STRATEGIC PLAN 2015-2030 “OUR STRATEGIC VISION 2030”
Rabi-II 1436 (Revised February 2015)
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University of Dammam- Strategic Plan Executive Summary
February 2015
MESSAGE FROM H.E. DR. ABDULLAH AL-RUBAISH PRESIDENT, UOD
We in University of Dammam [UOD] are living, along with our other universities in the kingdom of Saudi Arabia, in a period where the contribution of higher education to the life of nations is being raised. As a result, we will attract more scrutiny, and we must meet objective quality standards. UOD is committed to serving our nation and our students in a exemplary fashion. Our first strategic plan drives from this commitment. The Plan represents the effort of our own faculty. It includes input from external stakeholders and Professionals, namely Kaludis Consulting, Washington D.C. Our new campus is strategically located at the centre of an emerging and vibrant integrated metropolitan economy in Al-Khobar, Dammam, Dhahran and Jubail. UOD will become part of the leadership in the success of this development We are especially proud that this strategic plan deals directly with our choice of the Professional University model as the best way to fulfil our mission to serve the Eastern Province, the nation and the GCC. Our Plan takes the concept to new heights with the organization of our academic work into four distinct, but interconnected parts: Health Professions Cluster seeks to create a distinctive integrated academic health center with a full set of colleges in health professions. Colleges are Medicine, Dentistry, Nursing and Applied Medical Sciences. Engineering Professionals Cluster complements existing colleges, namely Architecture & Planning and Design, Engineering. Science & Management Professions Cluster include colleges Science, Management, Computer Science & Information Technology, Community Colleges, and others Arts and Education Professions Cluster includes Colleges of Arts and Education We plan to be flexible and adaptive. New professional roles require an educational response and evolution of the profession in existing academic clusters. Our intent is serious collaboration within, and, across clusters. We shall live in a multidisciplinary world. Our aim is to produce an effective academic resource, infused with quality, and aligned with its constituents and stakeholders. The strategic Plan pints in that direction as we move effectively in this new, exciting and demanding environment for universities
……………………………………………… H.E. Dr. Abdullah Al Rubaish President, University of Dammam 09 February 2015 2
University of Dammam- Strategic Plan Executive Summary
February 2015
CONTENT TITLE Message from Prof. Abdullah Al-Rubaish, President, UOD
Page 2
EXECUTIVE SUMMARY Responding to a New Strategic Opportunity
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University Design
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Logical Flow From A Starting Point
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Statements of Mission, Vision & Values
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UOD Strategic Goals
12
Immediate Priorities
13
PROLOGUE: A NEW STRATEGIC OPPORTUNITY
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The Plan for Planning
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Work Group Assignments
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CHAPTER 1: CONTEXT FOR PLANNING 1. Accreditation, Continuous Planning and Quality a. Introduction b. Meeting NCAAA Standards c. Future Roles of the “Data” Department and the Quality & Planning Center d. Quality and Continuous Planning Processes 2. Environmental Review 3. SWOT Summary 4. Benchmarking and Strategic Data Needs CHAPTER 2: UNIVERSITY DESIGN: ORGANIZATIONAL STRATEGIES 1. 2. 3. 4. 5. 6.
