students' learning. The
importance of providing students with feedback on their performance cannot be
overstated.
ii) Summative assessment: Any type of evaluation that contributes to a student's final
grade.
iii) Continuous assessment: It consists of a mid-course examination held in the middle
of the course to assess the theoretical and practical components, as well as continuous
assessment activities that indicate student engagement in learning. It can be
accomplished through a variety of means, including homework, written reports, laboratory
activities, research projects, tutorial and seminar preparation, logbook, portfolio, and so
on.
iv) Final Exam: This exam is given at the end of the course and is used to evaluate both
theoretical and practical material.
Students are also evaluated on a theoretical level (written assessment) and in the
workplace (workplace-based evaluation) (performance assessment). The rules for study
and examination (Annex 2.3.5.1) and course definition explicitly specify how marks are
distributed according to exam content (theoretical/practical) and assessment scheduling
(continuous/final). The students' evaluation task (date, kind, and weight) was delivered to
them via the students' handbook (Annex 2.3.5.2) and the orientation lecture at the start
of the course. The students' assessment task (date, kind, and weight) was delivered to
them via the students' handbook and orientation lecture at the start of the course.
A good assessment is supposed to be credible, valid, clear, practical, and realistic,
scoping effect on the learning process, i.e. assessment should drive teaching and
learning. Furthermore, the assessment procedures must be dependable and valid. The
assessment techniques are objective, and where a subjective approach is required,
subjectivity is minimized to the greatest extent feasible. When delivering the assessment,
we must keep in mind that it should be evaluated and include all of the learning objectives
(LOs). Every exam should be followed by an item analysis. Marking should be as objective
as feasible, and a variety of instruments should be used to reduce subjectivity.
The English language program's administration recognizes the need to have clear
and open criteria for verifying the quality and validity of its evaluation techniques in order
to ensure a high level of student accomplishment. In this regard, the DQD's application of
Examination Paper Standards and Characteristics (Annex 2.3.5.3) provides specific
instructions for theory examination papers (e.g. midterm and final tests).
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The English language program uses the Mechanism to Check Validity and
Objectivity of Student Achievement Assessment to verify the quality and validity of the
assessment techniques (Annex 2.3.5.4). The Internal Auditing Team for Courses audits
these documents to develop the Theory Paper Examination Auditing Report (Annex
2.3.5.5) and the Application of Examination Paper Criteria Auditing Report, which ensure
that examination papers follow the criteria (Annex 2.3.5.6).
The English language program's administration guarantees that numerous
mechanisms are in place to verify that what students submit is the product of their own
effort, as academicians developing a curriculum that stresses the need for knowledge,
skills, and the correct attitude among its graduating professionals.
As a result, both college members and students are familiar with and governed by
Article 38 of the Undergraduate Study and Examination Regulations, which outlines the
disciplinary procedures for students who break instructions or examination rules. College
personnel regularly apply the rules of this article in the process of revising theory test
papers (Annex 2.3.5.7) and various tasks submitted by students (Annex 2.3.5.8).
Additionally, students' research outputs and numerous other reports are subjected to
Blackboard Plagiarism Detection (Annex 2.3.5.8) to guarantee that their work is unique.
2.3.6: Effective procedures are used to control academic integrity at the program
level to verify that the work and assignments of students are of their own.*
The College of Arts has developed a centralized examination unit that is in charge
of the examinations throughout the academic year. This unit administers committees on
the programs’ levels. One of these committees is the English language program’s
examination committee. This committee aims to improve teaching staff credentials for
various assessment methodologies, as well as the validity and reliability of those
procedures.
The administration of the English language program is also in charge of conducting
a thorough statistical analysis to identify the standard setting, discriminating index, and
other evaluation-related tests. Several assessment forms have been created to ensure
that students' work and assignments are their own (Annex 2.3.6.1). Additionally, students'
research outputs and numerous other reports are subject to the Blackboard Plagiarism
Detection (Annex 2.3.5.8) to guarantee that their work is unique.
However, instructors are not only dependent on the Blackboard Plagiarism
Detection while they also discuss with the students their assessment inside the classroom
a part of verifying that they did the work themselves. Instructors also are encouraged to
consider any difficulty that may face students and lead them to submit something that is
not their own work. An example of implementing this mechanism is in the course of Style
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and Discourse. The coordinator of the course suggested that students may need their
main assignment to be divided into steps to diagnose any issues that may face students
before the final submission.
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KPI-P-02: Students' Evaluation of quality of learning experience in the program:
Internal External
Benchmark External Benchmark
Actual Actual Actual
Target Previous Benchmark New Target
Value Value Value
Benchmark year’s King Saud King Benchmark
Merged Male Female
actual University Khalid
value University
Aja
4.6
Alhayet:
4.5
Alshamli:
4.3
4.7/5 4.5 4.5 Alshinan:
4.5 3.75 4.16 4.7/5
4.5
Baqaa:
4.7
Total
4.5
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Page 121 of 206
Analysis Level of actual value Strengths and Weaknesses Recommendations
- The KPI value (4.5/5) is - Students seem to be satisfied -Students’ satisfaction can be improved
high although fell short of with the quality of learning through addressing any points that have
matching the target experience offered in the been negatively evaluated in the survey.
benchmark. program as indicated in their
-It matches previous evaluation of the program. Corrective action to improve students'
year’s value (4.5). participation in department council.pdf
-The current value is high
in the female’ and male’ -Accordingly, the target value will remain
reports. set as 4.7/5.
-It is higher than both
external benchmarks
(KSU 3.75 and KKU
4.16).
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-The value of this KPI is
relatively high in all
branches.
KPI-P-03: Students' evaluation of the quality of the courses:
Internal External
Value Value Value
Merged Male Female
value University
Aja
4.6
Alhayet:
4.7
Alshamli:
4.8
4.6/5 4.7 4.8 Alshinan:
4.4 4.4 4.03 5/5
4.8
Baqaa:
4.7
Total
4.7
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Page 124 of 206
Level of actual Strengths and
Recommendations
value Weaknesses
Analysis
-The KPI value -When comparing this -This high level of satisfaction should be maintained.
(4.7/5) has year’s value and -Therefore, any points that have been negatively
exceeded the previous year’s values, evaluated by students in the survey should be
target benchmark the program seems to addressed.
(4.6/5) and continue to maintain a Corrective action to improve students' participation in
external values of satisfactory level of department council.pdf
-New target value is set as 5/5.
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KSU (4.4) and of learning experience for
KKU (4.03). student.
-It is also higher
than previous
year’s level
(4.4/5).
-This KPI value is
higher in both
sections although
male students
seem to be more
satisfied with the
quality of the
courses (4.8) than
female students
(4.7).
-Additionally,
overall, this KPI
has high rates in
all four female
branches.
KPI-P-04: Completion rate:
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Internal External
Value Value Value
Merged Male Female
value University
Aja
62%
Alhayet:
80%
Alshamli:
68%
75% 73% 73% Alshinan:
72.27% 39% 76% 75%
83%
Baqaa:
71%
Aver
73%
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Page 128 of 206
Level of actual
Strengths and Weaknesses Recommendations
value
Analysis
-The KPI value -The rate of students who The program needs to maintain a high rate of
regarding the managed to complete the students completing the program. It also needs to
students’ program is high in both identify any issues that could result in students’
completion rate sections. failure to complete their studies and find solutions to
(73%) is slightly -The value of this KPI shows resolve these issues.
below the target an improvement in completion
benchmark (75%) rate from last year.
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and slightly lower -Accordingly, the target benchmark for next year will
than KKU’s value remain at 75%.
of (76%).
-However, it
surpassed the
internal value of
last year (72%)
and the rate of
KSU’s benchmark
(39%).
-The completion
rate is equally
high in both
sections.
KPI-P-05: First-year students retention rate:

Internal External
Value Value Value
Merged Male Female
value University
Aja
97% 94.7% 91.4% 98.6% 97% 95% 72.67% 97%
Alshinan
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100%
Alshamli
95.6%
Alhayit
96.3%
Baqaa
100%
Aver:
98%
KPI-P-05: First-year students retention rate KPI-P-05: First-year students retention rate by
95% 98% 97% 95% 97% gender
100% 91%
90%
80% 73% 100%
70% 98%
98% 97% 97%
60%
96%
50%
94%
40%
92% 91%
30%
90%
20%
88%
10%
86%
0%
Male section Female section
Merged Male Female Previous King Saud King Khalid Target
year’s actual University University Benchmark Target value Actual value
value
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Level of actual value Strengths and Weaknesses Recommendations
-The KPI value (94.7%) is lower than the target Although the rate is relatively high, the -While the rate of student retention
benchmark (97%). program needs to increase the rate of in first year is high, it can be
-When it comes to 1 students’ retention, female maintaining 1st students.
st
improved further.
and male students have high rates of completing the - The use of surveys can help gather
Analysis first year of the program. However, the female data regarding the reasons that lead
section has a higher rate. students to leave the program in first
-The current value is higher than one of the external year and rectify any issues.
benchmarks KKU 72.67% and almost in line with
KSU’s rate. -The new target benchmark is 97%.
KPI-P-06: Students' performance in the professional and/or national examinations:

N/A
KPI-P-07: Graduates’ employability and enrolment in postgraduate programs:
Internal External
Benchmark External
Actual Actual Benchmark
Target Actual Value Previous Benchmark New Target
Value Value
Benchmark Male year’s King Saud Benchmark
Merged Female King Khalid
actual University
value University
Employed
Employed Employed Employed Employed Employed 56% Employed Employed
60% 60% 64% 60% 53% Postgraduate 8.81% 65%
Postgraduate Postgraduate Postgraduate Postgraduate Postgraduate 5% Postgraduate Postgraduate
10% 0% 0% 0% 0% Unemployed 4.24% 10%
39%
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Page 133 of 206
Strengths and
Analysis Level of actual value Recommendations
Weaknesses
Employability: -The number of employed - The program can help graduates gain
-The KPI value graduates shows progress employment through offering job seeking related
regarding the number from last year’s value. course, such as creating CVs, introducing
of employed platforms that help in finding jobs building
graduates (60%) -It should be noted that thiscareer, such as LinkedIn.
achieved the target value can be influenced by
benchmark (60%). external factors such as the -The new benchmark value for students’
- It is higher than the availability of work employability is 65%.
internal (53%) and the opportunities especially in
external benchmarks Ha’il. This is evident in
KKU (8.81%) and KS comparison to Abha, a
(56%). small city where KKU is
located, and where the
-The number of percentage of employability
employed women is is low too. On the other
slightly lower than the hand, in comparison to
number of employed Riyadh, where KSU is
men. located, the percentage is
higher.
-The number of students
who enrolled in
postgraduate program is 0%
could be due to the fact that
a postgraduate program has
not been created yet.
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KPI-P-08: Average number of students in the class:
Internal External
External
Actual Actual Actual Benchmark Benchmark
Target Benchmark New Target
Value Value Value Previous
Benchmark King Saud Benchmark
Merged Male Female year’s King Khalid
University
actual value University
Aja
28
Alhayet:
34
Alshaml
i:
24
20 18 12 19 12 30 20
Alshina
n:
7
Baqaa:
26
Aver
24

-The KPI value (18) is acceptable in -This good number of students will activate the -The program should maintain this
comparison to the target benchmark (20) and role of students more in classes to participate more level.
to the value of previous year even though it and would help instructors to apply various
Analysis is slightly higher than the external
teaching strategies proposed in course -The new target value is set as 20.
benchmark KSU’s value (12).
-But overall it is a good result especially in specification specifically for specialized courses at
comparison KKU’s value (30). late stages.
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KPI-P-09: Employers' evaluation of the program graduate’s proficiency:
Internal External
External
Benchmark Benchmark
Target Actual Value Actual Value Actual Value Benchmark New Target
Benchmark Merged Male Female Previous Benchmark
King Saud
year’s actual King Khalid
University
value University
Unmeasure
4.8/5 4.6 4.9 4.4 4.7 3.61 4.8/5
d
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Analysis of KPI-P-09
Analysis Level of actual value Strengths and Weaknesses Recommendations
-The value of this KPI (4.6) is high, -Even though the value of this year -The program will continue to
however fell short of achieving the target did not achieve the target main this high level.
benchmark (4.8/5). benchmark, it indicates high -The formation of an advisory
-It is also slightly lower than the value of satisfaction with graduates’ skills. committee that includes
last year. -Based on employers’ opinions, employers from different sectors
-It is higher than the external benchmark, graduates of the program appear to can help in improving and
(4.3) KKU (3.61). have high proficiency post- shaping the program’s goals
-It is also high in both female and male graduation which reflects the regarding graduates to be able
sections. program’s effectiveness. to meet the job market’s
requirements.
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Corrective action - formation of
an advisory committee of
employers.pdf
-The new target benchmark is

4.8/5.
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
Strengths:
1. The program has included employers and graduates in its improvement plans.
2. The program’s graduate attributes correlates with the university’s graduate
attributes.
3. The curriculum of the program participates in accomplishing the program’s
learning outcomes through the learning outcomes.
4. The students participate effectively in achieving the operational objectives of
the program.
5. When designing the learning outcomes, the students’ role has been
considered to achieve the operational objectives of the program such as using
some courses to develop students’ skills and opening new horizons to
students.
6. Students’ effective participation in community services through several
practices such as activating the role of students’ club and extracurricular
activities.
1. During the comprehensive review of the program, it has to be taken into
consideration to add scientific research courses when the program’s courses
are developed. This action has been considered in the new program’s plan
that was approved in 15/06/2022 by the university’s council.
2. During the comprehensive review of the program, students and other
stakeholders suggested the need for field experience/ internship as this would
help students to join the labor market after graduation. Adding internship has
been considered in the new program’s plan that was approved in 15/06/2022
by the university’s council.
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Table 1: Standard 3's PDCA cycle is summarized in the table below:
PDCA
Plan (P) Graduate qualities and PLOs that are congruent with the English
language program's goal, NQF, academic standards, and labor market
criteria have been identified.
Prepare procedures and instruments for assessing graduate qualities,
as well as PLOs (direct and indirect approaches) and CLOs (pre-
teaching form).
The UoH, College of Arts, and specialization requirements are all
included in the English language study plan, which provides a balance
of theoretical and applied components. It also considers how the
courses are sequenced and integrated.
The curriculum for the English language study program was created to
meet the program's goals and PLOs, and it has been validated that the
CLOs are in line with the PLOs.
The CLOs and PLOs are used to match teaching and learning practices
and evaluation systems.
Develop yearly plans to offer the college with the essential training in
teaching and learning methodologies, as well as evaluation.
Students are informed of the program and course details at the start of
each semester.
Establish a centralized examination unit that will be in charge of all
examinations during the school year.
The Procedure for Feedback on Class Work has been developed by
the English language program administration.
Do (D) The percentages of graduation qualities that were achieved in the

English language program were assessed.
Implement the English language program's study plan.
PLOs are measured using both direct and indirect approaches
through following the PLOs assessment methods.
Use appropriate teaching methodologies and assessment procedures
in accordance with the program's and course's requirements
according to the approved course specifications and program
specifications.
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The same teaching strategies and the proposed plans for the courses
are applied in all cites of the program to ensure the equality between
all students.
The examination paper should be used in accordance with the
established guidelines.
Check Assess the beneficiaries' satisfaction with the graduates.

