Effat University Strategic Plan 2017-2022 by effatuniversity

Embracing Research Effat University Fourth Strategic Plan 2017-2022

Effat University PO Box 34689 Jeddah 21478 Saudi Arabia Telephone: +966 92 000 3331 Fax: +966 12 637 7447 Email: effatuniversity@effatuniversity.edu.sa www.effatuniversity.edu.sa 2015

Effat University Vision (2017-2022) Effat University strives to be recognized as one of the world’s leading institutions in scientific discovery and innovation presenting solutions to societal challenges, and to serve as agent of change that advances leaders and scholars in fulfilling Queen Effat Al-Thunayan Al-Saud’s vision (God rest her soul).

Effat University Mission (2017-2022) Effat University prepares aspirational and effective leaders of international quality who contribute to national and global progress, by interweaving Effat University core values into an innovative education which creates a culture of broad inquiry, intellectual engagement, and valuable societal impact.

Strategic Goals (2017-2022) 1. Enhance Effat University’s national and international recognition by deepening its presence, impact and contribution to the social, cultural and economic vitality of the Saudi Vision 2030. 2. Stimulate a progressive and dynamic work environment by ensuring effective leadership principles and transparent governance. 3. Enlarge the scope of national and international accreditations and aspire to achieve the goals of The Saudi National Transformation Program 2020 in getting Effat University ranked as one of the 5 Saudi universities among the top 200 institutions in the world. 4. Provide an innovative, distinctive, and highquality education, that inspires the students’ broad inquiry, intellectual engagement, and service, and makes Effat University widely known for its excellence in all its distinctive academic activities. 5. Be at the forefront in attracting and retaining a diverse body of students and continue graduating agents of change through providing a transformative learning experience, designed to help graduate entrepreneurs create future opportunities and be ambassadors of Queen Effat’s legacy.

7. Provide a sustainable working and learning environment through optimized operation management of the university’s information technology (IT), while ensuring safe and attractive campus facilities and excellent service delivery that meet the university’s evolving needs and future growth. 8. Achieve and sustain financial stability and strength to enhance the university’s competitive position. 9. Maintain and enhance efforts to recruit, nurture, and retain a diverse faculty and staff in order to make the Effat community a place of choice. 10. Foster a vibrant, successful and interactive research community that generates ideas and discoveries leading to intellectual property, enterprises, socio-economic prosperity and financial wealth, thereby realizing the objectives and aspirations of the Saudi Vision 2030. 11. Develop and support a culture of service through national and international long-term productive partnerships and collaborations that support the community and strengthen the university.

6. Cultivate broad inquiry and a dynamic learning environment that fosters creativity among students, faculty, staff and the external community, through state of-the-art learning, information resources and services.

Contents Message from the President

2017-2022 strategic directions and theme

Effat University history and profile

What characterizes Effat University?

Effat University profile

Strategic Plan process

Achievements of Strategic Plan 2012-2017 and gap analysis

Strategic Plan 2017-2022 43 Effat Mission assessment matrix

Message from the President Effat University is the living legacy of its founder, Her Royal Highness Queen Effat Al-Thunayan Al-Saud (may God rest her soul), the pioneer of female education in the Kingdom of Saudi Arabia. Established in 1999, the university has modelled itself on a broad liberal arts American style of education, emphasizing a holistic educational experience for students and preparing them to be effective future ambassadors of Queen Effat’s legacy. Effat University’s Strategic Plan 2017-2022 (the fourth of its kind) seeks primarily to deepen our focus on research, with a view to achieving greater alignment with Saudi Arabia’s Vision 2030 and the National Transformation Program 2020. In doing so, the Strategic Plan will also focus on: (i) enhancing the profile and visibility of Effat University across the Kingdom and internationally; (ii) continuously improving our working and learning environments; (iii) striving to be ranked as one of the top 5 Saudi universities in the top 200 universities worldwide; (iv) providing an innovative and distinctive high quality education, underpinned by new technologies and learning experiences; (v) enhancing student administration and support services; (vi) sustainable financial planning and management; (vii) improved talent management, and (viii) scaling up partnership arrangements and outcomes.

As a trail-blazing academic institution, Effat University’s journey to deliver high quality education has been challenging, but equally tremendously exciting, and I am highly indebted to the Board of Founders and to the Board of Trustees for their unwavering and unequivocal support and for their guidance and counsel. This Strategic Plan is the culmination of the dedicated effort of a number of key stakeholders over the past months and I am most grateful to each and every one of them for their contributions. I look forward to working with all concerned parties to bring this Strategic Plan to fruition and to lead Effat to even greater heights! President of Effat University Dr Haifa Reda Jamal Al Lail

2017-2022 strategic directions and theme Saudi Arabia continues to grow as one of the emerging leading economies in the world. Its Tenth Development Plan, National Transformation Program 2020, and Saudi Vision 2030 have laid great emphasis on building a vibrant society, a thriving economy and an ambitious nation. Higher education is an important factor for fulfilling these major strategic social and economic goals. Women and their roles in building the country are emphasized very clearly and directly in these plans. Indeed, one goal in the 2030 Vision is dedicated to women’s contributions in building the country. GOAL: TO INCREASE WOMEN’S PARTICIPATION IN THE WORKFORCE FROM

22% TO

30%

Commitments towards continuing to invest in education, innovation, a diversified economy, and equal opportunities for all have been clearly and frequently stated in the Saudi Vision 2030 and its strategies. The following are statements of commitment extracted from the 2030 Vision that are relevant to any educational institution. “We will continue investing in education and training so that our young men and women are equipped for the jobs of the future.” “In the year 2030, we aim to have at least 5 Saudi universities among the top 200 universities in international rankings. We shall help our students achieve results above international averages in global education indicators. To this end, we will prepare a modern curriculum focused on rigorous standards in literacy, numeracy, skills and character development.” “We will work closely with the private sector to ensure higher education outcomes are in line with the requirements of the job market.” “We will also focus on innovation in advanced technologies and entrepreneurship.” “We will strive to facilitate enhanced access to funding and to encourage our financial institutions to allocate up to 20 percent of overall funding to SMEs by 2030.”