Introduction and Discussion Conceptual Design Health Professions Cluster Engineering Professions Cluster Science & Management Professions Cluster Arts & Education Professions Cluster
CHAPTER 3: BLUEPRINT FOR DEEP STRATEGY AT UOD a. Connection to Regional Economic Development
19 19 19 20 21 22 23 29 32 36 37 38 39 43 45 47 48 50
b. Improving the Quality of Life c. Human Resources
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d. Teaching & Learning Culture
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e. Student Preparedness/Student Flow
52
f. Education of Men & Women
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g. Campus Life & Student Engagement
53
h. Staging and Right-Sizing of New Colleges
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i. Positioning of the Research Enterprise
55
j. Integrating the Clinical Enterprise
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k. Treating Space as an Asset
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l. Community Development
56
m. Strategic Management Organization and System
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February 2015
TITLE CHAPTER 4: STRATEGIC GOALS & OBJECTIVES Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Goal 8 Goal 9 Goal 10 Goal 11 CHAPTER 5: STAGES OF VISION REALIZATION-STRATEGIC INITIATIVES
Page 58 59 59 60 61 62 63 64 65 66 67 68 69
1. Discussion & Analysis
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2. Impact of the Campus Master Plan on Staging
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3. The Three Stages of Vision Realization
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CHAPTER 6: EXECUTING THE PLAN
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1. Planning for Implementation a. Immediate University-Wide Strategic Priorities b. Institutional Performance Metrics c. Planning Assumptions d. Multi-year Format 2. Preparing for Continuous Planning
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ACKNOWLEDGEMENTS
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February 2015
LIST OF TABLES & FIGURES TABLES
Page
Table 1
UOD Strategic Goals
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Table 2
Working Group Assignments
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Table 3
SWOT Highlights
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Table 4
Set of 33 Key performance Indicators, NCAAA
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Table 5
Representative Sample of Benchmarking & Strategic Data Needs
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FIGURES Figure 1
Top Line Functional Chart: UOD Strategic Professional Clusters
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Figure 2
Planning from the Future Back to the Present
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Figure 3
Variable Planning Horizons
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Figure 4
UOD Planning Inputs
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Figure 5
Proposed Composition of Health Professions College Cluster of – All for Both
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Males and Females Figure 6
Proposed Composition of Engineering Professions College Cluster
43
Figure 7
Proposed Composition of Science &Management Professions College
46
Figure 8
A set of Deep-Strategy Areas
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Figure 9
Framework for Deep-Strategy Issue & Strategic Goals & Objectives
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University of Dammam- Strategic Plan Executive Summary
February 2015
1. RESPONDING TO A NEW STRATEGIC OPPORTUNITY The national government of the Kingdom of Saudi Arabia has set rising expectations universities. Government has advanced these expectations in several concrete including but not limited to: • Establish King Abdullah University of Science and Technology to represent level of excellence with the intent of raising the higher education system universities in the Kingdom
for its ways, a new in all
•
Conduct AAFAQ1, the national higher education plan, to throw new light on the importance of higher education in national economic development and diversification
•
Create opportunities and capacity for the increasingly large number of qualified students who will be entering universities and colleges; opportunities that are aligned with careers in the strategic workforce
•
Provide new funds to stimulate the growth of university research: research focused on supporting knowledge-based industry
•
Stimulate quality and performance in higher education through the agency of National Commission for Academic Accreditation and Assessment [NCAAA] in SelfStudies, Strategic Planning and Accreditation
Specifically, in relation to University of Dammam [UOD], these expectations: •
Permeate the university environment with Islamic values, ethics, morality and culture.
•
Raise the quality and Kingdom’s expectations
•
Embrace the requirements of higher education as well as economic development and diversification of the Eastern Province, KSA and GCC states, especially by aligning programs in UOD to their real needs of strategic workforce
•
Produce returns on the significant investment and opportunity represented by the new campus, in particular, through meeting the increased demand for higher education
•
Develop and sustain the quality, competency, preparation, adaptability and flexibility to meet new and changing higher education needs, UOD will be evolving progressively.
•
Educate globally competitive professionals who are ready for the world of jobs, and produce research and service that develop the knowledge-based economy.
•
Align UOD with the growth and integration of Al Khobar, Dammam, Dhahran, and Jubail into a metropolitan highly productive, competitive and focused economic unit.
performance
of
the
University
in
line
with
the
This Strategic Plan of UOD is a direct response to these new and changed expectations. We have a growing understanding of the mobilization and acceleration of university development needed to serve the Kingdom’s goals. The Professional University that UOD is and will become is planned to connect university education, research and service with the national economic development and diversification as well as improvement of the quality of life in the Eastern Province, the nation and GCC states. 6
University of Dammam- Strategic Plan Executive Summary
February 2015
2. PROFESSIONAL UNIVERSITY In today’s world, professional service is best realized by creating university environments that encourage inter-disciplinary activity. This applies in particular to institutions which are dedicated to solving problems and educating professionals well-equipped for that purpose. The strategic design for UOD, then, needs to capture this spirit. The "Professional University" is the educational model which best serves these strategic aims. WHAT IS A PROFESSIONAL UNIVERSITY?