(C)
Examine the PAAAP project's/periodic PACE's report on the
conformity of academic procedures in the English language program.
Through the Project for Assessment of Applied Academic Practices,
the College of Arts keeps track of its academic staff's fidelity to the
teaching tactics and assessment methods outlined in the program
and course specifications (PAAAP).
Assess how satisfied the program students are with the training
courses for teaching tactics and assessment methodologies.
Students and college members complete course assessment surveys
at the end of each semester.
Analyze PLOs report outcomes to determine strengths and
shortcomings.
In order to meet the CLOs, each course received a report on
assessing learning outcomes (post-teaching form), which was
included in the course report.
Act (A) Based on the findings of PLO measures and the opinions of the
program's stakeholders, an improvement plan for the English
language program was developed and implemented (especially the
opinions of employers on graduates).
Based on the PAAAP Report, all necessary corrective actions to
enhance the implementation of academic practices have been
performed.
The curriculum enhancement plans were executed based on the
outcomes of the beneficiaries' curriculum evaluation.
Based on the evaluation results, training courses on teaching styles
and assessment procedures were modified.
The findings of the CLO measurements were used to give academic
support.
Table 2: List of Annexes for Standard 2
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Annex code Annex titles
2.1.1.1 Approved Program Graduate Attributes
2.1.1.2 Consistency between Program Mission & Graduate Attributes
2.1.1.3 Matching Matrix between UoH Graduate Attributes and Program Graduate
Attributes
2.1.1.4 Matching Matrix between PLOs and Graduate Attributes
2.1.1.5 Program Specification with Approval from College Council
2.1.1.6 PLOs Mapping Matrix
2.1.1.7 Internal Auditing of the Program Specification
2.1.1.8 External Auditing of the Program Specification
2.1.1.9 Annual Program Report
2.1.1.10 PLOs Assessment Plan through direct and Indirect methods
2.1.1.11 PLOs Assessment Report
2.1.1.12 Exit Examination Report
2.1.1.13 Academic Reference Standards (ARS)

2.1.1.14 Announcement of the Graduate Attributes, Academic Standards and PLOs
on the College Website
2.1.1.15 Announcement of the Program Specification on the College Website
2.1.1.16 The English Language program’s Guide
2.1.1.17 Announcement of the English Language program’s Guide on the College
Website
2.1.1.18 New Students’ Orientation Program Report
2.1.2.1 Consistency of the English Language program’s Program with the National
Qualifications Framework
2.1.2.2 Sample of Course Specification
2.1.2.3 The Employers’ Evaluation for Graduates of the English Language
program’s Survey report
2.1.2.4 Graduates’ Evaluation for the English Language program Six Months At
least After Graduation Survey
2.1.2.5 Program Graduate Attributes Evaluation
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2.1.2.6 Post-Teaching Process Templates for CLOs Assessment
2.1.2.7 Program Evaluation Methods
2.1.2.8 Achievement Report of the Academic Support Plan based on the Results
of the Exit Examination
2.1.2.9 Course Reports with Action Plans for Improvement
2.2.1.1 Consistency between PEOs and PLOs
2.2.1.2 PEO Achievement Report
2.2.1.3 Internal Auditing of Courses
2.2.1.4 Internal Auditing of the Program
2.2.2.1 English Language program’s Program Study Plan Including Pre- and Co-
requisites for Courses
2.2.2.2 List of Corresponding Theory & Practical courses
2.2.5.1 A sample course that encourages students to acquire thinking skills and
cooperative learning
2.2.5.2 Pre-Teaching Process Templates
Form for Determination of Different Teaching Strategies and Their
2.2.5.3
Alignments with the Program Level
Form for Determination of Different Assessment Strategies and Their
2.2.5.4
Alignments with the Program Level
Program coordinator & co-coordinator assignment decisions (male and
2.2.7.1
female side)
2.2.7.2 Decision for course coordinators for male & female side
2.3.1.1 PAAAP Action Plan
2.3.1.2 PAAAP Executive Team (Male and Female sides)
2.3.1.3 Accomplished PAAAP Classroom Visit Form
2.3.1.4 Accomplished PAAAP Student Survey Form
Monthly Report on the Performance of the Scientific Department through
2.3.1.5
PAAAP
2.3.1.7 PAAAP Central Committee
2.3.1.9 PAAAP Executive Committee Meeting Minutes
2.3.1.10 Survey Report for Satisfaction of college members of PAAAP
Guidebook for using of modern teaching methods in the university
2.3.2.1
education
DQD Workshop Timetable include Teaching and learning Strategies and
2.3.2.2
assessment methods
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2.3.2.3 New Teaching Staff Orientation Program
2.3.2.4 Sample of New Teaching Staff Orientation Program

2.3.2.5 Blackboard Users Guide
2.3.2.6 Blackboard Workshops
2.3.3.1 Mechanism of Announcing Course Specifications
2.3.3.2 Students Orientation about Course Specifications
2.3.3.3 Samples of Feedback on Students’ Performance Provided to them
2.3.4.1 Faculty Motivation Program in UoH
2.3.4.2 Mechanism for Recognition of Outstanding Faculty Members
2.3.4.3 Decisions to form the Excellence Committee
2.3.4.4 Sample of Recognition certificates for Faculty members
2.3.5.1 The Undergraduate Study and Examination Regulations & the UoH Rules
2.3.5.2 Student guide at UoH
2.3.5.3 Examination Paper Standards and Characteristics by DQD
2.3.5.4 Theory Paper Examination Auditing Report
2.3.5.5 Application of Examination Paper Criteria Auditing Report
2.3.5.6 Sample of corrected theory paper exam
2.3.5.7 Sample of corrected assignments
2.3.5.8 Blackboard Plagiarism Detection
Sample of assessment forms for Students work and assignments by their
2.3.6.1
own
Standard 3. Students
(Overall Rating 4)
The criteria and requirements for student admissions in the program must be clear and
publicly disclosed and must be applied fairly. The information about the program and
the requirements for completion of the study must be available, and students must be
informed about their rights and duties. The program must provide effective guidance
and counseling services, and extracurricular and enriching activities to its students.
The program must evaluate the quality of all services and activities offered to its
students and improve them. The program must follow its graduates.
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
The program applies approved and
disclosed criteria and requirements for the
admission, registration and graduation of
students, the transition to another
3-0-1 
program and the equivalent of what
students have previously learned,
commensurate with the nature of the
program and are applied fairly.
The program provides basic information to
students, such as study requirements,
3-0-2 
services, and financial fees (if any),
through various means.
Students are provided with effective
academic, professional, psychological,
3-0-3 and social guidance, and counseling 
services through qualified and
sufficient staff.*
Mechanisms are applied to identify gifted,
creative, talented, and underachieving
3-0-4 students in the program, and appropriate 
programs are available to care for,
motivate, and support each group of them.
Students in the program are offered
extracurricular activities in variety of fields
3-0-5 to develop their abilities and skills, and the 
program takes appropriate actions to
support and motivate their participation.
The program implements an effective
mechanism to communicate with its
alumni and involve them in its events and
3-0-6 activities, explore their views, and benefit 
from their expertise and support; and
provides updated and comprehensive
databases about them.
Effective mechanisms are applied to
evaluate the adequacy and quality of
services provided to students and
3-0-7 
measure their satisfaction with them;
and the results are used for
improvement.*
26
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Levels of Perf ect
Compl ianc
Dist inct iv e
e
Elements of
1 2 3 4 5
Evaluation
Provide an analytical and evaluation report in this section about the results of each
standard based on required data, evidence, and related KPIs (Please link the analysis
with the PLOs assessment contained in the Program Report for the last two years in
addition to discussing the program's performance on each criterion).
Self-evaluation of standard 3 using self-evaluation scale form indicated that all criteria
of the standard were evaluated with 4 stars and thus the thorough evaluation of the
standard scores 4 stars.
The present status of the English language program with regard to student issues is
satisfactory. The program has effective mechanisms that help to organize and ensure
a smooth journey for students from day one of the program and last throughout their
academic and professional careers. Moreover, the program has self-assessment
measures that help measure students’ satisfaction and use their feedback for
continuous improvement efforts.
The structures of support for the program’s students are offered and governed in
collaboration with the Deanship of Admission and Registration and the Deanship of
Student Affairs. The English language Program ensures that these deanships are
represented inside the college generally and the English Program in particular through
different administrative units such as the Academic Guidance Unit, Student Activities
Unit, and the Alumni Support Unit. In addition to these units, counselling and support
services are also offered to the program students through the Deanship of Student
Affairs. These units, within the college or at the university level, work jointly to provide
support to the program students at all levels, academic support, academic advising,
admissions, career services, community service and financial aid.
At the commencement of each term, the program offers support from day one through
orientation programs, academic advising on admission procedures and processes,
and helps students with course selection and registration. Counselling, curricular and
extracurricular activities and various forms of support tailored to specific populations
such as, underachieving students, and talented students are offered through the
above-mentioned units. Advising and support do not stop when students graduate
from the program. The program also provides long-term support to its graduates. All
of these services and forms of support will be explained below.
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Report on the standard:
In this section, a critical analysis of the report is provided on Standard 3 based on the
chronological presentation of the services provided to students in the English language
program. We start this section by discussing the admission and registration
procedures as well as the transfer procedures. Then, a detailed description for the
orientation programs to students is provided. Following this, the mechanisms for
students’ guidance, support and counselling are discussed. Within this, the issues how
the program considers issues related to the talented and struggling students,
extracurricular activities and monitoring students attendance are clearly shown. This
is followed by discussing the program alumni support and follow-up plan along with
the implemented mechanisms. Finally, the report is concluded with a discussion of the
effective mechanisms the program applies to assess the quality and adequacy of the
services offered to students and measure their satisfaction with these services.
3-0-1 The program applies approved and disclosed criteria and

requirements for the admission, registration and graduation of students,
the transition to another program and the equivalent of what students
have previously learned, commensurate with the nature of the program
and are applied fairly.
The English program is affiliated to the College of Arts at University of Hail. At the top
of the college's organizational; structure (Annex 3.A.1) is the Dean of the College, who
is the higher supervisory committee in the college. It also subsumes the Vice Dean for
Quality and Development, who supervises matters related to quality and development.
The organizational structure also consists of the head of the department, whose task
is to supervise the program's progress in a manner that ensures the achievement of
the program's goals and mission. This organizational structure includes also Student
Activities Unit, Study Schedules, Safety Unit, Academic Programs, E-learning Unit,
Post-Graduates & Research, Training & Community Services, Alumni Affairs and
Student Guidance Unit.
Students enrolled in English Program have a clear admission, registration and petition
policy in alignment with Hail university’s regulations and statutes concerned with
students’ affairs. In order to join English program, students should complete their
secondary education and get the secondary certificate or diploma. Then, they spend
one year in the preparatory program studying different English courses with a total of
12 credit hours. Students coming from the preparatory year are admitted to the
program according to admission procedures that are clearly stated in the program
academic guide (Annex 3.0.1.3).
Moreover, the program, at the departmental council level, discusses every academic
year, the criterion for admission to the program and the number of students to be
admitted in the subsequent year. The departmental council recommendation is sent
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to the higher authorities in the university for approval and then implementation by the
deanship for admission and registration (Annex 3.0.1.3a).
However, generally, the Deanship of Admission and Registration is responsible for the
procedures for student admission and registration by enabling students to apply to the
English program through its website (Annex 3.0.1.1). The Deanship of Admission and
Registration also uses the various official channels to announce the mechanism of
application including steps for applying, the needed documents, the programs
available each year and the important dates (Annex 3.0.1.1a). The procedure starts
with receiving allotment requests for students expected to join the program ( Annex
3.0.1.3a), processing these requests, and ending the process of allocating and
accepting students. This takes place through the admission portal on the University of
Hail website through the Deanship of Admission and Registration on the following
website:
www.uoh.edu.sa/Subgates/Deans/Registration/Pages/default.aspx
The following figure shows online registration and admission procedures at University
of Hail
Figure 3.0.1.1 Admission and online registration procedures at University of Hail
Appointing
Notification university
Accepting the
of accepted numbers to
application
students accepted
Online sort students
application applications
Notification
Rejecting the
of rejected
application
students
The program also has a clear and fair policy for accepting new students through the
cumulative grade point average. These policies are formulated in light of the
university's rules and regulations for students after passing the preparatory year. Hail
University admission requirements are clearly stated in (the University Student Guide)
(Annex 3.0.1.2) and (The Undergraduate Study and Examination Regulations) ( Annex
3.0.1.4). The requirements are taken from these two sources and are applied to the
English Language Program. These requirements are summarized in three important
articles in Hail University Regulations and Rules of Undergraduate Study and
Examination (Annex 3.0.1.4a)
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Based on this, the English program has formulated the general entry requirements for
the program, which are vividly in alignment with Hail university’s regulations and
statutes concerned with students’ affairs. (Annex 3.0.1.2) (pages 4-5) and (Annex
3.0.1.4) (pages 9-12). The following Figure shows the entry requirements for English
language program and they are stated in detail in the program guide ( Annex 3.0.1.3).
Figure 3.0.1.2: Admission requirements for English language program
He/ she should have the secondary school certificate, or its equivalent from inside or
outside the Kingdom of Saudi Arabia.
He/ she should have obtained the secondary school certificate in a period of less than5
years prior to the date of application.
He/ she must have a record of good conduct.
He/ she must successfully pass any examination or personal interviews as

determined by the University Council.
He/ she must be physically fit and healthy.
He/ she must obtain the approval of his employer, if he is an employee of any
government or private agency.
He/ she must satisfy any other conditions the university council may deem necessary at the
time of application.
To insure that students are physically fit and healthy, the university adopts a medical
check- up form that should be filled by students before entering the program ( Annex
3.0.1.5)
As academic advising is an essential element of the educational process, the