“Our economy will provide opportunities for everyone – men and women, young and old – so they may contribute to the best of their abilities.” Considering the extracted commitments introduced above, one can understand the crucial role of any educational institution – particularly Effat University as a private higher education institution for women – in contributing to the achievement of the objectives and aspirations of the Saudi Vision 2030. More precisely, higher education institutions are expected to prepare young generations to be future leaders and successful entrepreneurs, and to build vibrant and interactive research communities that advance knowledge and generate ideas and discoveries leading to intellectual property, enterprises, and socioeconomic prosperity of the Kingdom.

Saudi women are yet another great asset. With over 50 percent of our university graduates being female, we will continue to develop their talents, invest in their productive capabilities, enable them to strengthen their future and contribute to the development of our society and economy.

Since its inception, Effat University has consistently worked and evolved following this direction. Since day one, Effat has supported women’s education, following the legacy of its founder, HRH Princess (Queen) Effat Al-Thunayan, by introducing exceptional and unique world-class programs at international levels that are demanded by the market but are not offered elsewhere to women in the Kingdom. Effat University is unique in developing its students’ ethical, social and personal values to help them throughout their lives and qualify them to become leaders of the future. In fact, Effat is distinguished and unique in its holistic education, one that is very innovative and built on an impressive combination of learning experiences inside and outside the classroom. This holistic education – which involves combining a student’s major with a liberal arts breadth of study approach, IQRA core values, the Ambassadors Program, out-of-class experiences, student involvement in research, and an emphasis on effective teaching methods – is without a competitor.

The outcomes of this special combination of learning experiences result in creating self-assured, confident and competent young ladies who are major players and leaders, thus contributing to economic and societal development locally and globally. Effat graduates are highly sought after by employers, as demonstrated in the independent research study conducted by PARC in 2016 (refer to section ‘Environmental scanning’). Indeed, according to employers, Effat University is very distinct in terms of the following two attributes: • Its students are ready for employment • Its graduates are sought after in the job market. Built on the first two Strategic Plans of the university (and driven by its (third) Strategic Plan 2012-2017, with the special theme ‘To excel and lead’), Effat has succeeded in achieving its desire to be a pioneer in providing quality higher education. Effat is now enjoying a relatively strong position among the top universities providing quality highereducation programs in the Kingdom (refer to section ‘Environmental scanning’). This claim is evidenced, among others, by the achievement of the university in acquiring and maintaining its national institutional accreditation status, national accreditation for all its eligible programs, and international accreditation of some of its programs.

Thus, Effat University is clear about its strategic directions, Mission, goals and objectives, which reflect understanding of its external and internal environments, its aim to serve its students, community, and broader society, and to emerge as one of the leading quality institutions regionally, nationally and internationally. Therefore, evolving within the same directions and in alignment with the Saudi Vision 2030, Effat’s driving priority for 2017-2022 will be to focus on strategies that improve its academic reputation, by acquiring international accreditation – institutional and for all programs – and that improves its international recognition and standing in order to position the university among the best universities regionally, nationally and internationally. Therefore, aspiring to achieve the Saudi Vision 2030 goal by getting ourselves ranked as one of the five Saudi universities among the top 200 institutions in the world will be the thriving goal in Effat’s Strategic Plan 2017-2022. Improving the university’s academic reputation and international standing can be achieved by acquiring international accreditation for the institution and all its programs, and by enhancing the quality of its students, faculty, graduates, employment profiles, and more.

Nowadays, all stakeholders – including students, parents, faculty, employers, and governments – mainly rely on international university rankings to measure the global competitiveness of academic institutions, based on benchmarking. Regardless of the ranking system selected, rankings and classifications rely on the performance of universities with respect to a set of indicators, tailored generally to three main areas:

Teaching

Research

Community outreach

Therefore, as illustrated in Figure 1, to improve its reputation and increase its international standing compared to other institutions, the university has to excel in these three areas.

Excellence in teaching

Excellence in research

International outreach

Higher ranking position Improving reputation

Achieving ultimate goal or vision Figure 1: Improving academic reputation

2% 8%

Research 30%

30%

Times Higher Education World University Rankings

Citations Teaching International outlook Industry income

30%

There are more than 30 ranking systems for higher education sectors around the world. For the scope of its Strategic Plan, Effat University will focus on the three most well known and important ranking systems worldwide. 10%

10% Quality of faculty (prizes & citation)

Shanghai Ranking ARWU 40%

Research output

40%

Quality of education Per capita performance

Times Higher Education World University Rankings

Shanghai Rankings Academic Ranking of World Universities (ARWU)

QS University Ranking

Basically, the different international ranking systems consider almost the same set of indicators, tailored to the three areas with different weights. Figure 2 illustrates the weights assigned for each area. Consequently, although the three areas of teaching, research and outreach are all very important, the university’s performance in the research area represents the most significant weight in these selected ranking systems: 80% for ShanghaiRanking, 60% for Times Higher Education, and almost 40% for QS. For the Strategic Plan 2012-2017, Effat has worked on developing its research culture by increasing the quality and quantity of research output and participation. However, more effort and specific strategies are crucial to enhance the quality and quantity of this output and to build a successful and interactive research community that advances knowledge and generates ideas and discoveries. The Strategic Plan 2017-2022 therefore will be devoted to improving the university’s reputation and international standing by considering all three areas but focusing more on research; hence the special theme of ‘embracing research’.