A Professional University is an institution focused on teaching, research and service for dedicated professions. It is sometimes called a specialized or focused institution as opposed to institutions which have, simultaneously, academic disciplines in all areas of learning. 1. The graduates typically move to recognized professional positions such as health, technical and management fields. 2. The Professional University is closer to the industry and government entities where its graduates are employed. Experiential education in the field is part of the required academic program. 3. The Professional University and industry share environments and common goals. Each strives to know the other better in order to allow ease of flow of students, faculty and professionals in their industry, as well as the fruitful exchange of ideas. 4. In terms of the research pursued by Professional University, application and commercialization are its ultimate goals. Hence, its research program is set up to promote inter-disciplinary problem-solving and service to related industries. 5. The Professional University serves its graduates with continuing professional education. This is in recognition of the constant evolution and advances in professional fields and requirements. The deep-strategy considerations of UOD are led by defining and adopting the most productive university mission and design to serve the Kingdom and the Eastern Province as UOD develops in the future. As repeated with emphasis throughout this document, service which fulfills our broad responsibilities includes the following commitments: •
Educate qualified professionals to meet the direct strategic workforce needs both as university graduates and as practicing professionals
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University of Dammam- Strategic Plan Executive Summary
February 2015
•
Produce applicable research and industrial solutions through scientific enquiry and effort to translate results to the area of commerce
•
Provide outreach programs and service to industry, health care and government through consulting, clinical service and support to help the economy grow and prosper.
UOD will be a leader in the transformation of Saudi universities to become active partners in economic life of the nation, the province and the GCC region. UOD will listen to its stakeholders in the economy as it develops its academic focus. It will form strategic partnerships with industry and other universities, national, regional and international. UOD is organizing and developing its intellectual assets to connect high quality professional graduates, commercially applied research and continuing professional development to the health care, technical and business sectors of the Eastern Province, nation and GCC states. We start on this strategic journey with the promise of a new campus and strong intellectual assets that form two existing professional clusters which will make strategic additions. A third, strategically complementary cluster has been newly created. (Fig. 1) In the following section, the Colleges underlined have not yet been approved. •
Health Professions Cluster Current: Medicine, Clinical Pharmacy, Dentistry, Applied Medical Sciences and Nursing Expected: Basic Medical Sciences, Public Health
Engineering Professions Cluster Current: Architecture and Planning, Design, and Engineering
Science and Management Professions Cluster Current Colleges: Business Administration, Computer Sciences & Information technology, Community & Applied studies, Science and Community Colleges.
Arts and Education Professions Cluster Current: Arts and Education
The proposed strategic design of UOD and the Campus Master Plan are set up to anticipate and facilitate the mobilization of additional professional clusters and colleges as and when the need arises. The plan will ensure that risk is minimized wherein universities produce qualified graduates without job opportunities. The University Academic and Administrative Design and Strategic Goals are introduced below to set the stage. These presentations will be repeated in the body of the plan with full discussion.
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University of Dammam- Strategic Plan Executive Summary
February 2015
3. UNIVERSITY DESIGN-TOP LINE FUNCTIONAL CHART Figure 1 shows that a supportive and strong structure of relationships with industry, alumni and the community will be connected to UOD, the Clusters and the Colleges.