University of Hail has developed an academic advising program for students in which
every student has an academic advisor "a faculty member" who gives advice and
guidance to students to improve their learning and abilities and overcome any
academic difficulties. To speed up the academic advising process, the university has
provided electronic academic advising through the student-advising platform on the
university’s banner system (Annex 3.0.1.6). The advising platform contains a list of
students, their university ID numbers, their academic information including their
contact numbers and email addresses. The student sends an electronic application
through the platform, and the academic advisor directs and follows up the application
until the task is completed. This platform has saved time and effort for both students
Page 149 of 206

and staff members ensuring at the same time that the students’ requests are
responded to and completed.
In its ongoing efforts to obtain feedback from its students in order to improve the quality
of services offered to them, a questionnaire (Students’ Experience Survey) was
directed to the students of English Language program ( Annex 3.0.1.7). A sizable
number of male and female students from the program participated in the
questionnaire. The opinion of the participants was surveyed with regard to a variety of
contexts related to learning experiences, skill development and the services offered to
them during their years of study in English Language Program.
The overall satisfaction of students with the services offered to them in the program
reaches 4.6 out of 5.
The English language program also conducted another survey entitled “The reality of
English language program from student’s point of view” on 2-12-2022 and the target
group were undergraduate students in English Language program (Annex 3.0.1.8). The
objective of the questionnaire is to measure the students’ satisfaction with the English
language program. The questionnaire clearly reflects students’ satisfaction with the
program as is shown in the points of strength reported in the survey results scoring
4.6 out of 5 (92%).
Moving into another important point related to the students who transfer to the
program, the following lines show how the program applies fair and approved policies
and procedures for students transferring to the program and the equivalency of what
students had previously learned.
The Deanship of Admission and Registration organizes the transfer process inside
and outside the program. The program receives transferred students, from outside the
university (from other universities in the Kingdom) (Annex 3.0.1.9). The program
provides the program students with the opportunity to study at other universities as
visiting students (Annex 3.0.1.10). The program also receives transferred students,
from inside the university (from other programs and colleges in the university) (Annex
3.0.1.11) every semester. Equivalences are made for the courses that have been
studied so that the transferred student can complete the study of the remaining
courses of the study plan that he has not studied yet. These equivalences ensure that
the student will not repeat the courses that he/ she has previously passed and they
are among the courses of the study plan of the program ( Annex 3.0.1.14). There are
electronic forms to be filled out by transfer students. These forms are submitted
through a web-based application designed specifically for transfer cases (Annex
3.0.1.12).
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Figure 3.0.1.3: Student transfer procedures
The student submits a transfer request through the application

process.
The application is received by the Deanship of Admission and

Registration.
The Deanship reviews and verifies the request.
The Deanship forwards the application to the program

administration.
The college forms an ad hoc committee.
The College Board makes the final decision.
The Deanship of Admission and Registration completes the

process.
According to the above Figure, the workflow in the transfer procedures begins when
the student sends a transfer request through the application process. After that, the
application is received by the Deanship of Admission and Registration. The Deanship
reviews the application to check the availability of all required documents. In case the
verification is successful, the Deanship sends the application to a special committee
in the college that studies the application and evaluates the student’s previous learning
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to determine the number of credit hours to be taken and the courses the student needs
to study. Based on the results of the evaluation of the special committee, the college
council makes the final decision regarding the acceptance or rejection of the transfer
request, along with the appropriate reasons and explanations. The decision is then
sent to the Deanship of Admission and Registration to complete the process and close
the application. There are deadlines for transfer applications in each semester and
they are announced in the academic calendar (Annex 3.0.1.13), which is published
annually by the Deanship of Admission and Registration. It is worth mentioning that
evidence indicates the effectiveness of the enrollment and transfer procedures where
a questionnaire was conducted to assess students’ satisfaction with the services
offered to them. The percentage of students’ satisfaction with these services reaches
4.55 out of 5 (91%) (Annex 3.0.1.7).
Furthermore, the program implements effective procedures for following up students’
progress and making sure that they gradually meet graduation requirements. This is
achieved through two important procedures. The first is the orientation program for
new students during which students are given an idea about the university
environment and the nature of the program study plan and its facilities. The second is
the academic advising and counselling provided to students. Every student has his/
her own academic advisor in the program. The duties of the academic advisor are to
improve students’ academic skills to overcome any academic difficulties they may
encounter; to work on early detection of students of poor academic performance and
help them overcome their academic obstacles; and make sure that they are
progressing smoothly towards their graduation without leaving behind any requirement
that might prevent them from graduating.
3-0-2 The program provides basic information to students, such as study

requirements, services, and financial fees (if any), through various
means.
The university provides sufficient information about the program, including the courses
offered, admission requirements, and services provided. This information is available
through the college website, http://www.uoh.edu.sa/Subgates/Faculties/art
science/Pages/Default.aspx. ,
Further, All students’ rights and duties are clearly stated in a special manual that is
issued by The Deanship of Students’ Affairs (Annex 3.0.2.a). All students can obtain
their own copies of this manual as well as having the access to view it via the link
below:
http://www.uoh.edu.sa/Subgates/Deans/Student-Affairs/Pages/Policies_Procedures.aspx
Moreover, the program also provides adequate and detailed information to its students
about its admission requirements, graduation requirements, study plan, course
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specifications and graduate employment opportunities in the program guidebook
(Annex 3.0.2.1) and program prospectus (annex 3.0.2.2).
These are publicly announced in the program website (which is currently under
renovation) and in the Students’ Support Centre in room 1602 (Annex 3.0.2.2a).
In addition, the English language program provides Comprehensive orientation
programs for new students, both male and female, (Annex 3.0.2.3), in which new
students are introduced to the university environment, learning resources, study and
examination regulations and brochures containing all the information they need during
their studies. The new student learns also about the electronic services offered to them
such as how to access the electronic library available to all students on the university
website (Annex 3.0.2.3b), how to use the university LMS (Blackboard) (Annex
3.0.2.3c) and how to use the university academic advising portal (Annex 3.0.2.3d).
They are also informed about the Hail University Ethical Charter with regard to
students (Annex 3.0.2.3e). The new students are informed about this orientation
program through an announcement posted on the notice boards, Blackboard
announcement and the level one instructors (Annex 3.0.2.3a.pdf).
Seeking to measure the new students’ satisfaction with the orientation program offered
to them, a survey was circulated among these students. The results showed that
students were completely satisfied with the orientation program offered to them (Annex
3.0.2.4).
3-0-3 Students are provided with effective academic, professional,
psychological, and social guidance, and counselling services through
qualified and sufficient staff. *
As academic advising is an essential element of the educational process, the
University of Hail, represented by the Deanship of Students Affairs, has developed an
academic advising program for students. This advising program, having its own
academic advising and student support mechanism, enhances students’ learning,
professional, psychological and academic experiences through helping them
overcome all academic difficulties that may encounter them (Annex 3.0.3.1). This
advising program is run by the Students Guidance and counselling Centre formed by
the Students Affairs Deanship. The center provides students with various academic,
psychological, professional and social guidance and counselling services and
activities at the individual and collective levels and has its own mechanism for offering
these services (Annex 3.0.3.1a). The center has carried out various student guidance
and support activities and programs (Annex 3.0.3.1b) such as:
• “How to manage your exams”

• “No-to-drugs Forum”
• “Personal Skills Development Program”
Moreover, for a better and faster academic advising process, the university has
developed an electronic academic advising portal on the university’s banner system
(Annex 3.0.3.3). The advising platform contains the names of students, their university
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ID numbers, their academic information including their contact numbers and email
addresses. Every faculty member in the university is then assigned a number of
students in his/ her program to be their academic advisor and provide them with all
needed orientation, guidance and support. Thus, the English program in both the male
and female sections assigns one faculty member for a group of students to act as their
academic advisor (Annex 3.0.3.4). Academic advisors guide students to benefit from
the services provided by the university academic advising portal. When needed, the
student sends an electronic request through the platform, and the academic advisor
directs and follows up the request until the task is completed. Students can also meet
their academic advisor at any time during his/ her office hours. Every faculty member
announces his/ her office hours on the door of his/ her office (Annex 3.0.3.4a).
On the other hand, at the Arts college level, of which the program is part, there is an
advising and counselling unit (Annex 3.0.3.2), under which a number of advising and
counselling committees function at the program level. The college has developed a
mechanism for providing the advising and counselling services to students. This
mechanism regulates the academic advising activities stipulating the duties of the
academic advisor, the duties and rights of students with regard to the academic
advising processes and areas of academic advising and also regulates the relationship
between academic advisors and students (Annex 3.0.3.2a).
Students’ academic guidance and support committee in the English program
functions within this framework and conducts regular meetings every semester with
students to provide them with any needed academic, psychological, and social
guidance (Annex 3.0.3.5). For the sake of bettering and improving its services to
students, one of which is the academic advising, the program conducts an annual
survey seeking students’ feedback on these services. The survey for the academic
year 2021-2022 for both male and female students reveals that students’ satisfaction
with the academic services offered to them scores 4.6 out of 5 (92%) (Annex 3.0.3.6).
3-0-4 Mechanisms are applied to identify gifted, creative, talented, and

underachieving students in the program, and appropriate programs are
available to care for, motivate, and support each group of them.
High achievers and underachievers are very common in any academic program. It is
the duty of every program to identify and support such students. The University of
Hail in general and the English program are doing their best to help and empower
these students. In this regard, the university is keen to create the appropriate
mechanisms and programs that would suit the nature of these students and provide
them with a special educational environment that would encourage and empower
them. The university thus issued a guidebook to identify and support underachieving
and outstanding students. This guidebook contains mechanisms for early detection,
identification and follow-up of weak and outstanding students (Annex 3.0.4.1). These
mechanisms provide a number of guidelines for the programs to monitor students’
grades and trace their academic career as early as 90 days after the beginning of
the academic year. They also suggest the importance of giving special attention to
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secure their academic development and innovation. The university also has issued a
mechanism whereby university programs can follow up and support underachieving
students and motivate the talented ones (3.0.4.2).
In the light of this, it is worth noting that the university has introduced a number of
programs and initiatives to fulfill the needs of both: talented and underachieving
students such as:
1- Underachievement- free faculty Initiative. This is an initiative that has been
launched by the University Deanship of Students’ Affairs in collaboration with
the university colleges to help struggling students overcome their
underachievement and underperformance. The concluding report of this
initiative is attached explaining its description, its various activities and its
agreements with the partner colleges (Annex 3.0.4.3)
2- The Ideal Student Prize: this an annual competitive prize awarded to a

number of distinguished students at the university level in recognition of their
personal, academic and community service excellence. (Annex 3.0.4.4). The
program nominates two students (one male and one female) every year to
compete for this prize (Annex 3.0.4.4a).
Moreover, at the level of the English program, there is a committee for Struggling
Students Committee that meets regularly to discuss and solve struggling students
problems and difficulties (Annex 3.0.4.3a). It also prepares lists of the program
struggling students (both male and female) and makes a case study on each student
with the help of the students’ academic advisor. In the light of that, a number of
guiding and support activities are designed and conducted for them in an attempt to
eliminate the barriers to the students’ smooth academic progress (Annex 3.0.4.3b)
As for the outstanding students (males and females), the program at the end of each
academic year prepares list of outstanding students and awards them certificates of
excellence and appreciation in recognition of their outstanding performance and hard
work (Annex 3.0.4.4b)
In addition, the college of Arts, of which the English program is part, pays a great
attention to the outstanding and underachieving students by developing a special
initiative in its Strategic Plan (2020-2023) to fulfil their needs and improve their
academic career. This is initiative number (5) in the strategic goal (1) of the College
of Arts Strategic Plan. All meetings and activities in this initiative include all programs
in the college. As this initiative is at the college level and meetings, workshops and
activities are held in Arabic, a brief summary of the initiative is given on the cover
page of this annex (Annex 3.0.4.5).
It is also worth mentioning that as a privilege and support for them, outstanding
students are allowed to register more credit hours than average students who are
allowed to register up to (18) hours. The article (8) of UOH Study and Examination
Regulations stipulates that “students whose GPA is (3 ≥) can register up to 21 credit
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hours” in recognition of their hard work and as a sign of motivating and caring about
them (Annex 3.0.4.5a). The English program in implementation of this gives this
privilege to its outstanding students and registers more credit hours for those who
wish to (Annex 3.0.4.5b).
3-0-5 Students in the program are offered extracurricular activities in
variety of fields to develop their abilities and skills, and the program
takes appropriate actions to support and motivate their participation.
Extracurricular activities for students of the program are designed and presented
through the Extracurricular Activities Unit at the college and program level. The English
program has formed the Student Club in the male and female campuses (Annex
3.0.5.1) offering students several extracurricular activities in variety of fields to develop
their abilities and skills. The program takes appropriate actions to support and motivate
their participation in the activities of the Students Club. The manual of the club
describes clearly club objectives, activities and the membership requirements (annex
3.0.5.2).
The college of arts also in collaboration with the students’ activities committee in the
English program proposes an annual student curricular activity plan that is
implemented throughout the academic year by both female and male students (annex
3.0.5.3).
Regular reports are usually submitted to the head of the English department on the
activities carried out. The report aims at enhancing student participation and improving
the quality of activities (Annex 3.0.5.4).
Many extra-curricular activities are also organized by the student activities unit both at
the level of the college and the program as well in implementation of the extracurricular
activities plan prepared by both the college and the English program for both female
and male students (Annex 3.0.5.5). Regular reports are also prepared to assess the
percentages and level of achievement and completion of these activities (Annex
3.0.5.5a).
Moreover, many courses in the program study plan are connected to various extra-
curricular activities such as ENGL124, ENGL160, ENGL208, ENGL346, ENGL417,
ENGL425, ENGL433 and ENGL461. This is clearly stated in the program CLO-PLO
matrix. The extra-curricular activities related to these courses include students’
participation in competitions, students’ participation in literary forums and students’
participation in community service activities. Then Students get engaged in many
course-based extracurricular activities that help develop their academic skills. For
example, they have participated in a competition activity called “Story Analysis”.
Another activity is a translation competition on the occasion of the Allegiance Day
commemorating King Salman’s succession to the throne (Annex 3.0.5.5b). They can
also participate in many volunteer work activities that can contribute a lot in developing
their skills and knowledge via the university Volunteer Work Gate (Annex 3.0.5.6).
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Program students have participated in various voluntary work activities organized by
the college of Arts of which the program is part (Annex 3.0.5.6a).
At the college level, many extra-curricular activities (cultural, sports, voluntary work,
scholarly and scientific) have also been organized and in which the program students
(males and females) have been active participants. (Annex 3.0.5.5c) shows the total
number of extra-curricular activities carried out by the college of Arts in the academic
year (2021-2022) and the number of students who participated and benefitted from
those activities. Samples of those activities particularly in which the program students
participated are also included.
Additionally, The English program encourages its male and female students to
participate in the extra-curricular activities organized by the Deanship of Students
Affairs at the university level. (Annex 3.0.5.5d) shows the total number of extra-
curricular activities organized by the Dean of Students Affairs and in which thousands
of university students took part, among whom are the English program. For example,
one of the program students is a player in the university football team, the team that
won the inter-university football championship in 2021. Another activity is the
“Electronic Games Championship” in which one of the program female students was
a champion. The same annex also contains examples of many of those activities in
which the program students also participated.
Students can suggest extra-curricular activities as well as create student clubs based
on common interests through the following link:
http://ultimus.uoh.edu.sa/SPAUOH/ActivityIdea.aspx
It is also worth mentioning that there is an appropriate representation for students in