10%

5% Academic reputation

15%

30% QS University Rankings

Employer reputation Faculty-student ratio Quality of faculty per papers and citation

20% 20%

Web impact

Figure 2: Selected ranking systems

Effat University history and profile Milestones in the history of Effat University

Effat becomes fully accredited by NCAAA until 2024 Effat launches its fourth graduate program – the Master of Science in Energy Engineering

2017

Effat expands its three colleges to become four: Effat College of Business

2015

Effat launches its third graduate program – the Master of Science in Translation Studies

2011

Effat launches its first graduate program – the Master in Islamic Financial Management (MIFM)

2009

The institution is granted university status after fulfilling all requirements, including the introduction of three colleges that house 12 programs

2004

Effat College celebrates its first batch of graduates

2014

Effat College of Engineering Effat College of Humanities Effat College of Architecture and Design Effat launches its second graduate program – the Master of Science in Urban Design

Effat becomes fully accredited by the NCAAA until 2017

2010

Three more programs launched: Business Administration Architecture

2005 2006

Electrical and Computer Engineering

Three programs launched: Information Systems

2000 The establishment of Effat College

Psychology English Language and Translation

1999

Its first two established departments: Computer Science Kindergarten

In their professional lives Effat graduates challenge the status quo, and we need that to happen. Employer of Effat graduates

What characterizes Effat University? Effat is a vision-driven university. It all started with the vision of a very special leader, its founder, HRH Princess Effat Al-Thunayan Al Saud (known as Queen Effat), wife of late King Faisal Bin Abdel Aziz (God rest their souls). She believed in the power of holistic education for transforming lives and building successful future generations that can build the world of tomorrow. Believing that a successful holistic education must strike the balance between tradition and modernity, Effat University (2009) – which sprang from Dar Al-Hanan School (1955) and Effat College (1999) – aims to educate future female leaders at an international level, by helping them acquire the skills for lifelong learning and personal, intellectual and professional development, while upholding ethical values and respecting social traditions. The ultimate goal being to make a valuable societal contribution and impact. To achieve this goal, Effat offers its students a unique educational experience that intertwines academic development with ethical, personal and social development to help its learners grow to become well-rounded individuals and future leaders. This experience is undertaken

in a family environment – the Effat family – that is uniquely created by adopting Effat University’s four core values, all based on the divine commandment IQRA, or, ‘read’. These are in turn achieved through the eight pillars of the Effat Ethical Code of Conduct (Tarbawyyat Effat). Through the implementation of the IQRA-based teaching model, students and graduates of Effat are expected to acquire and demonstrate a set of four characteristics directly linked to the Effat four IQRA values and the eight pillars of the Effat Ethical Code of Conduct (Figure 3). These characteristics provide the overarching behaviors that Effat aspires to encourage in its students and graduates – Effat Ambassadors – in order to be able to make them positive agents of change in their local and global community.

The Eight Pillars of Tarbawyyat Matching Effat Graduate Characteristics and IQRA Values IQRA value

IQRA Undertake lifelong research

Ibhath (Undertake lifelong research)

Have strong ethical, social and educational values

Graduate characteristic

Itqan (Perfection in the work) )‫(املتقنة‬

Show responsible and creative leadership

Tarbawyyat pillars

Description

Characteristics of the pillar

Ādab (Knowledge, manners and outreach) )‫(آداب‬

A source of knowledge in its broad sense

Ādab incorporates three different yet interrelated meanings: knowledge, morals, and outreach. As a source of knowledge, it constitutes the identity of any liberal arts organization.

Amanah (Ethics and integrity) )‫(أمانة‬

Seeking perfection in every deed

Excellence, honesty, stewardship, and effective non-profit management.

Taqwã (Piety) (‫)تقوى‬

The search for knowledge and enlightenment is to be guided by the virtue of Ţaqwã in every conduct

Ţaqwã implies attentiveness and risk aversion. In research it is acknowledging ownership of material and intellectual property. In teaching it is devotion in delivering knowledge. In learning it is faithfulness in the quest for knowledge. In organizational management Ţaqwã is aversion to wrongdoing.

The balance between rigidity and simplicity

Creativity is born out of the simplicity of procedures.

Continuous care and development

Ricayya implies an emphatic leadership style referring to the ability to understand, relate and be sensitive to stakeholders.

Communicate effectively and reach out to others

Qiyam (Ethical, social, and educational values)

Riyada (Responsible and creative leadership)

Tarbawyyat pillars

‫توجيه‬ ‫آداب‬

(Ricayya) Nurturing

Fifth pillar

Fourth pillar

Third pillar

Second pillar

At-tawasul (Effective communication and reaching out to others) (Taqwã) Piety

‫بنيان‬ (Bunyan Marsūs) Cooperation and collaboration

Sixth pillar

‫وسطية‬ (Wasaţya) Tolerance and moderation

(Yusr) Modesty and ease

(Amanah) Ethics and integrity

(Tawğyh) Guidance

Seventh pillar

‫رعاية‬

(Ādab) Knowledge, manners and outreach

‫يسر‬

Stewardship )‫(الراعية‬

Yusr (Modesty and ease) )‫(يسر‬ Ricayya

(Nurturing) )‫(رعاية‬

Tawğyh (Guidance) )‫(توجيه‬

Bunyan Marsūs (Cooperation and collaboration) )‫(بنيان‬

‫تقوى‬ ‫أمانة‬

Eighth pillar

Ihsan (High ethical values) )‫(احملسنة‬

Ambassador )‫(السفيرة‬

Wasaţya (Tolerance and moderation) )‫(وسطية‬

Guidance translates into policies and procedures, bylaws, manuals, and orientation sessions. Cooperation, synergy, and solidarity

Effective communication, interaction and outreach, collaboration and partnerships.