Figure 1 Top Line Functional Chart: UOD Strategic Professional Clusters
Support Services University Hospital & Family and Community Medicine Centers
Research Centre
Engineering Cluster
Science & Management Cluster
Prep-Year and common Core Courses
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University of Dammam- Strategic Plan Executive Summary
Infrastructure and Facilities
February 2015
4. LOGICAL FLOW FROM A STARTING POINT The terminology used to describe the planning framework is an institutional choice [Fig.2]. From the very beginning of its strategic planning process, UOD selected the approach championed by AAFAQ1 as its starting point. The essence is to plan from the future back to the present. This approach mandated that we open with defining Vision, Mission, and Values, followed by the identification of deep-strategy issues. This is further expanded into a set of 11 Goals with nine Strategic Priorities, and then a series of Objectives and detailed action steps that combine process, responsible individuals, time frame, data quality essential to the institutional development process and monitoring of outcomes. Figure 2 "PLANNING FROM FUTURE BACK TO THE PRESENT"
VISION
MISSION & VALUES
STRATEGIC ISSUES
STRATEGIC GOALS
O B J E C T I V E S
A C T I O N
10
P L A N S
University of Dammam- Strategic Plan Executive Summary
February 2015
OUR VISION, MISSION, & VALUES
5. VISION “A leading University achieving distinction nationally, regionally and internationally” 6. MISSION “Providing creative knowledge, research, and professional services with effective community partnerships”
7. VALUES The values of UOD guide our internal culture, and provide connections to the stakeholders and communities we serve. We Value: Loyalty Excellence Team Work Transparency Diversity Creativity Social Responsibility 11
University of Dammam- Strategic Plan Executive Summary
February 2015
8. STRATEGIC GOALS FOR UOD As a major professional university, and in relation to Eastern Province, KSA and the GCC region, UOD is committed to: Table 1. The 11 Strategic Goals for UOD
GOAL 1
Create and sustain relevant high quality instruction, research and service in the professional fields it seeks to develop
GOAL 2
Build a new organizational management system, infused with quality, to handle its future size and complexity
GOAL 3
Infuse a culture of quality with recognition into all our professional activities to ensure accountability and achievement of stated objectives at all levels throughout all units
GOAL 4
Expand opportunities for student learning and engagement to support realization of their academic and career aspirations
GOAL 5
Provide access and support for all qual1ified students, while establishing a vibrant and interactive campus environment to create a university community and foster loyalty
GOAL 6
Establish “state-of-the-art� libraries and related learning resources
GOAL 7
Develop sustainable modern facilities, equipment and related infrastructure to serve high quality teaching and learning, research and community service programs
GOAL 8
Develop and implement a robust financial planning and management system to serve all academic and administrative programs of UOD
GOAL 9
Increase human resource capacity to accomplish its teaching, research and service missions more effectively
GOAL 10
Create a culture of intellectual curiosity and conduct research of the highest ethical standards to generate new knowledge through research in health, industry, and the humanities to advance the well-being and welfare of the community
GOAL 11
Develop institutional relationship with the community; and business partnership to expand private sector joint investments
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University of Dammam- Strategic Plan Executive Summary
February 2015
9. IMMEDIATE PRIORITIES
Enable, prepare and equip all Colleges for quality assessment and academic accreditation
Sustain state-of-the-art technology in all areas of university activity including learning resources
Sign fruitful agreements with national, regional and international organizations and universities
Fulfill our vision by working to initiate, approve and implement new programs oriented toward economic development and diversification.
Improve marketing of our assets in service, research, healthcare and consultation
Become more aware of community and environmental issues, and, develop joint research programs to seek practical solutions
Create and sustain a broad range of continuing professional development programs
Build the infrastructure of academic and student services to support our students, faculty and staff
Set up mechanisms to communicate effectively with industrial and business communities, alumni, parents and other friends to build a base of advocacy for UOD
•**************
The remainder of the Strategic Plan is consistent with the ideas expressed in this Executive Summary. It will demonstrate the depth of strategic thinking invested into the process for UOD to remain committed to its values, attain its vision, and, fulfill its mission. **************** •
END OF EXECUTIVE SUMMARY
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University of Dammam- Strategic Plan Executive Summary
February 2015
PROLOGUE: A NEW STRATEGIC OPPORTUNITY
University of Dammam [UOD] has the opportunity to create a unique institution in the Kingdom — a professional university as defined [Page 04]. Initially, it will focus on four academic clusters—the Health Professions, the Engineering Professions, the Science & Management Professions and the Arts & Education Professions. Currently, the Health Professions is, in terms of size, more fully represented, closely followed by the Engineering Professions. However, both as well as the Science & Management Professions and Arts & Education Professions will be coordinated strategy. The ultimate product will be the fusion of three institutional models: The focused Health Professions University, the focused Engineering Professions University, the focused Science & Management Professions University and the focused Arts & Education Professions This should provide a powerful academic combination to serve national, Eastern Province and regional needs in the strategic workforce and applied research for economic development, especially, in knowledge-based industries. Academically and economically, the health professions, the engineering professions, the science & management professions and arts &education professions are already fusing in many dimensions. Examples are Biomedical engineering, Environmental Health, Urban and Physical Planning, Health Systems Management, Engineering Management, and, embedded technologies, Community Colleges. The realities of serving both strategic workforce and economic development strategies require multi-disciplinary approaches and a significant level of collaboration. The UOD strategic model is fitted to this deep strategic theme. These developments may be difficult to conceive in the present environment because of history — the larger size and concentration of the Health Professions preceded the existing Engineering Professions, the Science & Management Professions and the Arts & Education Professions. All four areas, however, have integration and growth issues, as well as considerations about how to multiply their impact on students and society. The Health Professions will be able to, and should, achieve an integrated state faster, if only because the opportunity may pass without attention. In the meantime, the role and positioning of the Engineering Professions, the Science and Management Professions and the Arts & Education Professions should always be considered in the context of the future. This will ensure that, the right questions are asked so that the right decisions can be made. All academic programs will need to consider male and female professional education programming in the future tense. The enrollment size, scale of operations, and professional comprehensiveness of UOD will grow significantly. This will happen mostly through the addition of new colleges, and, through the adding of male or female programs in colleges that now only offer programs for one gender or the other, not both simultaneously.