various councils and committees in the program. Students' participation in the
decision-making process is very important whether to students or to the Program of
English because this representation allows students to discuss topics related to their
rights and duties. In addition, it enables them to express their opinions, identify their
problems, and propose appropriate solutions to the problems that they might face
during their study. Hence, the students are major members in the various
committees. For example, they are represented in the program’s advisory committee
(Annex 3.0.5.7). Through this participation, the students participate in the decision-
making process in the program and its various activities. Moreover, the English
department council has approved the names of two students (a male and a female)
to represent students in the department council meetings. The selection of these two
students is based on their high GPA and active participation in students’ activities
(Annex 3.0.5.8).
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3-0-6 The program implements an effective mechanism to communicate
with its alumni and involve them in its events and activities, explore their
views, and benefit from their expertise and support; and provides
updated and comprehensive databases about them
The program has the Alumni Affairs Committee, with defining its tasks and
responsibilities, as it follows up on all matters related to graduates and continues to
communicate with them even after their graduation from the university (Annex 3.0.6.1).
This committee works in collaboration with the Alumni Unit at the college level.
A mechanism for the alumni support and follow-up is prepared to regulate the alumni
committee activities and ensure their effectiveness (Annex 3.0.6.2). This mechanism
also helps the program follow up on its employee students by communicating with
their employers and inquiring about the graduates’ workflow and performance (Annex
3.0.6.2a)
Moreover, the program alumni committee has developed an alumni support and
follow-up plan that ensures a continuous interaction with and involvement of the
program alumni with the English program (Annex 3.0.6.3). This plan is implemented
via organizing many activities that support them in developing their job and career
skills and ensure their continuous communication with the program. The following
annex contains some activities organized by the program for the professional
development of its alumni (Annex 3.0.6.4).
The Alumni unit also prepares lists of graduates, completes and updates their data on
a continuous basis and invites a number of graduates to consult with them, as they
deem appropriate and necessary. (Annex 3.0.6.2b) shows the updated and
comprehensive database of the students in the program for the year 2021-2022.
The program also communicates with its alumni and seeks feedback from them
about the program and the services offered to them. This is achieved through the
annual alumni survey (Annex 4.0.6.5). It is analyzed by the program to assess the
success of achieving specific learning objectives and measure the quality of services
provided to identify areas for improvement. Below is a brief description of the results
of the survey. The survey shows that the overall average of the alumni’s satisfaction
with the program and its services scores 4.6 out of 5 (92%). Below is a brief
summary of the results of the alumni survey:
• Points of Strength:
- The majority of alumni believe that the program has provided with strong
professional knowledge, skills and ethics, which are helpful for the labor
market.
- The program has provided them with the opportunities for communication
with the appropriate labor market entities.
• Areas for Improvement:
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- The need to provide a training program for students that is consistent with
their major.
- The need to enhance the efficiency of some facilities and resources such as
cafeteria services.
3.0.7 Effective mechanisms are applied to evaluate the adequacy and
quality of services provided to students and measure their satisfaction
with them; and the results are used for improvement.*
The program carries out regular assessment procedures of its services, facilities,
equipment to ensure offering quality learning and teaching services for its students.
This is done by using a form called “NORMS”, a form that assesses whether the
program facilities, buildings, equipment and human resources fulfill the necessary
standards for a quality learning and teaching process. This assessment is carried out
two times every academic year (Annex 3.0.7.1a).
Moreover, Accredited periodic questionnaires are provided to students to identify
points of strengths in the program and aspects that need improvements. (Annex
3.0.7.1) shows the SES questionnaire submitted to male and female students to
measure five main aspects of student experience in the program: skills development,
learner engagement, teaching quality, student support and learning resources. The
survey results show that students’ satisfaction with their experience in the program
reaches 4.496 out of 5 (89.92%). The program also conducts another survey in
which male and female students are requested to evaluate the reality of the program
and the services it provides. The program seizes this opportunity to strengthen the
quality of the program and the learning outcomes for students (Annex 3.0.7.2). The
overall satisfaction of students with the program and its services reaches 4.6 out of 5
(85%). The questionnaires results produce various improvement and development
actions to be taken by the program. The above-mentioned questionnaires pinpoint
area for improvement within the program:
1. The need for more extra-curricular activities
2. The need for more improvement to the facilities that are used for learning and
teaching and other facilities such as the cafeteria.

Strengths:
1. The availability of detailed criteria and requirements for admission and registration
in the program, which are publicly announced and applied objectively and fairly.
2. The availability of a sophisticated and efficient electronic portal that regulates the
registration and admission procedures.
3. Students’ voice (both males and females) is heard through an active participation
in the meetings of governing councils and in various activities organized by the
program and college.
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4. The availability of a flexible and efficient electronic portal for academic advising
and all student-related academic issues. This portal is regularly updated to meet and
fulfil students’ needs.
5. The program adopts and follows clear transfer and equivalence policies and
procedures for transfer students into the program
6. Through Student Activity Committee and Student Club, the program offers a
variety of curricular and extra-curricular activities for students which contribute
substantially to their motivation and success.
7. The Program applies transparent and fair policies that secure student rights and
inform them about their duties and procedures of grievances and complaints.
8. Availability of an effective and approved mechanism that identifies talented and
underachieving students in the program ensuring that these students are provided
with the proper and utmost care and support.
9. Students are provided with adequate and comprehensive services with regard to
academic counselling and professional, psychological and social guidance and
orientation. 10. The program maintains a comprehensive alumni database that
ensures a constant communication with them and strengthen their connection with
college and program.
1. More coordination is required with the Deanship of Admission and Registration

and Deanship of Student Affairs to work more effectively on initiatives that actively
support the talented and underachieving students.
2. Effective and continuous communication with students of absenteeism to solve the
problems that may hinder their progress.
Table 3.1: PDCA cycle of Standard 3

PDCA
Plan (P) • The organization of various means of support (e.g. orientation programs,
academic advice on admission procedures and processes, course selection and
registration, counselling, extracurricular activities).
• Making available an academic advisory web page that would help students to
submit any enquiry.
• A fair policy for admission.
• Extracurricular activities.
Prepare plans for supporting and following up graduates.
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Do (D) • Support by: Deanships of Admission and Registration and Student Affairs, and
College Units
• Introduce a web based electronic admission portal.
• Improve academic advice and support.
• Familiarise students with all policies and regulations.
• Implement activities for supporting and monitoring Alumni.
Check • Periodic reports regarding the students’ registration and enrolment of courses.
(C) • Evaluate student awareness regarding policies.
• Monitor student needs.
• Student satisfaction with academic guidance.
• Student satisfaction with initiatives (e.g. Talented Students, Help Me and
Student Health Care Development).
• Student satisfaction with extracurricular activities and student clubs.
• Regular surveys and meetings with
students. Alumni survey and the employers’
survey.
Act (A) • Prepare training programs to increase student awareness regarding registration
procedures.
• Hold meetings to discuss any issues that students may face with the transfer
procedure.
• Encourage academic staff to motivate students to benefit from academic
guidance and psychological support.
• Increase the initiatives to support gifted and struggling students.
• Increase the extracurricular activities for program students.
• Include representative students in the college council by following the same
mechanism used to include them in departmental councils.
Table 3.2: List of Annexes for Standard 3

Annex Code Annexes Title
3.A.1 English Language Program Organizational Structure
3.0.1.1 Admission Procedures
3.0.1.1a Use of Social Media to announce for New Admissions and
Regirtration
3.0.1.2 UoH Admission Requirements
3.0.1.3 Entry Requirement for the English language Program
3.0.1.3a Dept. Council recommendation for admission criteria
3.0.1.4 Regulation and Rules of Undergraduate Study and Examination at
UoH
3.0.1.4a UOH Admission Regulations as indicated in Uni. Admission and
Study Bylaw
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3.0.1.5 Medical Check-up Form
3.0.1.6 Electronic Academic Advising Platform
3.0.1.7 Students Experience Survey
3.0.1.8 Reality of the English Language Program by Undergraduate
Students’ Perspective Survey
3.0.1.9 Transferring from other universities to UOH form
3.0.1.10 Visiting student form from the UOH to another university
3.0.1.11 Change of Major form
3.0.1.12 Electronic Application for Transfer
3.0.1.13 UOH Academic Calendar
3.0.1.14 Credit Transfer form
3.0.2a University Manual of Students’ Rights and Duties
3.0.2.1 English Language Program Handbook
3.0.2.2 Prospectus English Language Program
3.0.2.2a Program Guidebook Announcement
3.0.2.3a Orientation Program Announcement for Students
3.0.2.3b Students’ Guide to the Electronic Library
3.0.2.3c Students’ Guide to Blackboard E-learning System
3.0.2.3d Academic Advising manual for Students
3.0.2.3e The Ethical Charter of UOH (Students)
3.0.2.4 Survey Report for New Students Satisfaction of the Orientation
Program
3.0.3.1 Academic Advising & student support Mechanism in the College
3.0.3.1a Students Guidance and Counselling Centre
3.0.3.1b Students Guidance and Counselling Centre Activities and programs
3.0.3.2 Work regulations for academic advising Department
3.0.3.2a The College of Arts Advising and Counselling Mechanism
3.0.3.3 Electronic Academic Advising procedure
3.0.3.4 Students’ distribution to the academic advisors
3.0.3.4a Announcement of Faculty Office Hours
3.0.3.5 Electronic Academic advising report
3.0.3.6 Program Evaluation Survey
3.0.4.1 Guidebook for Early deduction, support and follow-up of weak and
excellent students
3.0.4.2 Mechanism for follow-up and support of poor students and motivate
talented students
3.0.4.3 Underachievement- Free College Initiative
3.0.4.3a English Program Committee for Struggling Students (Meeting
Minutes)
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3.0.4.3b Lists of Female and Males Struggling Students with an Activity for
them
3.0.4.4 University Ideal Students Award
3.0.4.4a Program Nomination of Outstanding Students for the Award
3.0.4.4b Program Awarding Outstanding Students Certificates of
Appreciation
3.0.4.5 College of Arts Underachieving Students Initiative
3.0.5.1 Students Club in the college
3.0.5.2 Students Council in the college with selection criteria
3.0.5.3 Students Activities Plan
3.0.5.4 Report for Conducted Students Activities
3.0.5.5 Extracurricular Activities Plan
3.0.5.5a Extracurricular Activities Report
3.0.5.5b Course-based Extracurricular Activities
3.0.5.5c Examples of College Extracurricular Activities in which Program
Students participated
3.0.5.5d Examples of Extracurricular Activities organized by The Deanship of
Students Affairs in which program students actively participated
3.0.5.6 A Guide for Voluntary Work Clubs in the university colleges
3.0.5.6a Examples of some Voluntary Work Activities in which Program
Students actively Participated
3.0.5.7 Students representation in the Program Advisory Committee
3.0.5.8 Students representation in the Program Departmental Council
3.0.6.1 Alumni Committee
3.0.6.2 Alumni Support and Follow-up Mechanism
3.0.6.2a Communication with Employee Alumni
3.0.6.2b Examples of Program Alumni Database
3.0.6.3 Alumni Support and follow-up plan
3.0.6.4 Sample of Conducted Activities with Alumni
3.0.6.5 Graduates Evaluation for program survey report
3.0.7.1 Students Experience Survey
3.0.7.1a NORMS Form
3.0.7.2 Program Evaluation Survey
3.0.7.3 Reality of the program from undergraduate students’ perspective
Survey
Table 3.3: List of program KPIs related to Standard 3
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KPI Results
KPI No. KPI Target BM Internal External New Target
Actual BM BM BM BM
Students' satisfaction with

KPI-P-10 the offered services 4.5/5 4.6 4.2 4.28 4.8
(90%) (92%) (84%) (85.6%) (96%)
Description and analysis of KPIs related to Standard 3:

The actual benchmark of the program has been achieved with minor development.
This achievement reflects the huge efforts that have been made in the previous year
to achieve a prestigious level of students’ satisfaction regarding the offered services.
Further, the program shows a notable more actual value than the internal and
external benchmarks. The efforts will be continued by using various tools e.g.
(periodic meetings, more students’ activities and more student participation in the
governing councils) that help improve all the services that the program provides.
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Standard 4. Faculty
(Overall Rating 4)
The program must have sufficient numbers of qualified teaching staff with the
necessary competence and experience to carry out their responsibilities. The teaching
staff must be aware of current academic and professional developments in their fields
of specialization, participate in research and community service, and in improving the
program and institutional performance. Teaching staff performance must be evaluated
according to specific criteria, and the results of these evaluations must be used for
development.
Levels of Non- Perf ect
Evaluation NA Compl ia
Part ial Compl ianc
Compl ianc
Dist inct iv e
Compl ianc e e Compl ianc e
nce e
Elements of
1 2 3 4 5
Evaluation
The program has an adequate number ✓
of faculty members at all sites where it
4-0-1
is offered and appropriate verification
mechanisms are applied.*
The teaching and adjunct staff in the ✓
professional programs include some
4-0-2
experienced and highly skilled
professionals in the field of the program.
The teaching staff participate in academic, ✓
research, and scientific production
activities efficiently and regularly, and their
4-0-3
participation in these activities is
considered one of the criteria for their
evaluation and promotion.
Teaching staff participate in community ✓
partnership activities; and their
4-0-4 participation in these activities is
considered as one of the criteria for their
Teaching staff participate in professional ✓
and academic development programs in
4-0-5 accordance with a plan that meets their
needs and contributes to the development
of their performance.
The performance of the teaching staff is ✓
regularly assessed according to specific
4-0-6 and published criteria; feedback is
provided to them; and the results are used
in improving the performance.
23
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Levels of Non- Perf ect
Evaluation NA Compl ia
Part ial Compl ianc
Compl ianc
Dist inct iv e
Compl ianc e e Compl ianc e
nce e
Elements of
1 2 3 4 5
Evaluation
Provide an analytical and evaluation report in this section about the results of
each standard based on required data, evidence, and related KPIs.
Self-evaluation of standard 4 using self-evaluation scale shows that most of the

criteria of the standard were given 4 points. However, criterion 4.0.5 was evaluated 3
points. The overall evaluation of this standard is 4 points.
The College of Arts acknowledges that faculty members play an important role in
delivering the learning-anchored purposes of the English program and in the achieving
the related objectives. Therefore, the College of Arts applies rigorous policies to
ensure that only highly qualified and experiences teaching staff be recruited. When
new members join the College of Arts, the college ensures that they are provided with
orientation sessions. In these sessions, their duties and responsibilities are explained.
More significantly, faculty members of the College of Arts are offered many
opportunities for professional development within the UoH. The Quality Dissemination
Committee, under the umbrella of the Vice Deanship of Quality Assurance and
Development, offers teaching staff many quality-related activities to help them to
adhere to quality assurance practices encouraged by the UoH through the Deanship
of Quality and Development.
The program encourages teaching staff to take part in conferences, seminars, courses
and training workshops, in par with the university goals. Teaching staff are also
provided with many opportunities to engage in community service activities. The
program also ensures that the ratio of college to students is sufficient and good enough
to offer excellent educational services. In this regard, a mechanism has been
implemented to make sure that the courses taught by faculty members are in line with
their credentials. A system for recognition, retention and promotion is also applied in
the English program.
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4-0-1 The program has an adequate number of faculty members at all sites
where it is offered, and appropriate verification mechanisms are applied. *
The English program regularly assures it has enough academic staff to meet the
program's aims and goals. It ensures that sufficient numbers of staff members are
appointed to manage both male and female coursework. The Quality Assurance Unit,
in collaboration with the quality coordinators for each academic department,
determines and maintains the Faculty Member Database per Academic Department
on a regular basis to ensure that adequate numbers of academic employees are
allocated (Annex 4.0.1.1). To make data collecting and analysis easier, this document
categorizes each faculty member by highest degree earned, current academic rank
and nationality. Students to teaching staff ratio is 7:1 for male side and 13:1. for female
side (17:1 combined). The overall number of faculty members and other teaching staff
for the academic years 2021-2022 is mentioned previously in Section 1.9.4. (p. 11).
To verify the appropriateness of academic personnel in the English program in terms

of quantity, the Reality of the English Program by Undergraduate Students’
Perspective Survey was carried out during academic year 2020-2021(Annex 4.0.1.2).
The majority of respondents males and females agreed that the students in the
program have adequate academic and career counselling. This service was available
for them throughout the program.
In the program, an academic advisor is assigned a student’s protfoiol, with the task of
monitoring the latter’s academic load and course registration, and the KPI figures
related to the ratio of faculty members to students as shown above indicate that the
number of faculty members in the program is proportional to the number of students
in the program. The ratio is seen to be 'strength' of the English program (4.0.3.9.pdf).
Furthermore, the Reality of the English Program faculty members’ Perspective Survey
(Annex 4.0.1.3) carried out in the academic year 2020-2021 revealed that 89.39% of
the respondents recognized that in sections for male and female, students resources,
facilities and staffing provisions are supported at comparable levels, and that
approximately 93% of the respondents concurred that the university provides a
sufficient number of faculty members to carry out the functions of academic advising,
who are available to provide assistance prior to and during the student registration
process. Both indicators garnered a rating of four points (out of five) and was classified
as a ‘strength’ of the English program (see Table 4.0.1.1).
Table 4.0.1.1: Results of Indicators related to Faculty Distribution and Assignment
Page 167 of 206