Always striking a balance

Tolerance and moderation are core values from which all decisions, structures, concepts, and even curriculum emanate. The institution endeavors to strike a delicate yet subtle balance between modernity and heritage, integration and identity, organizational interests and social expectations.

Figure 3: IQRA values, Effat graduate characteristics and Tarbawyyat

First pillar

To graduate Effat Ambassadors, all Effat academic programs are guided by these values. A number of additional welldesigned programs and supporting activities are also offered to students to help them attain these characteristics.

Assessment of Effat graduate characteristics Student learning assessment is the most important element in the evaluation of any academic program. Committed to providing high-quality education at international standards, Effat University was the first among higher-education institutions in the Kingdom to develop an overarching assessment strategy that is adopted and implemented in all its programs. The assessment of learning outcomes represents an important quality process used to ensure regular monitoring of desired outcome attainment and the implementation of additional strategies for

further improvement when needed. Effat has taken this one step further by implementing a complete assessment strategy that includes not only the assessment of the attainment of learning outcomes, but also the attainment of Effat graduate characteristics and IQRA core values. Indeed, assessment of Effat graduate characteristics â&#x20AC;&#x201C; using both direct and indirect tools â&#x20AC;&#x201C; is performed every semester to ensure they are positively achieving these four characteristics through their curricular and co-curricular activities.

The Effat educational experience To equip our graduates with both breadth and depth of knowledge, and to develop their ability to think critically and analytically, all academic programs at Effat are liberal-arts based, whereby students are broadly educated in general areas, as well as in their academic field of specialization. Thus, the Effat educational experience consists of immersing students in a broad-based foundation of knowledge through the General Education Program (42 credit hours corresponding to 25-30% of the whole program) and a deeper exploration of the specific major of the learnerâ&#x20AC;&#x2122;s choice, interweaved with IQRA core values. In addition, the Effat educational experience is reinforced by a co-curricular Effat Ambassadors Program, and extra-curricular activities that help in shaping Effat learners as future leaders.

To be effective professionally, the highest priority is the development of soft skills, and this development is embedded in every part of the Effat educational experience. Employer of Effat graduates

Effat University profile Programs Undergraduate and graduate Effat encompasses 4 colleges and 13 departments that house 13 undergraduate and 3 graduate programs. Effat College of Architecture and Design: • Bachelor of Science in Architecture • Bachelor of Science in Visual and Digital Production • Bachelor of Science in Design • Master of Science in Urban Design Effat College of Engineering: • Bachelor of Science in Computer Science • Bachelor of Science in Information Systems • Bachelor of Science in Electrical and Computer Engineering Effat College of Humanities: • Bachelor of Science in English and Translation • Bachelor of Science in Psychology • Master of Science in Translation Studies Effat College of Business: • Bachelor of Science in Entrepreneurship • Bachelor of Science in Finance • Bachelor of Science in Human Resources Management • Bachelor of Science in Marketing • Bachelor of Science in Operations and Information Management • Master of Science in Islamic Financial Management.

Co-curricular program

International academic partners

Learning at Effat University is enhanced through a strong co-curricular program – the Effat Ambassadors Program – which aims to develop Effat students’ personal, professional, leadership, and academic skills (see Figure 4). The Effat Ambassadors Program complements the academic curriculum and ensures that Effat graduates possess the right attributes in accordance with the IQRA values.

Effat believes in bringing the highest international standards to education through its partnerships with renowned universities around the world. Effat aims to have at least one international partner for each academic program. The below table showcases our programs and their international academic partners.

Fr e

IQRA

En g wi aging t co h th mm e unit y At -ta was ul

ea tivi in n a n d t y ova St tion ew ard ship

Gr adu at e

hip ers Le ad i l l s sk

Ri y

charact erist i cs

o re

Res and ear ch l if l ea rn el ong i ng

Effat Ambassador Program

val ues

I bh

Eff c o mm e c t i v e un s ki l i ca t i o ls n

an Ihs and ca l Lo ba l glo ness are

at h

very sco ve i d siti l fSe d po a l i t y a n r so n pe

Itqa

iyam

al on i s s r a Pr ofe f or ree s l a l i sk lc sfu s e c c u s or ad s s a Amb

Figure 4: Effat Ambassadors Program

Research centers Effat University has developed a solid research infrastructure and established four research centers: – Smart Buildings Research Center – Virtual Reality Research Center – E-Arabization Research Center – Business Innovation & Entrepreneurship Research Center.

Program

International partner

General Education Program

Boston University, USA

Architecture

University of Miami, USA

Visual and Digital Production

Tisch School of the Arts, NYU, USA

Design

Auburn University, USA

Urban Design

University of Miami, USA

Computer Science

Tokai University, Japan

Electrical and Computer Engineering

Duke University, USA

Information Systems

Syracuse University, USA

English and Translation

Western Sydney University, Australia

Psychology

Carnegie Melon University, USA

Translation Studies

Western Sydney University, Australia

Entrepreneurship Finance Marketing

Georgetown University, USA

Human Resources Management Operations and Information Management Islamic Financial Management

Bocconi University, Italy École Supérieure des Affaires, Lebanon

Effat English Academy Program

Virginia Tech, USA

Ambassadors Program

Mount Holyoke College, USA

Executive Education and Community Services Institute Effat University reaches out and caters to the needs of the different constituents of the community through its Executive Education and Community Services Institute (EECSI). In collaboration with each of our colleges, EECSI offers a wide range of courses, workshops, and diplomas, delivered in partnership with recognized and reputable local and international institutions.