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University of Dammam- Strategic Plan Executive Summary
February 2015
Academic and Professional Accreditation in KSA will become tougher, more specialized, and more developed with progressively higher standards. Effective strategic planning and the quality issues are among the core elements for sustaining accreditation. The current NCAAA self-study and accreditation process will be enhanced by high quality planning products and observable signs of an effective planning culture. Western-style accreditation will likely be sought by English-medium institutions in the Kingdom. This will make the need for planning and assessment even more acute. Strategic planning requires a choice of approach. It is our decision that the UOD strategic plan must work back from the future rather than forward from the present. In this regard, we agree with the approach which was championed by the AAFAQ1 Project. Multiple opportunities for quality improvement will present themselves--from deep strategy to operations. The planning and implementation processes will be infused throughout with quality issues. The inspiring asset that is the new campus (combined with the old) provides a strong and unique physical platform for supporting strategic possibilities. Designing a new strategic model for how students enter, navigate, and succeed in UOD is part of this great opportunity. Recognition of the continuing unevenness of high school preparation, the different requirements for the different professions, and the absolute need for consistent and rigorous graduation standards is a strategy in itself. The reputation of Universities is in large part the reputation of their graduates. This moment at UOD is a time to make student flow policy and practice part of the strategic fabric. Furthermore, since no strategic planning process is in place, the tasks at hand fall into the category of institution-building, not a refinement of an ongoing process. Given this condition, UOD has the opportunity to build an exemplary planning ethos and approach. That ethos would include a steady flow of well-researched ideas and solutions, and the capacity to decide, organize and act. The planning, management and analytical capacities and competencies needed in order for UOD to succeed in this grand effort are great.
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University of Dammam- Strategic Plan Executive Summary
February 2015
THE PLAN FOR PLANNING University of Dammam [UOD] has embarked on its first comprehensive strategic planning journey to build the foundation for its future development and growth. We have, however, progressed as a campus without the benefit of an integrated strategic plan. The current process and its product will equip UOD to reach its full potential of service. Strategic Planning embraces elements with different planning horizons. As shown in Figure 3, our strategic plan reflects the implications of these differing timelines. Figure 3: PLANNING HORIZONS Technology Planning (5 yrs.)
Facilities Planning/ Construction (10-15 yrs.)
Academic Clusters/ New Colleges (5-8 yrs.)
Land Use Planning (30 yrs.)
2030
2008
5
10
15
20
25
Human Resource Planning (5 yrs.)
The initial stages of this project began in mid-2007 and it is followed the future. The context was the process of gaining accreditation from the National Commission for Academic Accreditation and Assessment (NCAAA). As the fruit of a widely participatory process which engaged all components of UOD, a comprehensive Self-Study Document (SSD) was produced. This SSD concluded with 102 recommendations for immediate implementation, as well as 30 others requiring approval from UOD officials. Furthermore, the Vice President Meeting Forum was held on 25 December 2012 to update current status of the Action plans raised by the External Reviewers Response on 2008 and it is updated. Currently, New Self-Study Document (SSD), 2014 was developed and it is in the process for External Reviewers visit on April 2015.