No. Indicator Mean Points Verbal
Interpretation
(merged,
male and
female)
42 The University provides a Strength

sufficient number of faculty
4.68 4
members to carry out
academic advising tasks to
assist students before
starting the registration
process in various
educational programs.
52 Adequate meeting facilities 4.47 4 Strength

for consultations between
faculty and students are
available.
Within the faculty, the program management tends to form a recruitment committee,
which is responsible for recruiting qualified candidates based on the applicant's
education, experience, skill sets, personal qualities, and eligibility to the announced
job requirements. Through the governing council, the recruitment committee is
entrusted with this task in collaboration with the UoH human resources department,
which schedules appointments and commences the contracting procedure in
accordance with UoH laws and regulations (Annex 4.0.1.4). To achieve transparency,
honesty, and responsibility, candidates are supplied with all information on job
requirements via the declared job advertisement models/ UoH HR department (Annex
4.0.1.5) in match with UoH & English program’s.
Page 168 of 206

mission, goals & values. Before offering contracts, “the University’s Contracting
Committee” evaluates the documents and the integrity of the credentials of the chosen
applicants for academic jobs, following certain procedures outlined in Hail University’s
recruitment and termination policy, and makes a final decision (Annex 4.0.1.6).
At the end of each academic year, the program should consider the number of
students enrolled in the program, the program plan for the acceptance of new students
in the following year, students transferring to the program, and scholarship period for
some faculty members. Based on these factors, the program may raise any needs for
new faculty members to the Vice-Rector of the Academic Affairs at the beginning of
the new academic year. As an example of applying this procedure, the program had
recently made contracts with new faculty members (Annex 4.0.1.7).
4-0-2 The teaching and adjunct staff in the professional programs include
some experienced and highly skilled professionals in the field of the program.
There are highly skilled faculty members in the program, a fact captured by
observing the variety nature of courses being led/offered by the program. That is
clearly evident in the two main points of reference that validates the qualification of the
faculty member, which are (1) the recommendations by previous professional
employers, varying from academic institutions (Annex 4.0.2.1), (2) details which
portray the background of the faculty from educational or professional institutions
(Annex 4.0.2.2). To emphasize on the aforementioned, the program always promotes
faculty members to further their education whether formally through post graduate
studies (Annex 4.0.2.5), and scholarships are granted only to top 500 universities
across the world. Many of the program’s faculty members already finished their studies
and joined the program.
There are enough experienced and highly qualified teaching staff in each of their
specialization at the program. There have been multiple contributions by these
professionals where they are highly involved in teaching and learning workshops
(Annex 4.0.2.3) in order to broaden their horizons. The program ensures the
appropriateness and qualification of faculty members for the courses they teach. This
is done by making sure that courses are taught by those with the relevant qualification
(Annex 4.0.2.4).
4-0-3 The teaching staff participate in academic, research and scientific
production activities efficiently and regularly, and their participation in these
activities is considered as one of the criteria for their evaluation and
promotion
The English program encourages faculty members to participate in activities that
are standardly assumed to develop their professionality. Such activities include,
though not restricted to, operationalizing the belief: (1) as peer reviewers for various
journals of linguistics and literature (Annex 4.0.3.1); and (2) as proponents of research
projects (Annex 4.0.3.2), and (3) research publications (Annex 4.0.3.3).
The mission of the college of arts is aligned with the mission of the university through
– orienting the scientific research through the second strategic goal of the college of
arts Strategic Plan 2020-2023 (Annex 4.0.3.13), “development of research
environment and increased the distinguished scientific publication” which includes 9
initiatives which all emphasize on achieving research excellence for social and
economic impact. Because of this, the College of Arts considers the Research
Priorities of the university (Annex 4.0.3.14) and accordingly creates the Research
Plan for the college 2021-2023 (Annex 4.0.3.15). Faculty members produce published
research outcomes (Annex 4.0.3.3) as part of a major component of the College of
Arts research plan, which are then included in the Faculty Member Research
Database (Annex 4.0.3.16). the research committee prepares every year its plan
according to the operational plan of the program and the recommendations stated in
the KPIs report. The Research Committee has the database of the research activities
for the faculty members of the program, and they update this database in an annual
basis. According to the program plan, the committee evaluates the research activities
achieved in the operational plan in that they are linked to the goals of the program.
These are well linked to assure that the faculty members effectively participate in the
research actively in line with the university research priorities that are stated by the
Deanship of Scientific Research (Annex 4.0.3.14).
More importantly, faculty members’ participation in professional adjustment activities

serves them well in terms of faculty retention and promotion decisions because they
provide valuable evidence in inputs for instructional, community, and research
participation in the Annual Self Evaluation Form by Faculty Members (Annex 4.0.3.4),
the Annual Performance Evaluation of Faculty Members by the Department Chairman
(Annex 4.0.3.5), and the Promotion Request by the College Council (Annex 4.0.3.6).
170
The vast majority of faculty members are PhD-qualified (43%) and relatively active as
scholars and researchers as evidenced by their publications. The percentage of full-
time faculty members who have published at least one research paper last year was
30% (4.0.3.7.pdf). The number of peer-reviewed publications in the previous year per
full-time instructor was 0.65 (4.0.3.8.pdf) as shown in the KPI Report (4.0.3.9.pdf ).
Over the last three years, there has been a big jump for the PhD holders in the program
as more than 17 faculty members from both male and female sides came back after
they successfully achieved their scholarship journey for obtaining a doctorate degree.
This might be a difficulty for some faculty members to be very active in research.
However, the university supports these fresh faculty members through a program
called initiator in Arabic (Badea) (Annex 4.0.3.18). This program targets those who
recently joined the university after their scholarship to motivate them to continue their
research activities at the university.
UoH places a great emphasis on strategies to improve research capacity, which is

reflected in the evaluation and promotion criteria of faculty members. In addition,
scientific research is one of the university’s most important strategic goals. Therefore,
the university encourages faculty members to publish their papers in reputable,
competitive journals with the narrow scope of the fields of expertise, with high impact
factor through monetary rewards (Annex 4.0.3.10). Also, UoH provides an excellence
allowance of up to 100% of the basic salary for a maximum of two years for the faculty
member who participates effectively in academic activities based on specific criteria in
accordance with the System of Higher Education Council and Universities and its
regulations (Annex 4.0.3.11). Additionally, the university strives to secure a
comfortable environment and resources that are essential for conducting high-quality
interdisciplinary research. This can be seen in the participation of some English
program faculty members in conducting interdisciplinary research with faculty
members from other programs and colleges (Annex 4.0.3.2).
University of Hail has set up transparent and fair policies on staff participation in
research, regulations on intellectual property and management and maintenance of
equipment obtained by research funding (Annex 4.0.3.12). Furthermore, the deanship
of scientific research has initiated a 5- year institutional research development plan
and assigned priority fields for research at UoH
(http://www.uoh.edu.sa/en/Subgates/Deans/Academic-Research/Pages/Research-
Priorities-at-Ha’il-University.aspx).
The university also introduce a number of programs to support and fund
researches(http://www.uoh.edu.sa/en/Subgates/Faculties/CM/Gradute-
studies/Research/Pages/CertifiedProjects3.aspx). Based on this, many research
groups were funded at the UoH and the English Program were funded (Annex
4.0.3.2).
171
As previously pointed out, faculty members’ participation in professional adjustment
activities serves them well in terms of faculty retention and promotion decisions
because they provide valuable evidence in inputs for instructional, community, and
research participation in the Annual Self Evaluation Form by Faculty Members (Annex
4.0.3.4),, the Annual Performance Evaluation of Faculty Members by the Department
Chairman (Annex 4.0.3.5), and the Promotion Request by the College Council (Annex
4.0.3.6).Samples of the annual evaluation reports for faculty members (2 males and 1
female) are shown in the following Annex: (Annex 4.0.3.17).
4-0-4 Teaching staff participate in community partnership activities; and their

participation in these activities is considered as one of the criteria for their
The program realizes its crucial role in coping with to the demands of the
communities it gives a help. Thus, it is viewed that its teaching staff take part in
activities that deal with the requirements of the community and that they are
respectively mapped and giving advantages for this contribution. As such, the English
program has formulated one of its functional committees in the form of the Community
Service Committee (Annex 4.0.4.1). This Community Service committee is
responsible for formulating a plan for the activities related to community service
(Annex 4.0.4.2) and regulates the academic program and numerous other committees
within the program to get involved into both teachers and students to take part in varied
community service action which are immediately and accurately documented to come
up with the Achievement Reports for the Community Service schedule (Annex
4.0.4.3).
The Bachelor of English Program Faculty Members’ Survey, which was carried out in
the second semester of academic year 2020-2021 and which included 84
respondents (males and females), showed that the majority of respondents admitted
that standards of promotion and faculty evaluation priorities participation in community
service. The results also showed that faculty members are encouraged to take part in
seminars in which important community issues are discussed. Both indicators
garnered a rating of four points (from a maximum of five) and was identified as a
‘strength’ of the English program (see Table 4.0.4.1). Additionally, in annual evaluation
faculty members are evaluated based on participation in community service (Annex
4.0.4.4)
172
Table 4.0.4.1: Results of Indicators related to Faculty Participation in Community
Service Activities and its Merits
No. Indicator Mean Points Verbal

Interpretation
(merged;males
and females)
76 The contribution of faculty members 4.47 4 Strength

to community service
are evaluated during faculty
members' promotion.
77 Faculty are encouraged to participate 4.74 4 Strength

in
seminars where important issues in
the community are discussed.
It should be noted, given the KPI figures related to community service, that faculty
members’ community service has increased significantly from last year, however, it’s
still below the target value (60%). The value of this KPI is 50% indicates a progress
in both female and male sections.
4-0-5 Teaching staff participate in professional and academic development

programs in accordance with a plan that meets their needs and contributes to
the development of their performance.
The college of Arts is aware of the need for skill enhancement as an incentive for
teachers to adhere to the academic establishment and the program’s goals. As a
consequence, the college of Arts is directed by the official procedures in the schema
for Developing UoH faculty members (Annex 4.0.5.1) and the Skills Development
Administration Guidebook (Annex 4.0.5.2) in its attempts to introduce its academic
teachers to its own activities steered toward notable progress. In the process of
activating this, the Skills development Unit in the College of Arts sets out a yearly
Quality Dissemination Plan (Annex 4.0.5.3) that tackles the technical advocate
demands of the teachers of the English program in terms of commitment to quality-
assurance correlated activities and towards notable progress. Each quality
173
announcing procedure is motivationally and aptly registered through reports that form
the yearly Achievement Report for the Quality Dissemination Plan (Annex 4.0.5.4).
The faculty members of the program can participate in this plan by providing their
needs to the Skills Unit at the college level, and the unit provides the DQD about the
faculty members need every year.
At the beginning of each academic year, the UoH conducts the orientation program
for new faculty members. In this program, they introduce all the centralized services,
rights and duties that relate to the faculty members. Also, the QDQ provides the most
important materials that every faculty member needs for the program management
through the Blackboard platform. Each faculty member can access these martials to
take more details about course specification, course report and calculating the course
learning outcomes, etc. According the Reality of the Bachelor of English Program
Instructors’ Perspective Survey, faculty members in the program are satisfied that the
program offers induction and training programs for new faculty members and part-time
or short-term staff on the planned education and evaluation strategies, and on the
contributions of their decisions to the program (Annex 4.0.1.3).
Teachers are provided with DQD workshop timetable. This timetable presents all the
DQD workshops that the DQD intends to conduct during the academic year (Annex
4.0.5.5).
There are other diverse programs available for college of Arts program faculty
members that aim to improve college faculty tasks throughout time. Many of these are
professional skills development and academic performance activities conducted and
monitored by the Vice-Deanship for Quality and Development, Vice-Deanship for
Graduate Studies and Scientific Research, and other deanships (Annex 4.0.5.6).
At the program level, the head of the department identify the needs of faculty members
particularly for the professional development. This is done by considering the Reality
of the English Program Faculty Members’ Perspective Survey (Annex 4.0.1.3). The
program arranges several workshops with the publishers of the taught books to
discuss with them how instructors need the resources of the books and materials
(Annex 4.0.5.7). These publishers have their web access that are connected to the
Blackboard system in which students can access their materials and do their various
activities. The publishers effectively work with the program by implementing the online
resources to achieve the goals. These workshops have a positive impact upon the
efficiency of the learning process as the resources simulate the real time conversation
with the learners. Instructors can follow up the students’ progress on conducting the
174
activities, so he/she will be able to detect any potential deficiency that may face
students in achieving the CLOs.
To verify the hard works of the College of Arts toward supplying skillful progress
activities of its staff, the Reality of the Bachelor of English Program Instructors’
Perspective Survey (Annex 4.0.1.3) given in the second semester of academic year
2020-2021 among 84 respondents (males and females) showed that a percentage of
4.76 out 5 of all the respondents agreed that that the university provides a diversity of
training courses and activities for continual and suitable professional development for
teachers as per their training requirements, this indicator obtained a four-point
average (out of five) and was categorized as a ‘strength’ of the English program. The
instructors’ survey has also shown that faculty members are satisfied with the fact that
the educational institution provides training programs in teaching skills for all faculty
members whether new or continuing from previous years. The survey has also shown
that there are adequate opportunities for additional professional and academic
development of the teaching staff. In the survey, the majority of faculty members agree
that they participate in professional and academic development activities and that their
participation is monitored to improve the quality of their teaching performance. The
satisfaction level for this indicator was 4.44 out of 5.
4-0-6 The performance of the teaching staff is regularly assessed according to

specific and published criteria; feedback is provided to them; and the results
are used in improving the performance.
The Faculty of Arts recognizes that, to meet the program’s aims and objectives,
an effective system for performance appraisal of faculty members using well-
publicized criteria, which offers fast feedback and leads to improved performance
levels, is critical, hence, shall be initiated.
To work with this, the Faculty of Arts applies the Mechanism of Faculty Members
Performance Evaluation (Annex 4.0.6.1) and the Appraisal Review System for Staff
Members of the UoH (Annex 4.0.6.2). Faculty members are offered the chance to
produce an objective self-assessment (Annex 4.0.3.4) which will be then sent to the
head of the academic department, who provides his/her own objective assessment of
the staff through the administrator’s assessment (Annex 4.0.3.5). The chairperson of
the department passes his/her assessment to the dean of the Faculty of Arts for
approval. In this manner, the evaluation of faculty members is done according to
specific criteria such as instructing, research, community service, quality work and
commitment to the program tasks. The College of Arts, as other colleges at UoH,
depends on the refreshed electronic framework for assessing teaching staff (Annex
4.0.6.3). The electronic portal provides teaching members with the opportunity for self-
175
evaluation, evaluation by the head of the department and the dean of the college. The
assessment of the teaching staff is displayed on his own page on the evaluation
electronic portal, with the valuable chance to complain about the results of the
assessment provided by the department head or the one by the dean of the college,
as per the particular dates declared. From that point, the eventual outcome of the
assessment is endorsed by “The High Committee for Evaluation of Performance of the
UoH” and declared on the HR page (Link:
https://login.uoh.edu.sa/_layouts/PG/login.aspx?ReturnUrl=%2f) Note: this link can be
accessed by the username and password.
It should be noted that the assessment of faculty members is utilized to improve staff
performance. Based on the annual assessment results, the head of the department
would meet faculty members to discuss their assessment and the areas that need to
be improved (Annex 4.0.6.4). Further, at the beginning of each academic year, the
program conducts a survey for the faculty members’ needs regarding any type of
development either in teaching, research or community service activities. The program
takes this survey in this time to consider any involvement of new academic staff special
needs as well as the annual report of the program. The faculty member is made aware
of these areas and is asked to consider them to improve his/her assessment the
following year.
The Reality of the Bachelor of English Program Faculty Members’ Perspective Survey
(Annex 4.0.1.3) led in the second semester of 2021-2022 among 84 respondents
(males and females) shows that the majority of the respondents are satisfied with the
criteria of assessment, requirements for improving the faculty performance as well as
the confidentiality of the evaluation document (see Table 4.0.6.1).
Table 4.0.6.1: Results related to faculty evaluation taken from the Reality of the
program survey by Faculty Members
Average satisfaction level (%)