Effat University student profile As of Fall 2016, there are 2,680 graduate and undergraduate students enrolled across the university (Figure 5). The proportion of students per college and the diversification of the student body are illustrated in Figure 6. The faculty-to-student ratio for Fall 2016 is 1:16.

Student enrollment: Fall 1999 to Fall 2016 4000 3000 113

187

200

210

236

250

232

606

657

2009-2010

1000

376

2008-2009

1107

2000

2510

3168 3097 2680

866 1107

2016-2017

2015-2016

2014-2015

2013-2014

2012-2013

2011-2012

2010-2011

2007-2008

2006-2007

2005-2006

2004-2005

2003-2004

2001-2002

2000-2001

1999-2000

2002-2003

Figure 5: Student enrollment from Fall 1999 to Fall 2016

Proportion of students per college (Fall 2016)

14% 29%

Effat College of Business Effat College of Architecture and Design

19%

Effat College of Engineering Effat College of Humanities 38% 38%

Diversification

International distribution: 28 nationalities

13% 150 100 50 Yemen

Syria

India

Jordan

Nigeria

Eritrea

Canada

Algeria

Sri Lanka

Libya

Ethiopia

Non-Saudi

Ukraine

China Saudi

Turkestan

87%

Figure 6: Effat University student diversification and international distribution

Effat University faculty profile

Effat University staff profile

The total number of academic staff by the end of Fall 2016 is 167, including faculty, semi-faculty, lab instructors, language instructors and part-time members. The number of full-time faculty and semi-faculty for Fall 2016 is 146 members. Of the universityâ&#x20AC;&#x2122;s full-time academic staff, 85% hold a PhD in their field of specialization from reputable international institutions. The following table indicates the role and international distribution of academic staff, and the faculty profile per rank.

The total number of administrative staff is 130. The following table shows the distribution of the administrative staff with respect to their qualification and international distribution.

International distribution of academic staff

Role distribution of academic staff Faculty

Semi-faculty

Saudi

International

123

144

85%

15%

14%

Qualification distribution of administrative staff Status

Number

Percentage (%)

PhD

Master

46%

Bachelor

50%

Other

Nationality

Number

Percentage (%)

Saudi

101

78%

International

22%

International distribution of academic staff

86%

Language, lab, and part-time instructors

Professors

Associate professors

Assistant professors

10%

13%

77%

• Committee of Learning Resources • Committee of Facilities and Equipment • Committee of Financial Planning and Management • Committee of Employment Processes • Committee of Research • Committee of Institutional Relationships with the Community.

Strategic Plan process Effat University launched its Strategic Plan 2017-2022 process in the summer of 2016. This process has been devised to ensure a collective effort and broad involvement of stakeholders, including students, faculty, staff, alumnae, parents, employers and the university’s Board of Trustees, as well as selected groups from the community, including government, business and economic development leaders.

Secretary General (see Figure 9). The institution then appointed an external consultant (Professor Richard Detweiler) as facilitator in developing this new and comprehensive Strategic Plan, which will guide the organization over the next five years.

The process relies heavily on data analysis and fact gathering to assess the current standing of the university, to review and refine its mission and vision, and to identify its strategic orientations and priorities for the next five years.

• Committee of Governance and Administration

The process began with the formation of the Strategic Plan Steering Committee and its

The major role of the Steering Committee and external consultant consisted of structuring and guiding the planning phase and assisting the various working groups and sub-committees across the planning process. This included: data gathering and analysis; collecting and reviewing of preliminary findings; soliciting stakeholders’ feedback on findings; formulating final recommendations and goals, and drafting the Action Plans.

• Committee of Drafting Mission, Goals and Objectives

Inspired by Saudi Vision 2030 and the important role of Effat University as a pioneering institution in providing world-class education, the Strategic Plan mainly focuses on strategies to improve the overall academic reputation of the institution and to position us among the best universities regionally, nationally and internationally. Our Vision and Mission have been refined accordingly and the goals articulated to guide the institution’s efforts, energy, and resources towards achieving their aims.

• Committee of Student Administration and Support Services

• An internal environmental scan • An external environmental scan. The plan is affected by four components, illustrated in Figure 7.

• Develop a dynamic Strategic Plan for Effat that includes a broad involvement of stakeholders in order to accommodate all their needs and wants. • Create a shared understanding of where the university is headed, and thus help drive subsequent planning for recruitment of students, faculty and researchers; budgeting; development of facilities and learning resources, and other aspects of the institution.

• Committee of Learning and Teaching

• Saudi Vision 2030, and the The Saudi National Transformation Program 2020

The major goals of this process were to:

Taking into consideration the 11 quality standards that govern the ideology and practices of Effat University, various Strategic Planning subcommittees were also established early in the process to help the Strategic Planning Steering Committee accomplish the task of planning:

• Committee of Management of Quality Assurance and Improvement

To assess the current institutional standing of Effat and identify any strengths, weaknesses, opportunities and threats (SWOT) that will guide its strategies and goals for the coming five years, the institution analyzed its performance with respect to its current Strategic Plan 2012-2017, and investigated its micro and macro environment, represented by:

2030 Saudi Vision

External environmental scan

Strategic Plan 2017-2022

Gap analysis of Strategic Plan 2012-2017

Internal environmental scan

Figure 7: Components affecting the Strategic Plan 2017-2022

The Stages Followed in Producing the Strategic Plan (2017 – 2022)

Stage

To help perform the internal and external environmental scan, Effat commissioned a leading independent research firm, Pan Arab Research Center (PARC), to conduct wide research aimed at identifying Effat’s position. This research included image monitoring, PEST analysis, and SWOT analysis. The company conducted qualitative and quantitative research studies through interviews, surveys and focus groups involving current and potential students and parents, current and potential employers, recruiting agencies, and higher-education counsels in local, regional, and international schools. The findings were analyzed and considered when drafting the Strategic Plan 2017-2022. The institutional SWOT analysis was compiled based on the outcomes of the PARC studies, as well as the findings of internal analysis using documents and a variety of data-collection techniques – focus groups, and individual and semi-open interviews and questionnaires conducted by the various sub-committees, and facilitated by the Steering Committee and the independent consultant.