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University of Dammam- Strategic Plan Executive Summary
February 2015
Development of a strategic plan is a pre-requisite for academic accreditation by NCAAA. Although it has been in existence for over 30 years, UOD had never before developed such a plan. The administration decided to separate this task from the rest of the Self-Study process. Its aim was to have an abridged plan ready for the NCAAA external developmental review. King Fahd Hospital of the University engaged Kaludis Consulting, Washington, D.C.an experienced higher education strategic consulting firm, to support its planning effort. This firm focuses on university planning and has served more than 500 universities, focused health professions institution, colleges, and multi-campus systems. It has supported planning in two other institutions in KSA, and, had a role in AAFAQ1. The relationship between UOD and Kaludis Consulting is a partnership based on mutual respect and learning for co-development of a strategic plan. Thus, the plan is not merely a document. It is the symbol of sustained ways of thinking and acting. The expectation is that when this work is done, there will be a functioning planning order at UOD. The task is big, and, it is time for thinking big. The joint work between UOD and Kaludis Consulting was inaugurated with a two day workshop on strategic planning which was held on the campus on 31 May and 1 June 2008. At present 2014, UOD it is in the process of updating the Strategic Plan along with Kaludis Consulting and a fiveday workshop on Strategic Planning which was held at UOD new campus on 04-08 September 2014. Attendees included H. E. President and Vice President, Deans of Colleges, Department Chairs, Strategic Planning Committee members and key faculty who had participated in the NCAAA self-study. From Kaludis Consulting, the participants were Dr. George Kaludis, Dr. Robert Donaldson and Dr. Richard Dean. Initial sessions introduced the concepts of strategic planning and tools for getting started. Participants also discussed the preliminary draft of the Saudi national plan for higher education (AAFAQ1) in order to assess how UOD fit into the larger KSA context. Other sessions focused on strategic institution-building, continuous academic planning, academic leadership, and the modern academic health center. A concept paper was developed from the intensive joint work that occurred during the consultants’ initial visit. This paper was distributed to the UOD administrators and faculty who were organized into an Executive Committee and three Working Groups. These bodies met, together with the three consultants, during a two -week period at the end of June and beginning of July 2008. Table 2 summarizes the tasks assigned to each group.
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University of Dammam- Strategic Plan Executive Summary
February 2015
Table 2: Work Group Assignments Assigned Topics
Work Group I
Work Group II
Work Group III
•
Vision and Mission
• • • • • • •
University Strategy Institutional Scale Institution-Building (except human resources) Technology Connections to UD Eastern Region Community and National and Regional Governments Long-term Development of Technical Professions Cluster Strategic Database for Eastern Region
•
Health Professions Colleges (existing and anticipated)
• •
Technical Professions Colleges (existing and anticipated) Connections Between Current and Planned Health Professions and Current and Planned Technical Professions Colleges
• • • • • • •
Strategic Human Resource Development Student Flow Campus Life (including men’s and women’s issues) Relationships and Articulation with Community Colleges Accreditation Issues Academic Policy and Standards Campus (physical planning stages, space standards and flexibility)
On the basis of data-gathering, discussion, and analytical work conducted by these three working groups and their subcommittees, both during the June-July consultants’ visit and subsequently during the summer, a draft strategic plan was produced by the consultants for discussion and refinement during their October visit. Currently, UOD has renewed the contract with Kaludis Consulting group on September 2014 to review and update the Strategic Plan (2008-2030). As agreed upon the contract, UOD and Kaludis Consulting was organized a five-day workshop which was held at UOD new campus on 04-08 September 2014 with ten working groups and their subcommittees.