No. Statement Male Female Mean
section section (Merged)
The evaluation of faculty performance is kept

64. 4.72 4.72 4.72
confidential, documented and preserved.
Performance evaluation criteria and procedures

65. have been identified, and the faculty is defined in 4.74 4.58 4.66
advance.
Requirements for improvement are clearly

66. defined, in cases where performance is 3.74 4.47 4.61
considered unsatisfactory.
176
Strengths:
1. Appropriate recruitment policies and procedures are applied to hire

teaching members.
2. The program has well qualified faculty members.
3. Many Saudi teaching staffs have recently completed their PhDs and joined
the program
4 Any needs for new faculty members for male and female sections as well as
branches are considered with an effective mechanism to overcome any
shortage of teaching staff.
5. Faculty members are evaluated fairly on a yearly basis and if they have any
issues regarding the evaluation, they can raise them confidentially.

1. There is need to increase faculty members participation to in conferences,
and research projects.
2. There is need to encourage teaching staff to participate in professional and
academic development workshops.
3. Strategies to encourage faculty members to take part in community
services.

PDC
A
177
Plan (P) • Analyse policies and procedures of recruitment at UoH
• Identify appropriate criteria for recruiting college members for the
program.
• Develop a mechanism for ensuring that college members are qualified
(e.g. certificates, professional licenses, required experience), and
have effective teaching skills.
• Develop a mechanism to ensure the appropriateness and qualification
of college members for the courses they teach.
• Prepare an orientation program for new college members.
• Develop a Research Plan.
• Develop a Community Service Plan.
• Develop a skills development plan that adopts a specific and
accredited policy for the professional development of program college
members.
• Prepare a form to assess the performance of teaching staff.
Do (D) • Start the recruitment process.
• Review the documents and the credibility of the qualifications of
applicants for academic positions.
• Determine a comprehensive orientation that addresses the nature of
the English program.
• Send college members to local and international scientific conferences
as either researchers or presenters.
• Attend continuing professional education seminars/workshops in Ha’il
as either delegates or resource speakers.
• Become proponents of research projects.
Check • Satisfaction of college members with the regulations and procedures
(C) for recruitment
• Satisfaction of college members with the orientation program.
• The report on the appropriateness and qualification of the college
members for the courses they teach
• Course evaluation surveys.
• Program evaluation surveys.
• Field experience survey.
• Graduation survey.
• Achievement reports of Research Plan and community service plan.
Act (A) • Improvement plan for the orientation program
• Increased workshops for the skills development
• Rewarding practices that encouraged staff for more participation in
research and conferences
178
Table 4.2: List of Annexes of Standard 4
Annex Annexes
Code Title
4.0.1.1 Faculty Member Database
4.0.1.2 Reality of the English Program by Undergraduate Students’
Perspective Survey
4.0.1.3 Reality of the English Program by Faculty Members’ Perspective
Survey
4.0.1.4 Recruitment Committee
4.0.1.5 Job advertisement model
4.0.1.6 Sample of the Offer and Contract for Program
4.0.1.7 Samples of contracts with new faculty members
4.0.2.1 Certificates of previous employment of faculty members
4.0.2.2 Samples of Faculty CVs and work history
4.0.2.3 Samples of Faculty Participation in Workshops

4.0.2.4 Report on the Appropriateness and Qualification of the Faculty
Members for the Courses They Teach
4.0.2.5 Samples of Scholarship Decrees
4.0.3.1 Evidence for Faculty Members being Peer Reviewers for Journals
4.0.3.2 Faculty Members Research Projects
4.0.3.3 Samples of Faculty Members Research Publications
4.0.3.4 Annual Self-Evaluation Form by Faculty Members
4.0.3.5 Annual Performance Evaluation of Faculty Members by the
Department Chairman
4.0.3.6 Promotion Request by the College Council
4.0.3.7 Percentage of publications of faculty members
4.0.3.8 Rate of published research per faculty member
4.0.3.9 KPI Report
4.0.3.10 Rewards for publishing in ISI Journals
4.0.3.11 System of Higher Education Council and Universities and its
regulations
4.0.3.12 UoH Research Plan
4.0.3.13 College of Arts Strategic Plan
4.0.3.14 Research Priorities
4.0.3.15 College of Arts Research Plan
4.0.3.16 Faculty Member Research Database
4.0.3.17 Samples of annual evaluation reports for faculty members
4.0.3.18 Badea Program
4.0.4.1 Community Service Committee

4.0.4.2 The Community Service Plan
179
Annex Annexes
Code Title
4.0.4.3 Report for Community Partnership
4.0.4.4 Samples of annual evaluation reports for faculty members
4.0.5.1 Policy for Developing UoH Faculty Members
4.0.5.2 Skills Development Administration Guidebook
4.0.5.3 Quality Dissemination Plan
4.0.5.4 Achievement Report for the Quality Dissemination Plan
4.0.5.5 DQD Workshop Timetable
4.0.5.6 Blackboard Workshops
4.0.5.7 Samples of Workshops
4.0.6.1 Mechanism of Faculty Members Performance Evaluation
4.0.6.2 Appraisal Review System for Staff Members in the UoH
4.0.6.3 Electronic System for Evaluating Teaching Staff through UoH HR
Portal Gate
4.0.6.4 Discussion of Assessment to improve Faculty Member Performance
Table 4.3: List of the program KPIs related to standard 4
Internal External
Value Value Value
Merged Male Female
value University
Aja:
20:1
KPI-
Baqaa:
P-
11 35:1
Shinan:
12:1
25:1 18:1 6:1 15:1 5:1 28:1 25:1
Shamli:
26:1
Hayet:
59:1
Aver
27:1
180
Internal External
Value Value Value
KPI-
Merged Male Female
P- actual University Khalid
13 value University
Aja
0%
0% 1.35% 2.7% 2.75% 2.2% 3.38% 0%
Branches
0%
Internal External
Value Value Value
Merged Male Female
KPI-
value University
P-
14
50% 30% 50% 10% 36.5% 11.5% 19% 50%
Internal External
KPI- Actual Actual Actual
P- Value Value Value
15
Merged Male Female
value University
181
1:1 0.65:1 1.1:1 0.2:1 0.8:1 (1/5) (1/5) 1:1
Internal External
KPI- Value Value Value
P-
Merged Male Female
16 actual University Khalid
value University
1.5:1 0.6:1 1:1 0.2:1 1.4:1 240% 1:5 1.5:1
Internal External
Value Value Value
Merged Male Female
value University
Aja:
96%
KPI- Baqaa:
P- 100%
18
Shinan:
100% Not Not
95% 93.2% 98.5 91.8% 95%
Shamli: Available Available
80%
Hayet
85%
Aver:
92%
Internal External
Value Value Value
Merged Male Female
value University
KPI-
P- Aja
19 72%
Hayet
22% Not Not
60% 45.5% 49% Shamli
21.5% 60%
Available Available
33%
Total
42%
Description and analysis of KPIs related to Standard 4:
182
Generally, the results shown in the previous table for this standard indicate progress
in three key performance indicators, compared to the previous year (Internal BM) and
external benchmark. Despite the minor discrepancy in the ratio of students to teaching
staff, it shows availability of sufficient numbers of staff members with the majors
needed for the program and of different nationalities. However, improvement is still
required, when compared with the internal and external benchmarks. The teaching
staff distribution percentage has improved since last year but needs further
improvement to reach the target benchmark. The proportion of teaching staff leaving
the program has maintained its progress with zero percentages in comparison with the
external benchmark.
The percentage of publications by college members and rate of published

research per faculty member have achieved progress in comparison with
the internal as well as the external benchmarks. The citation rate in refereed
journals per college member has approximately reached that of the external
benchmark, yet to achieve more progress corrective actions are needed to
increase citation rate through research support activities.
Relevance of the qualifications and experience of college members to the courses

they teach has progressed over years as there are associate and assistant professors.
It is expected that in the coming years the percentage of the associate professors will
be increased as well as the availability of full professors which would make good
improvement. The percentage of full-time teaching and administrative staff who
participate in community services activities show improvement throughout previous
years. The percentage is expected to increase in the few coming years as COVID-19
Pandemic has receded and the related precautionary measures have been lifted.
183
Standard 5. Learning Resources, Facilities, and Equipment
(Overall Rating 3)
Learning resources, facilities, and equipment must be adequate to meet the needs of
the program and its courses; and must be available to all beneficiaries using an
appropriate arrangement. Teaching staff and students must participate in identifying
such resources based on their needs, and in assessing their effectiveness..
Levels of Perf ect
NA Non- Part ial Compl ianc Dist inct iv e
Evaluation Compl ianc e Compl ianc e e
Compl ianc
e
Compl ianc e
Elements of
1 2 3 4 5
Evaluation
The program ensure the adequacy and ✓
appropriateness of learning sources and
5-0-1 services provided in accordance with its
needs and student numbers, and updated
them periodically.
The teaching staff, students, and ✓
employee of the program have the
5-0-2 appropriate orientation and technical
training and support for the effective use
of resources and means of learning.
Safety, environmental conservation ✓
and hazardous waste disposal
standards are applied efficiently and
effectively, with all public and
5-0-3
occupational health and safety
requirements available in facilities and
equipment, and educational and
research activities. *
The program has the appropriate ✓
technologies, services, and environment
5-0-4 for courses offered through distance or e-
learning according to their own specific
standards.
The program evaluates the effectiveness ✓
and efficiency of learning resources,
5-0-5
facilities, and equipment of all types; and
the results are used for improvement.
Total Sum of Evaluation of Criteria 17
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The English Program aligns with the University of Ha’il applies policies and
procedures to assure that students receive adequate and proper resources and
services necessary for their learning experience. In terms of financial or monetary
matters related to the acquisition of human resources, facilities, materials,
machines, and equipment needed to implement the English Program, for which
the University of Hail adheres to the Regulations for Financial Affairs at the
Universities mandated by the Ministry of Education (MOE).
In terms of facilities, the University of Hail has sized classrooms replete with
smart boards, LCD projectors, and adequate lighting and ventilation to provide
students with an environment conducive to learning. In addition, Language
Laboratories at the University of Hail are equipped with electronic devices set in
accordance with the English Program’s needs. Furthermore, the safety and
maintenance properties of these facilities are monitored through the
implementation of various internal mechanisms derived from guidelines set forth
by the University of Hail.
The library of the University has sufficient resources that are easily accessible
and proper to the needs of the students of the English Program. It has a proper
number of working hours from 08:00 a.m. to 02:00 p.m. on a daily basis, which is
convenient for both male and female student sections. Furthermore, the resources
in the library are updated on regular basis, on requests, made by the various
academic units of the University of Hail. The ratio of books and magazines
available is proper for male and female students.
The University of Hail has specialized electronic resources, proper databases

and electronic systems that allow students, faculty, and staff to access information,
research materials, and scientific journals from within or outside the institution. In
addition, the university has access to journals available in online databases to
meet the student’s individual needs. Concerning the website links for the
blackboard e-learning system, the banner system, the e-library, and other e-
services, the Deanship of Information Technology and E-Learning focused on
automating the procedures and forms for all information activities, the safety of
practices and policies that guarantee the provision of electronic service and ease
of system usage.
The management of the College of Arts makes significant efforts to improve

the safety level of the facilities given to the Program in male and female sections
185
by doing the necessary maintenance work of these facilities and providing the
required services in the face of the limited space available for development and
the nature and condition of these buildings. In addition, the English Program
management provides all public and occupational health and safety requirements
in the English Program's facilities and applies specific mechanisms to implement
safety standards.
The management of the Program is also keen on evaluating the effectiveness

and efficiency of learning resources, facilities, and equipment of all kinds by polling
the opinions of the beneficiaries and then receiving help from the results of opinion
polls in improvement and development processes. In addition, the Vice-Deanship
of Quality of the University of Hail, through its Quality Development Committee and
Measurement Evaluation Unit, annually conducts various evaluations about the
status of learning resources used in the English Program as student and faculty
members satisfaction surveys about their use of these resources to generate
reports that will serve as valuable bases for continuous improvement.