The SWOT analysis and strategic orientations were then used to amend the University’s Mission and Vision and to identify our institutional Strategic Goals. Once the goals were identified, the list of objectives and actions necessary to achieve them were developed. A detailed Action Plan, including an implementation timeline and a tracking and reporting system (using specific metrics to assess the performance and progress in the execution of the plan) was the final piece of the process. The process served as a methodology that was followed by all academic and non-academic units of Effat University (a total of 43) to help them draft their own Missions, visions, goals, and specific objectives and actions to be achieved and taken in the coming five years. The role of the Steering Committee Secretary General and the independent consultant in assisting and guiding these individual Strategic Plans was crucial in order to ensure full alignment across all 43 units, and to ensure that all the units ultimately worked towards achieving the University’s main goals and objectives. The stages followed to develop the Strategic Plan (with their timeline) are illustrated in Figure 8.

1 Awareness and SWOT analysis for the major units −− Several orientation sessions held in Spring 2016 to help major units in the process of developing their own Strategic Plans. −− By the end of August 2016 the final SWOT analysis for all major units was received. Stage

Stage

2 Institutional SWOT analysis −− In Fall 2016 several orientation sessions and focus stakeholder-group sessions were conducted to develop the institutional SWOT analysis. −− The final institutional SWOT analysis was based on the results of focus groups and data provided to an independent consultant about the university and current situation of the Kingdom. Stage

Gap analysis, Effat University situation and position study −− Gap analysis has been conducted to identify the shortfalls of current Strategic Plan. −− A study by Pan Arab Research Center (PARC) to help understand the current situation and position of Effat in the community has been conducted, in addition to providing a clear idea about the different environmental variables surrounding the university. Stage

4 Institutional Vision, Mission, and goals −− Based on previously collected data and in line with the Saudi Vision 2030, drafts of the university’s Vision, Mission and goals were developed and discussed in various retreat meetings with stakeholders. −− The institutional Vision, Mission and subsequent goals were approved by the University Council and Board of Trustees (December 2016).

Stage

Units’ visions, missions and goals −− All of Effat’s 43 major units developed their own visions, missions and goals consistent with the main Vision, Mission and goals of the university.

Institutional Action Plan −− Based on the approved university and units’ visions, missions and goals, the institution and units developed their smart objectives, actions and KPIs through working sessions and retreat meetings with stakeholders (Spring 2017). −− The included KPIs represent the following: • Required KPIs by the National Commission for Academic Accreditation and Assessment (NCAAA). • Required KPIs by the international accrediting bodies and ranking institutions. • Required KPIs to measure progress of achieving the Strategic Goals and objectives. The final Strategic Plan and Risk Management Plan were produced by the end of Spring 2017.

Figure 8: The stages followed when producing the Strategic Plan 2017-2022

Strategic Planning Steering Committee

Secretary General of the Steering Committee

Members

Dr Haifa Jamal Allail, Chair

Dr Ahmed Attia, Member

Dr Mervat Chuman, Member

Ms Maram Al Balbisi, Member

Dr Eman Mohamed, Member

Ms Mona Al-Asiri, Member

Dr Akila Sarirete, Member Dr Hanen Charni, Member Dr Mervat El Shafie, Member Dr Sanna Dhahir, Member Dr Amani Gandour, Member Dr Zainab Abuelmaatti, Member Dr Malak Al Nory, Member Dr Malak Abunar, Member Ms Maliha Al-Jaidy, Member Ms Moodi Al Saib, Member Ms Abeer Islam, Member Ms Shatha Idrees, Member Main roles

Main roles

1. Review and approve the final Strategic Plan for the university and all units.

1. Cooperate with the hired independent consultant to arrange the logistics of his visits and facilitate his tasks, working closely with him to ensure work is to schedule.

2. Submit and approve the final Strategic Plan from the University Council and Board of Trustees.

2. Coordinate all planning activities, supporting preparation of reports, distributing questionnaires, and coordinating directly with unit committees for all required tasks.

3. Formulate the Strategic Planning sub-committees.

3. Report to the Strategic Planning Steering Committee on the final outcomes of all stages of the Strategic Planning project.

Figure 9: The Strategic Planning team (2016-2017)

Overall performance of Effat based on institutional KPIs (Spring 2017 = 85%)

To effectively address all areas of interest of the university, and to comply with the quality requirements of the national accrediting body, Effat University identified 11 goals in its Strategic Plan 2012-2017, and aligned them to the 11 standards of quality set by the EEC-NCAAA. The progress and accomplishment of the 11 goals were assessed every semester using a number of KPIs. Figure 10 shows the overall performance of the institution in terms of the implementation of its Action Plan from Fall 2012 to Spring 2017. AS SHOWN, OUR OVERALL PERFORMANCE IN EXECUTING THE ACTION PLAN ACHIEVED AN IMPRESSIVE VALUE OF

Fall 2012

Spring 2014

Fall 2015

Spring 2013

Fall 2014

Spring 2016

Fall 2013

Spring 2015

Fall 2016

Goal 12

Goal 11

Goal 10

Overall...

73%

87%

63%

Goal 9

Goal 8

84%

Goal 7

82%

Goal 5

Goal 4

Goal 3

96%

Goal 6

97%

90%

82%

Goal 2

120% 100% 80% 60% 40% 20% 0%

Goal 1

Achievements of Strategic Plan 2012-2017 and gap analysis

Spring 2017

Figure 10: Overall performance of Effat in achieving its 11 Strategic Goals from Fall 2010 to Spring 2017

A deep assessment of the implementation of the Strategic Plan 2012-2017 reveals a list of achievements and accomplishments, as well as some shortfalls that are important to be considered in the next plan. The list of accomplishments and shortfalls, and their effects, are presented in the following two sections.

Achievements of the Strategic Plan 2012-2017 The major accomplishments of Effat University from 2012 to 2017 are summarized under three areas: 1. Education

85%

2. Research

3. Community services.

Research

Community service

– Improving the quantity and quality of research output by Effat University scholars.

– Increasing the number of interactions and relations with industry. Effat University has relations with over 200 employers inside and outside the Kingdom, and some of the world’s most reputable organizations such as Unilever; IDB; Proctor and Gamble; KAUST; KACST; IKEA; OIC; SIEMENS, and NESMA.

– Establishing and activating four research centers: Smart Buildings Research Center; Virtual Reality Research Center; E-Arabization Research Center, and Business Innovation & Entrepreneurship Research Center. – Holding three international conferences annually: the Learning and Technology Conference; the Cultural Impact of Language and Translation Conference, and the Islamic Behavioral Finance Conference. – Promoting a research culture by maintaining a series of internal research seminars led by a research-active faculty and by holding the annual Undergraduate Research Forum and Exhibition.

Education – Having more than 68% of Effat graduates that are working and/or studying in renowned companies and higher educational institutions.

– Launching two new master degree programs: The Master of Science in Translation Studies and the Master of Science in Urban Design.

– Achieving Effat characteristics through 80% of the graduates at a level no less than 75%.

– Maintaining and developing new partnerships with renowned international institutions such as: Stanford University; Boston University; Georgetown University; Duke University; Miami University; the Tisch School at New York University; Auburn University; Syracuse University; Western Sidney University; Tokai University; Carnegie Mellon University: La Sorbonne University; Yunus Emre Institute, and the German Academic Exchange Service.

– Receiving national institutional accreditation (2010-2017) and institutional reaccreditation (2017-2024). – Receiving national accreditation for all eligible undergraduate programs. – Receiving an international QS rating as part of positioning Effat University among regional and international universities. Effat University was rated as a ‘3 star’ institution, achieving 5 stars in employability, 5 stars in facilities, 4 stars in teaching, 4 stars in inclusiveness, 3 stars for social responsibility and 2 stars for international diversity. – Establishing a fourth college, the College of Architecture and Design, and launching two new and unique undergraduate programs: The Bachelor of Science in Visual and Digital Production, and the Bachelor of Science in Design.

– Supporting internal research by Effat faculty and undergraduate students through the provision of internal research grants and conferenceparticipation grants.

– E xpanding the university’s contributions to major community projects, such as the renovation of the Bani Malik and Baghdadiyah districts; the Women in Technology Program for training less privileged ladies for employment; the development of a business plan for improving the socio-economic status of low-income households, and the Nafisa Shams Charitable Organization Enrichment Program for orphans. Effat University and its students continue to render their support to the community; for example, Effat contributed 1,460 hours of community work and 1,000 hours of charity work in the academic year 2014-2015 alone.

– Inaugurating the new Effat Library and Cultural Museum and expanding the learning resources offered by Effat Library. – Renovating the administration building, the College of Engineering building, the College of Business building and creating the College of Architecture and Design building. – Renovating the Effat Restaurant, Child Development Center, Testing Center and male section areas.

Effect of losing Ministry scholarships on total number of students 5000

The overall performance of the institution in terms of the implementation of its Action Plan over 2012-2017 indicates an excellent achievement of 85%; however some important shortfalls and gaps were identified and have fed into the focus of the Strategic Plan 2017-2022.

All the shortfalls identified are interrelated and directly or indirectly implied by the shortfall of Goal 8 and Goal 5. For instance, Goal 7 – completing expansion projects – relies on the availability of required funds, which are in turn linked to the financial situation of the university (Goal 8).

The major shortfalls of the Strategic Plan 2012-2017 can be summarized as follows:

Obviously, the number of enrolled students (Goal 5) heavily affects the financial situation of the university. However, the number of students enrolled target, as per the 2012-2017 approved projection, was not achieved. In fact, the projection of the number of students for the period 2012-2017 was developed in 2012 based on several internal and external factors. One of the major factors affecting these projected numbers was the availability of scholarships to support students’ educational fees. Unfortunately, the university was not able to diversify its financial resources as planned in Goal 8 and hence was not able to allocate diversified funds to provide the required number of scholarships. Nevertheless, the university was very close to achieving the projected number of students until the year 2015, by relying on a single financial resource: Ministry of Education scholarships. The beginning of 2015 witnessed drastic changes in Ministry rules for scholarships which resulted in a decreased number of scholarships allocated to private institutions. These new changes had dramatic negative effects on the number of newly-admitted students to Effat after 2015, as illustrated in Figure 11. Unfortunately, such changes to just one external factor added to the inability of the institution to diversify its resources for income, and will continue to affect enrollment of new students for the coming years. Consequently, the new Strategic Plan 2017-2022 must include:

Goal 3: International accreditation One college with its three programs achieved full international accreditation while the other three (with their 10 programs) are currently still in the accreditation process. Goal 4: The university teaching model The university’s IQRA-based teaching model has been developed and piloted but never fully implemented across all our programs. The various programs must fully adopt the model and customize it accordingly. Goal 5: Number of enrolled students The target, as per the 2012-2017 approved projection, was not achieved. Goal 7: Master plan expansion projects These expansion projects were not fully completed according to the 2012-2017 master campus plan. Goal 8: Diversification of sources of income The desired percentage was not achieved. The university income heavily relied on the scholarships of the Ministry of Education. Goal 10: Research output Though the quantity and quality of research output was improved, it did not achieve its desired target. Goal 11: Relations with the community The Community Services Unit developed the systematic rules required for interacting with the community but did not fully implement them.