5-0-1 The Program ensures the adequacy and appropriateness of
learning sources and services provided by its needs and student numbers
and updates them periodically.
The English Program implements clear policies and procedures that ensure
the adequacy and appropriateness of learning resources and services to support
students learning as assigned by the University of Hail (Annex 5.0.1.1.pdf). The
Learning Resources Committee is reformed yearly to determine the needs of the
English Program’s equipment and material for teaching and learning (Annex
5.0.1.2.pdf). Throughout the year, the Committee collaborates with the University's
procurement department to ensure that all requirements for teaching and learning
operations are kept between the male and female sections. Also, sufficient
infrastructure, machines, materials, and resources are available in adequate
quantities and decent quality to enable the English Program to achieve its mission
and goals. This is however based on the requirements of students, faculty, and
other beneficiaries.
Concerning infrastructure, specific information about the current condition of

classrooms, laboratories, and comfortable rooms, including recommendations for
maintenance or improvement, is embodied in evaluation checklists that include the
NORMS.
The NORMS ensures that lecture theatres and classrooms in the English
Program meet the standards in terms of areas, building installations, facilities, and
human resources. This applies to both Male and female branches: Male-Baqa’a
186
Road, Female-Aja Campus, Baqa'a Branch, Alhayet Branch, Alshinan Branch, and
Alshamli Branch.
There are 28 halls in the male section. The halls meet the requirements with
respect to floor size, capacity, windows, equipment for people with disabilities,
security regulations, and safety equipment. There are 49 lecture halls in Aja-
Female Campus. Each one satisfies lecture theatre and classroom specifications
in terms of area, construction features, amenities, and human resources. On the
first and second floors of the Baqa'a Branch, there are three classrooms. The
rooms meet the needs of lecture halls and classrooms following the suitability of
the locations, building installations, amenities, and human resources. There are 19
classes at Alhayet Branch. The spaces meet the needs for lecture halls and
classrooms following building installations, facilities, and standards for human
resources. Alshinan branch has 18 lecture halls, all of which are suitable in terms
of location, building installations, facilities, and human resources for use as lecture
halls and classrooms. Alshamli Branch has 15 lecture halls and classrooms.
The English Program provides many computer labs distributed as follows:

Male-Baqa’a Road (Room No. 228), Aja- Female Campus (Room No.520), Baqa’a
Branch (Room No. 3), Alshinan Branch (Room No.205) and Alshamli branch
(Room No.20). All computer labs satisfy the requirements for floor area and
capacity, equipment devices and materials, utilities and structural preparations,
teaching technology and laboratory staff, security and safety regulations, (Annex
5.0.1.3.pdf). In terms of equipment and resources’ availability in classrooms,
periodic assessment is eased through the accomplishment of the “Form to
determine the availability of learning resources in classrooms/lecture halls, (Annex
5.0.1.4.pdf).
187
Table 5.0.1.1: Academic Program: English Program- College of Arts
Material Resources 2021-2022:
The number
available 1442/1443 Total
Resource
Male Female Number
Section Section
Study halls 28 101 129
Smart Boards 0 5 5
Specialized Labs 0 2 2
Computer Lab 1 4 5
Office of Academic staff 10 16 26
Offices (Administrative, service,
meetings, conferences, head of the
2 15 17
department, assistant, secretary,
Library …etc.)
Special equipment of the academic
5 3 8
program
Technical equipment related to the
0 0 0
academic program.
Technical equipment (Projector,
18 94 112
Computer Desktops … etc.)
Lavatories 6 39 45
Fire Extinguishers 6 19 25
Emergency Exits 1 7 8
(Annex 5.0.1.4.pdf)
The management of the Program is keen to provide an adequate number of

diverse resources in the College Library, which are easily accessible and equal to
the needs of the Program and student numbers, which are updated periodically in
the light of a specific mechanism (Annex 5.0.1.5.pdf).
Furthermore, the Program management is keen to provide sufficient textbook

resources that are available to English Program students at proper times by
checking the availability of the resources at the beginning of each year (Annex
5.0.1.21). Moreover, the Program management seeks to provide specialized
electronic resources (such as digital references, multimedia, and software) and
relevant databases and electronic systems that allow beneficiaries to access
information and materials research and scientific journals from inside or outside
the institution, in cooperation with the Deanship of Library at the University.
Digital library facilities supply multiple databases, (Annex 5.0.1.6.pdf).The

Saudi Digital Library at the national level provides various sophisticated
information services and digital information resources.
188
(https://sdl.edu.sa/SDLPortal/ar/Publishers.aspx). It maintains access to more
than (310.000) e-books and over 300 global publishers, such as Elsevier, Springer,
Pearson Wiley, Taylor & Francis, McGraw- Hill, Yale University, Oxford University,
Harvard University, and Cambridge University. It also allows access to full texts in
various scientific specializations.
The Program uses the services of the University of Hail Central Library and
sub-libraries available for the needs of its students in the Bachelor of English
Program. Beneficiaries can search for books and electronic resources to find their
needs before going to the Library with an available guide to access library services
(Annex 5.0.1.7.pdf). The program offers workshop on Optimal Use of e-Resources
(Annex 5.0.1.22.pdf). Additionally, the central library offers other services such as
Xeroxing and printing. The library has sufficient facilities for laptops, reading
rooms, and enough seats for study and scientific research for individuals or small
groups.
There are two central libraries that are open from Sunday to Thursday, 8:00
a.m. to 4:00 p.m: on Aja campus (for female students), and on Baqaa road campus
(for female and male students). Beside overseeing borrowing and returning of
resources (Annex 5.0.1.8.pdf), librarians in each library help faculty and students
find any needed resources which are classified and organized systematically. The
list of books is updated periodically. Also, lending lists are communicated to
patrons to ensure a suitable environment (Annex 5.0.1.9.pdf). The Program also
collaborates with the library of the university to provide easy access to digital library
services. The Program pays attention to planning, development, and evaluation of
the library's services to meet the requirements of English programs. Additionally,
the Saudi Digital Library is always available for students and faculty members off
campus.
Concerning books and other literature resources, the English Program

adheres to the procedure outlined in the mechanism to follow up on the availability
of books in the Library by the Deanship of Library Affairs (Annex 5.0.1.1.pdf). In
the process, it figures out its need for the most up-to-date resources for its various
course offerings and later sends its book request to the Deanship of Libraries.
The Reality of the English Program by undergraduate students’ perspective survey
was conducted in 2021/2022 among 691 students: (294 male) and (397) female students.
The female students are distributed as follows: Female- Aja Campus 286, Alshinan 42,
Baqa’a 31, Alhayet 17, and Alshamli 21.
The questionnaire consists of 22 Statements. It covers many aspects

concerning the university education, however, the statements related to the fifth
standard are eight. They are related to the learning resources, facilities, and
equipment-building elements of standard five of the program's self-study report.
189
The questionnaire reveals that both male and female students are satisfied with
the English Program. The satisfaction ratio is 4.6/5, (92%). The questionnaire
items evaluate the English Program in general, however, the statements number
9,10,11,12,13 in particular assess the English Program learning resources,
facilities and equipment. (Annex 5.0.1.10.pdf). The questionnaire can be accessed
through the link: https://www.research.net/r/UOH_PES
Faculty members have also participated in the evaluation of the English

Program. Questionnaire conducted on 9/9/2022 and 1/3/2022, and they examine
the of reality of the English Program from the faculty members' perspectives. The
total number of respondents is 84 faculty members. 41 faculty members are from
the male section and 43 faculty members are from the female section. The
questionnaire compromises 80 statements, and it covers a wide range of areas
related to higher education. Nonetheless, there are 17 statements related to the
fifth standard. It relates to learning resources, facilities, and equipment that form
standard five of the program's self-study report. The surveys show that both male
and female faculty members are satisfied with the English program services. The
satisfaction level is 4.5/ 5 (90%), (Annex 5.0.1.11.pdf). This questionnaire is held
annually, and it can be accessed through the attached link:
https://www.research.net/r/UOH_PES
As a functional and convenient online teaching application, faculty members

use the blackboard to announce course specifications and share course-related
learning resources (Annex 5.0.1.12.pdf). This evidence stands for some contents
of courses, other learning materials such as PowerPoint presentations, research,
reports, rubrics, videos, and e-books), and implemented assessment methods
(Annex 5.0.1.13.pdf(.
The Program was formed under the support of Hail University's Deanship of
E-Learning to offer a variety of electronic learning courses. It has implemented
blackboard as an e-learning management system. E-Learning is a suitable
medium for effectively achieving learning objectives. These system methods are
linked to the admissions and registration database systems to apply evaluation
and assessment methods, e. g., quizzes, midterm exams, final exams, and
discussion boards, (Annex 5.0.1.14.pdf). The blackboard system was used in 100
% of the Program's learning courses in the previous two years due to the
measurements to meet the pandemic of Covid-19 (Annex 5.0.1.15.pdf).
The Program through the College of Arts administration handles academic

guidance, collectively or individually, collaborating with the admissions and
registration deanship. In addition, it provides student help, services, and training
using the electronic educational advising system. At the program level, office hours
for faculty members are assigned to give consultations and advice. Students
counseling is activated through regulated processes and procedures in which
190
regular times for faculty members are set up. Additionally, the extent to which
students are satisfied with faculty members' presence during office hours is
examined, as is how happy they are with faculty members' follow-up and help with
their course evaluations (Annex 5.0.1.16.pdf).
The Program Guide includes the program's vision, mission, objectives and
organizational structure. Admission and graduation requirements for students are
also clearly stated. Concerning quality requirements, academic reference
standards, program Intended Learning Outcomes, Program Graduate Attributes &
PLOs Matrix, and Program CLOs & PLOs Matrix are outlined in detail. The
program guide also has a program study plan, course descriptions, and program
key performance indicators (KPIs). Program facilities (classrooms - labs -
specialized equipment), Graduate employment opportunities are given the needed
attention (Annex 5.0.1.17.pdf).
The English Program needs to find specific areas for improvement in

classroom and laboratory facilities, machines, materials, equipment, and other
resources needed to send a detailed request for English Program resources to the
Department of Purchasing Contracts (Annex 5.0.1.18.pdf). The requirement for
more computer terminals has been acknowledged (Annex 5.0.1.19.pdf).
Research Outputs of Faculty Members is presented in (Annex 5.0.1.20.pdf).
5-0-2 The teaching staff, students, and employees of the Program have the
appropriate orientation and technical training, and support for the effective
use of resources and means of learning.
To maximize the available resources and other learning opportunities, the
English Program adheres to the principles of the University of Hail of offering
thorough orientation, technical training, and support to academic and
administrative personnel and students. Academic and administrative employees in
the English Program have access to manuals, which are used as references and
the foundation for what is taught during quality dissemination activities.
Various orientation and training programs are available for faculty members
and administrative staff of the University of Hail. For example, the new teaching
staff orientation meeting at the University of Hail is held annually, (Annex
5.0.2.1.pdf). The Deanship of Quality and Development issues workshop
timetables every semester to all faculty members to orient them on various quality-
related concerns. After the orientation meeting, the President of the University
presented the second-semester training plan for the Deanship of Quality and
Development (Annex 5.0.2.2 .pdf).
Moreover, the new teaching staff orientation meeting at the University of

Hail is taken part in by every new faculty member. More importantly, as part of
technical support for various academic concerns (e.g., the use of SPSS,
191
blackboard, laboratory Safety, etc.) is also stated in the meeting (Annex
5.0.2.3.pdf).
On the other hand, the University of Hail offers a variety of orientation and
training programs to faculty, support personnel, and students. The English
Program's goal, vision, teaching methods, and evaluation procedures used in the
course offerings are just a few of the topics covered in the thorough orientation
programs that new faculty members receive. During the orientation program, new
faculty members get hard copies of the English Program Guide (Annex 5.0.1.7.pdf)
beside the faculty new staff guidebook (Annex 5.0.2.4.pdf). Furthermore, many
quality dissemination activities are carried out at the University level through the
efforts of the Skills Development Unit. The Quality Dissemination Plan (Annex
5.0.2.5.pdf) is an annual plan that details the schedule of
lectures/seminars/workshops for faculty members and administrative staff on
topics that echo those taught to selected DQD seminar participants. Academic staff
participation certificates in seminars/workshops attended within the University
(Annex 5.0.2.6.pdf) filed in their respective course/field experience files are
promptly awarded and filed in their separate course/field experience files.
Concerning students, the University of Hail conducts an orientation program

for new students during the first two weeks of each academic year, (Annex
5.0.2.7.pdf). In addition, several topics including the content of the Program Guide
are comprehensively discussed with new students from the male and female
sections including the branches. Attached the provisions of the student guide to
the blackboard e-learning system (Annex 5.0.2.8.pdf), they are comprehensively
discussed with new students, including the students’ academic advising
guidebook, (Annex 5.0.2.9.pdf).
All entrances of the English program have flat sideways to help those with
special needs. Slope and flat entrances are presented in (Annex 5.0.2.10.pdf).
Many wide corridors allow easy movement in the Program’s buildings (Annex
5.0.2.11.pdf). In case anyone develops a temporary medical condition requiring
special medical or personal help, first Aid material is available (Annex
5.0.2.12.pdf). Obtaining assistance during regular classes, in the language
laboratory, and during exams, help is offered to students with special needs
(Annex 5.0.2.13.pdf).
5-0-3 Safety, environmental conservation, and hazardous waste

disposal standards are applied efficiently and effectively, with all public and
occupational health and safety requirements available in facilities and
equipment and educational and research activities. *
Health and general, professional safety requirements are available in the

English Program's facilities, equipment, and educational and research activities.
192
The English Program places a high value on safety precautions when
administering the English Program following prescribed standards to ensure that
all health, general, and professional safety requirements are met. The English
Program adheres to the Ministry of Education's Regulations, Arrangements, and
Tasks for Safety and Security provisions. (Annex 5.0.3.1.pdf).
The English Program adheres to the comprehensive and clarifying lists of

tasks and responsibilities associated with processing Safety, Civil Protection, and
Fire Fighting Requirements for lecture halls. (Annex 5.0.3.2.pdf). The Program
through the College of Arts has significantly improved the facility's quality and
appropriateness. Applicable Safety and security regulations have been
constructed in the buildings. The University of Hail has hired contractors to provide
year-round cleaning and maintenance on their premises and equipment. In
addition, it collects requests for repair from multiple units. Some maintenance is
performed in-house, while others are outsourced to professional contractors
(Annex 5.0.3.3.pdf).
The general emergency plan is intended to educate and train all employees
on responding to a disaster, including instructions on expected responsibilities in
risk prevention and evacuation simulation and essential documents for reviewing
weaknesses and improvements. (Annex 5.0.3.4.pdf). The University's evacuation
obligations are administered by a committee appointed by the University
President. (Annex 5.0.3.5.pdf). The Committee has delegated multiple groups to
oversee the safety of specific buildings and programs, as well as the evacuation
plans, which include designing and issuing guidelines that should be familiar to
every employee to set up a safety culture by defining the expected roles and duos
from everyone, including the designated teams during the evacuation simulation.
(Annex 5.0.3.6.pdf).
The Evacuation Plan outlines the procedures for evacuating personnel from
high-risk and disaster areas to safe locations to protect lives and property at the
University. Furthermore, it refers to coordinated actions and structured behavior
during the evacuation procedure. When creating an evacuation plan, keep the
following points in mind: Setting up safety standards, finding fire/escape routes,
finding emergency assembly points, avoiding using elevators, especially during a
fire, and holding regular emergency and evacuation drills.
5-0-4 The Program has the appropriate technologies, services, and

environment for courses offered through distance or e-learning according to
their specific standards.
The English Program does not offer E-learning courses or special

technologies for implementing the educational processes. However, the University
of Hail provides all electronic resources for information on remote learning during
193
the COVID-19 pandemic. The English program also takes advantage of all
available resources, such as the blackboard system and labs. These
implementations work effectively in the English Program to achieve the wanted
goals and improve its learning outcomes. The Academic Vice-e-learning
Deanship's Unit supervises all distance learning activities and other obligations,
including the Deanship announcing the course specification for better use of the
blackboard. (Annex 5.0.1.12.pdf).
Blackboard helps students know and prepare for the course they intend to
study. There is a proof of uploading learning resources on the blackboard a(Annex
5.0.1.13.pdf). It helps the students reach academic material whenever they need
it. The Deanship can monitor the blackboard activities' performance by using
assessment methods on the blackboard, such as discussion boards, assignments
or quizzes, and exams (Annex 5.0.1.14.pdf). The backboard's use is permanently
reported for following up on the lecture's activation and immediately solving any
problems the instructors and students may face. (Annex 5.0.1.15.pdf).
The University of Hail has a distinguished database menu represented by