• New projections taking into account any new factors (refer to five year projection) • New strategies for diversification of income sources.

Number of students

Shortfalls and gap analysis of the Strategic Plan 2012-2017

4000 3000 2000 1000 0

2012-2013

2013-2014

Actual no of students

2014-2015

2015-2016

2016-2017

Max projection

Figure 11: Actual versus projected number of students from 2012 to 2017

The major gaps identified in the Strategic Plan 2012-2017 (and which are to be considered in the new Strategic Plan 2017-2022) are presented in Figure 12.

Outcomes of gap analysis

The university teaching model Has been developed, piloted but never implemented.

International accreditation One college with its three programs achieved full international accreditation and three more colleges with 10 programs still in the process.

Research Quantity and quality of research output improved, however didn’t meet its target.

Community services Community services developed systematic rules in interacting with the community but not fully launched.

Gap 15%

Average performance 85%

Figure 12: Outcomes of gap analysis

Strategic Plan 2017-2022 General framework of the new Strategic Plan 2017-2022 Based on the above, the new Strategic Plan needs to: • Stem from the vision of Queen Effat Al-Thunayan (God rest her soul in peace) and sit within the framework of the university’s core values that have been well-established and shared with the Effat University community (Effat family). • Build on the goals that have evolved through the Strategic Plan 2012-2017 and fill any gaps. These goals and gaps reflect some important themes, a number of which continue to be critical for the university’s future. • Be guided by the national and international Saudi Vision 2030 and Transformation Program 2020. • Align with the requirements of the national and international regulatory and accrediting bodies to which Effat complies, including the Ministry of Education, the Public Education Evaluation Commission, the National Commission for Academic Accreditation and Assessment, NEASC, ABET, AACSB, and NAAB etc.

What Effat aspires to achieve? Effat University Vision (2017-2022) Effat University strives to be recognized as one of the world’s leading institutions in scientific discovery and innovation, presenting solutions to societal challenges, and serving as an agent of change that advances leaders and scholars in fulfilling Queen Effat Al-Thunayan Al-Saud’s vision (God rest her soul).

• Respond to the institutional SWOT analysis and the needs of the stakeholders, especially prospective students and employers.

How we do it – holistic education: International quality and innovative Effat is unmatched in providing a holistic education which develops each student intellectually, personally, and professionally through an integrated combination of in-class and out-of-class educational experiences. Students don’t just learn the facts, they learn how to think and apply knowledge with confidence. Therefore, Effat’s holistic education consists of:

Intellectual development: The mind, its knowledge and values

Professional development: Practical experience and credentials

• Insight education: Broad knowledge for creative and ethical vision.

• Work experience: Company internships and community projects.

• Quality, accredited, specialized knowledge: Major area of study.

• Discovery capacity: Research expertise in courses and fieldwork experience.

Personal development: Confidence, interpersonal competence, and independence • Leadership capabilities: Ambassadors Program. • Personality and character development: Active and involving campus life.

Effat Mission assessment matrix The institution’s progress towards achieving its mission will be assessed regularly and will be reported on twice a year. The mission progress will be assessed by tracking the contribution of the institution’s achievements under the three areas: Education, Research, and Community Service, in order to deepen its national and international presence, elevate its effectiveness to national and international standards, and measure its socio-economic impact. To this end, major KPIs that are associated with certain goals have been selected from the action plan to quantitatively track and assess the progress of the mission. The following matrix shows the metrics selected under each of the key areas (education, research, and community service) and each of the three dimensions (presence, effectiveness, and socio-economic impact). The matrix also shows the mapping of key words from the mission to the different areas and dimensions.

Education profile (Innovative education, broad inquiry)

Presence (national and global)

Effectiveness (progress)

Socio-economic impact (aspirational and effective leaders)

% of graduates working and studying • Nationally • Internationally.

% of graduates employed or enrolled in further studies within six months of graduation

– % of working graduates who have senior administration positions. (St.5) – % of graduates who started their own business. (St.5)

Research profile (Intellectual engagement)

# of SCOPUS publications: • Nationally • Internationally.

# of citations in refereed journal in previous year per full time faculty

– # of IPs transferred into goods and services. (Std 10-10.3.2) – # of Effat research outcomes applied to social economic needs (Std 10-10.3.3)

Community service profile (Valuable societal impact)

– # of events hosted/organized by Effat – # of events outside Effat attended by Effat members • Nationally • Internationally.

– # of active participations of Effat members in events hosted or organized by Effat – # of active participations of Effat members in events outside Effat • Nationally • Internationally.

– # of collaborative and partnership agreements – # of community education programs – # of media mentions – Improvement in Effat web matrix ranking: • Presence: Decrease by 14% • Impact: Decrease by 75% • Transparency: Decrease by 70% • Excellence: Decrease by 83%

*QS Ranking KPI **NCAAA KPI