the University of Hail Digital Library. (Annex 5.0.1.6.pdf). The Deanship announces
a guide to access library services to get reliable results from using the libraries.
(Annex 5.0.1.7.pdf). The University of Hail has a mechanism to ensure the
adequacy and appropriateness of learning resources and services, (Annex
5.0.1.1.pdf) Learning resources should be available to keep the learning up to date;
for this purpose, the English Program has a learning resources committee. (Annex
5.0.1.2.pdf). For Blackboard use, a blackboard Users Guide is provided to help the
users access the blackboard easily. (Annex 5.0.4.1.pdf). Many workshops are held
to train the instructors and students on how to use the Blackboard. (Annex
5.0.4.2.pdf). The faculty upload the course specification to the students on the first
week to let them know the module’s main objectives and the learning outcomes to
be achieved throughout the term. Moreover, the evaluation methods and the
division of marks are declared to them through Blackboard. The references and
the websites and all the needed academic material are also stated on the course
specification to the students. (Annex 5.0.1.12.pdf).
The faculty members upload course resources and content that should be
shown to the students on the blackboard to make it accessible for the students at
any time and place (Annex 5.0.1.13.pdf). Moreover, the blackboard as an
electronic platform helps instructors to evaluate students through different
methods of evaluation, for example online quizzes, tests and exams. Instructors
build pools to create several types of testing and exams. (Annex 5.0.1.14.pdf) Not
only tests and exams, but also the lectures are fully demonstrated via blackboard
especially during the covid-19 epidemic and reports on lectures follow up are
issued on daily basis (Annex 5.0.1.15.pdf). Currently, it is also used for the same
reasons whenever it is needed.
194
The English program benefits from the digital library of the University
through using the databases available on its website. All students and faculty
members can access it through their usernames and passwords (Annex
5.0.1.6.pdf). There is a guide to entering the library services affairs available to all
faculty members and students (Annex 5.0.1.7.pdf) to help them as users of the
proper steps to reach all the material they need. Thus, the English program has a
clear mechanism to ensure the adequacy and appropriateness of learning
resources and services (Annex 5.0.1.1.pdf). The English program and the college
have learning resources committees responsible for the learning resources
availability in the whole branches of the program, (Annex 5.0.1.2.pdf). In addition,
the blackboard has issued a guide to enlighten the users to access and use the
Blackboard at any time and it is available on the University website ( Annex
5.0.4.1.pdf) as all the guides that have been issued and published by the DQD at
the University.
5-0-5 The Program evaluates the effectiveness and efficiency of learning

resources, facilities, and equipment of all types, and the results are used for
improvement.
The English Program recognizes the significance of periodic evaluations of

the effectiveness and efficiency of resources, facilities, and diverse equipment to
find their strengths and weaknesses, which will serve as the basis for future
improvement. The evaluation results help the Program improve the facilities and
services provided. This can be done through making an action plan depending on
the notes collected from the questionnaires and deciding how, when, and who will
do it.
Computer laboratories are appropriate places for study and research, both
individually and collectively. They support online access to resources and
reference materials in the Program, College, and University. Additionally, the
English Program conducts quarterly surveys to measure students’ satisfaction with
the laboratories and, with the help of the Measurement Evaluation Unit, it
generates results for each laboratory for both male and female students. (Annex
5.0.5.1.pdf). Implementing the mechanism to ensure the adequacy and
appropriateness of learning resources and services is well provided (Annex
5.0.1.1.pdf), and the Maintenance plan has been set up (Annex 5.0.5.2.pdf) for it
is a critical issue in the success of this process as they create many assessment
reports such as the NORMS. (Annex 5.0.1.3.pdf).
195
KPIs
The following is an analysis and evaluation report about the results of the surveys on standard
5 for the English Program based on required data, evidence, and related Key Performance
Indicators (KPIs) for 2021 – 2022.
KPI- P-10: Students' satisfaction with the offered services:

Internal
External External
Benchmark
Target Actual Value Actual Value Actual Value Benchmark Benchmark New Target
Previous
Benchmark Merged Male Female King Saud King Khalid Benchmark
year’s actual
University University
value
Aja
4.6
Performance Alhayet:
indicators 4.4
Achievement Alshamli:
4.5
4.5/5 4.6 4.6 4.2 4.28 3.83 4.8/5
Alshinan:
4.8
Baqa’a:
4.5
Total
4.6
KPI-P-10: Students' satisfaction with the offered services
5 4.6 4.6 4.6 4.5
4.5 4.2 4.28
4 3.83
3.5
3
2.5
2
1.5
1
0.5
0
Merged Male Female Previous King Saud King Target
year’s University Khalid Benchmark
actual value University

-The KPI value (4.6) has surpassed the The majority of students appear to -To increase students’ satisfaction,
target benchmark (4.5/5) and the internal approve of services offered in the any issues raised in the surveys
benchmark (4.2). department and by the program. with which students appeared to be
-In both sections this value is high. less satisfied are to be addressed
Female and male students equally seem and rectified.
Analysis to be satisfied with offered services.
Similarly, female students at all four Corrective action to improve
branches seem to be satisfied as students' participation in
indicated by the KPI value. department council.pdf
-It is significantly high in comparison to
KKU’s value of (3.83) but slightly lower to -New target benchmark is 4.8/5.
KSU’s benchmark (4.28).
197
KPI-P-17: Satisfaction of beneficiaries with the learning resources
Internal
External External
Actual Benchmark
Target Actual Value Actual Value Benchmark Benchmark New Target
Value Previous
Benchmark Merged Female King Saud King Khalid Benchmark
Male year’s
University University
Performance actual value
indicators Aja: 4.6
Achievement Alhayet: 4
Alshamli: 4.6
4.5 4.6 4.7 4 4.28 3.88 4.8
Alshinan: 4.7
Baqa’a: 4.4
Total: 4.5
198
KPI-P-17: Satisfaction of beneficiaries with the learning resources KPI-P-17: Satisfaction of beneficiaries
with the learning resources by gender
4.7
4.7 4.6 4.8
4.5 4.5 4.7
4.5 4.7
4.3 4.28
4.6
4.1 4.5 4.5 4.5
4 4.5
3.88
3.9
4.4
3.7
4.3
Merged Male Female Previous King Saud King Target Male section Female section
year’s University Khalid Benchmark
actual value University Target value Actual value

-The value of this KPI (4.6) is slightly - The KPI value regarding -The program will continue to achieve
higher than the target benchmark (4.5) beneficiaries’ satisfaction with a high level when it comes to
and previous year’s value (4). learning resources is satisfactory. satisfaction with learning resources
- This KPI shows that beneficiaries are which can always be improved
satisfied with learning resources at all through improving the type of
branches. resources that had low scores in the
Analysis -In comparison to the external surveys.
benchmarks, it is higher than KKU’s rate
(3.88) and KSU’s value (4.3). Corrective action to improve students'
-Male and female students (including participation in department
students at female branches) seem to council.pdf
have similar level of satisfaction when it
199
comes to the learning resources the -The new target is 4.8.
program offers.
200
PDCA
• Analyse policies and procedures ensuring the adequacy and
appropriateness of learning resources and services to support
student learning.
• Develop procedures for the management of resources and
reference materials needed to support teaching and learning
processes.
Plan (P)
• Develop a plan to determine the program needs of the equipment
and raw materials necessary for teaching and learning operations.
• Develop a plan for maintenance
• Activate mechanism to ensure the adequacy and appropriateness
of learning resources and services.
Do (D) • Implement the maintenance plan.
• Utilize the labs for teaching and training.
• Student’s satisfaction with the library services.
• Satisfaction of beneficiaries with the learning resources.
• Application of NORMS forms.
Check (C)
• Satisfaction about the maintenance of the equipment and
devices.
• Provide the required textbooks and references for the English
Program.
• Provide the English Program with the required labs.
• Increase the number of maintenance contracts with the
Act (A) corresponding companies.
• Implementing corrective actions and improvement plans
according to the analysis of surveys and reports
The KPI value incorporates the following: proper classrooms and labs; safety
regulations (fire extinguishers, first aid, and alarm systems); and suitable parking
spots.
Strengths:
1. There are adequate learning resources in classrooms and lecture halls.
2. There are adequate facilities available for religious rites.
3. There are adequate facilities available for students with physical disabilities or
special needs.
4. Adequate academic and career counseling are available for the student
throughout the program.
5. The program's faculty, staff, and students have access to computer hardware
and software.

1. The program needs to provide more computer hardware and software to its
faculty, staff and students.
2. The program needs to enhance the capacity of resources such as offices and
printing services.
202
Table 5.2: List of Annexes of Standard 5
Annex
Annex titles
Number
Mechanism to Ensure the Adequacy and Appropriateness of
5.0.1.1
Learning Resources and Services.
5.0.1.2 Learning Resources Committee.
5.0.1.3 NORMS.
Form to Determine the Availability of Learning Resources in
5.0.1.4
Classrooms /Lecture Halls.
5.0.1.5 Laboratory Electrical Devices and Simulator Inventory Form.
5.0.1.6 Database Menu of the University of Hail Digital Library.
5.0.1.7 Guide to Access Library Services.
5.0.1.8 Guidelines for Library Use.
5.0.1.9 Lending List in the University of Hail Libraries.
The Reality of the Program by Undergraduate Students' Perspective
5.0.1.10
Survey
5.0.1.11 The Reality of the Program Faculty Members' Perspective Survey;
5.0.1.12 Blackboard Announcing the Course Specification.
5.0.1.13 Evidence of Uploaded Learning Resources on the Blackboard.
5.0.1.14 Using Assessment Methods on the Blackboard.
5.0.1.15 Report on the Use of the Blackboard.
5.0.1.16 Academic Advising Electronic Guide.
5.0.1.17 Program Guide.
Learning Resources Request forwarded to the Department of
5.0.1.18
Purchasing and Contracts.
5.0.1.19 Request for Computer Laboratory.
5.0.1.20 Research Outputs of Faculty Members.
5.0.2.1 Staff Orientation Meeting at the University of Hail.
5.0.2.2 DQD Workshop Timetable.
5.0.2.3 New Staff Orientation.
5.0.2.4 College of New Staff Guidebook.
5.0.2.5 Quality Dissemination Plan.
Certificates of Participation of Teaching Staff in Courses and
5.0.2.6
Workshops Conducted within the University of Hail.
5.0.2.7 New Students Orientation Program.
5.0.2.8 Student Guide to the Blackboard e-learning System.
5.0.2.9 Students' Academic Advising Guidebook.
5.0.2.10 Flat and Sloping Entrances and Exits.
5.0.2.11 Wide Aisles Allow Easy Movement.
5.0.2.12 Presence of First Aid in an Emergency.
203
Annex
Annex titles
Number
Providing Staff to Assist Students in the Halls or Laboratories and
5.0.2.13
Extending the Exam Time.
Arrangements and Tasks of Safety and Security by the Ministry of
5.0.3.1
Education.
5.0.3.2 Safety Requirements for Lecture Halls.
5.0.3.3 Maintenance Order by System.
5.0.3.4 Risk Management Plan.
5.0.3.5 Higher Committee for Crisis and Disaster Management.
5.0.3.6 Evacuation Plan and Guidelines.
5.0.4.1 Blackboard Users Guide.
5.0.4.2 Blackboard Workshops.
5.0.5.1 Survey Report for Students' Satisfaction with the Laboratories
5.0.5.2 Maintenance Plan.
5.0.1.22 Training workshops for students to use digital library
204
4. Independent Evaluations (Optional)
4.1 Describe the process used to obtain an independent opinion on the self-
evaluation
4.2 List the recommendations and other matters raised by the independent
evaluator(s)
4.3 Provide a response report on recommendations and other matters raised by

the independent evaluator(s)
Attach the report(s) by independent evaluator(s).
5. Action Recommendations
Action recommendations should be based on the priorities for improvement and other matters
identified in the SSR.
Action Person(s)/units Resources

No. Timelines
Recommendations Responsible Required
Dean of College of Workshop
Arts. rooms with
Increasing students’
projectors;
participation in the +
access to online
English club to
Dean of Student library;
1 develop their skills 2022-2023
Affairs. University
and values before
library; computer
joining the labor + labs
market.
Head of
department.
Taking advantage of Head of department -Suitable places

the recent depending on
2 +
partnership UOH 2022-2023 the nature of the
has formed with Community services activities.
local community committee. -Academic Staff
205
service -Students.
organizations which
enhances the
participation in
community service
at the university
level.
Organizing Workshop
workshops and rooms; access to
seminars that focus Faculty members online library;
on faculty members’ + access to online
specific needs to Deanship of scientific
3 2022-2023
improve research Scientific research database and
(publishing) skills in + journals
accordance with the Deanship of DQD
department
research plan.
6. Attachments
1. Report(s) by independent evaluator(s) on the program self-evaluation (if
any)
2. Other attachments that are attentively relevant to the SSR.
3. No Attachment should be duplicated when cited more than once.
206

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TP-112

Institution: University of Ha’il (UoH)

College: College of Arts

Department: English Department

Program: English Program

Report Date: 1 February 2023

Error! Reference source not found. 8

Self-study Report preparation guidelines:

Areas for Improvement:

Overall Evaluation in Relation to Quality Standards:

English language program is committed to prepare linguistically qualified

1.2 Program Goals

1. Prepare well-qualified graduates in the field of English language and

1.3 A List of the Program Achievements, Awards, and Significant

Quality assurance and development Achievements:

-A number of the program’s members have administrative experience as they

-A member of the program has received ‘the Executive Dean’s Master of

1.4 Total Credit Hours: (128)

As of last year 2021-2022, preparatory year was cancelled in Saudi universities

1.6 Major Tracks/Pathways (if any)

1.9 Program Statistical Data

1.9.2 Classification of Students Based on Mode of Study (For Current year)

1.9.3 Graduation Rate

1.9.4 Number of Teaching Staff

1.9.5 Classification of Teaching Staff According to Mode of Study

Areas and priorities for Improvement:

2.2 Summary of KPIs and Benchmarks

Table 1.1.1.1: KPI-P-20 (taken from: KPIs report 2021-2022).

Table 1.1.2.1: Distribution of the English Program Teaching Staff

Table 1.1.2.3: Administrative, technical, & maintenance staff

Table 1.1.4.2: Evaluation of the English Program Objectives (2022-2023).

Objectives Performance Actual Target

Completion rate 73% 75%

Average Achievement of Objective 1 82/85= 96% 85

2. Conduct innovative Percentage of

Percentage of 60% 100%

Average Achievement of Objective 2 40/83= 48% 83

Percentage of 85% 100%

Percentage of 70% 100%

Percentage of 100% 100%

Average Achievement of Objective 3 83/100= 83% 100

Percentage of the 70% 100%

Average Achievement of the Objective 62/87= 71% 87

▪ Assigning a female staff member to be assistant of the program

▪ Assigning the General Quality Committee (Annex 1.1.5.15).

Separate course reports for each section is prepared to ensure evaluation

Community partnership is considered one of the tripartite functions of UoH as a

1.1.8. The program management is committed to activating the values of the

As academicians for a profession that places a high premium on socially accepted

Conflict is recognized as a consistent and natural phenomenon that occurs in settings

Subsequently, the program management demands total adherence of faculty

1.1.2.3 System of Higher Higher Education System includes University

regulations for graduate studies,

universities, standard regulations for

bylaw for scientific associations.

1.1.3.4 Organizational This guide serves as an overseer and All university

1.1.5.7 Regulations for The regulations governing university Deanship of

1.1.8.5 Guide for This guide provides faculty members Deanship of

1.1.9.1 Students The Students Complaints and College Vice-

1.1.9.2 Undergraduate These regulations provide students with The Deanship

1.2.1.4 Job Description The guide is a scientific framework that DQD in

1-2 Program Quality Assurance

(Figure 1.2.1.2) Organizational Structure of Quality Deputyship in Different Academic