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University of Dammam- Strategic Plan Executive Summary
February 2015
CHAPTER 1 CONTEXT FOR PLANNING
Effective planning is not carried out in vacuum. A variety of external and internal conditions affect what UOD can and, should do, and can accomplish. Figure 4 shows a set of six planning inputs that created the University’s strategic context. It was a challenge to grasp the interplay of these forces, and, the often contradictory impact they have on an institution’s thinking, planning and decision-making. The intensity and comprehensiveness of the strategic planning being undertaken by UOD presents new work to be done by the University and its senior leaders, deans and faculty. Figure 4 UOD Planning Inputs
NCAAA/SSD/ Accreditation
Environmental Review/SWOT
Strategic Context
External Stakeholders
UOD Work Groups
Community Development
Benchmarks/ Comparative Data
1. ACCREDITATION, CONTINUOUS PLANNING AND QUALITY a. Introduction Strategic planning must ultimately be driven down into action steps and activities capable of being measured. UOD will take care to ensure consistency in the emerging framework. However, at its core is the need for specific targets — results capable of being measured — and clear accountability. The need for clear and clean data is now broadly understood. A significant quality factor will be the degree to which we are able to link and measure action steps and activities in the context of the emerging strategic initiatives. 19
University of Dammam- Strategic Plan Executive Summary
February 2015
A common recommendation coming from accrediting agencies, including NCAAA, is the high priority placed on institutions to either create or strengthen their data collection and institutional research capabilities. NCAAA has provided checklists and templates of items that universities can use to develop their sets of benchmarks, metrics and rubrics to assist with evaluating institutional progress. UOD is aware that NCAAA will be thoroughly examining evidence – particularly patterns of evidence. Such evidence can come from both internal and external sources, and will be both quantitative and qualitative in nature. In our Report on Institutional Self-Study (SSD), UOD placed evidence in five categories: Existing documentation, interviews, surveys, comparisons and Key Performance Indicators (KPIs). These categories will be expanded as we move forward with measurement activities. There is a pre-existing N C A A A checklist or template of items that UOD can pick and use. We must develop our own sets of benchmarks, metrics and rubrics to assist NCAAA in evaluating institutional progress. The uniqueness of the four-focused institution (Health Professions, Engineering Professions, Science & Management Professions and Arts& Education Professions) will allow and call for metrics that display UOD's distinctiveness. In the context of this plan, the term benchmark denotes measures that compare quality of performance both our own past performance (internal benchmark) as well as comparisons with other institutions and external data sources (external benchmark). The term metric is used to describe the group of methods or criteria used to describe measures associated with internal UOD activities and outcomes. The term rubric is used to describe the specific categories of data and information associated with assessing the quality of teaching and learning. UOD aspires to a high degree of quality in all its professional activities. This can be as an institution; in academic programs; in policies, practices and procedures; and in overall stakeholder experience as well as impact on societal quality of life. We are now positioned to set up an infrastructure that will allow us to list how we define quality in each area, how it will be measured, and where accountability for its achievement will be placed. b. M e e t i n g NCAAA Standards UOD undertook it’s first-ever self-assessment in April 2014. We issued an Institutional SelfStudy Document (SSD) in April 2014. The spirit o f UOD now approaches the development of plans, activities and measurements that will lead it significantly further down the accreditation path. UOD has followed the 11 Standards for Accreditation and Quality Assurance by NCAAA. The remainder of this document will demonstrate how UOD plans to strengthen areas of relative weakness, and, create strategy, structure, process and data in areas where currently exist.
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University of Dammam- Strategic Plan Executive Summary
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c. Future Roles of the Information and Data Management Department and the Deanship, Quality& Academic Accreditation The functions of the data and quality support departments will be critical factors as UOD moves through the accreditation process. We have recognized the roles that these emerging departments must play by creating a consolidated Planning and Quality Function. While the Deanship, Quality & Academic Accreditation (DQAA) will be at the core of gathering quality measures and evaluations, we recognize that ultimate responsibility for quality resides in every organizational unit in UOD. Accountability for reporting on quality will reside with DQAA; however, accountability for achieving and measuring quality will be broadly distributed. As is universal, so also in UOD: "Quality is everybody's business." The responsibility for data will parallel that of the quality structure. The Quality Studies and Research unit, Performance and Measurement unit and Quality Support unit will be accountable for gathering data for benchmarks, metrics, rubrics and statistics from different sources. The accountability for generating evidence and patterns of evidence will be widely distributed. Underlying the entire process of data collection, statistics, analysis and reporting will be the need to populate the NCAAA Key Performance Indicators as well as to close the "audit cycle." d. QUALITY AND CONTINUOUS PLANNING PROCESSES Our consultants presented a Strategic Planning Workshop on campus in July 2008, with the concept of continuous planning as a central theme. In addition to this, the continuous planning process was taken place at UOD in September 2014. UOD has renewed the contract with Kaludis Consulting group on September 2014 to review and update the Strategic Plan of 2008-2030. As agreed upon the contract, UOD and Kaludis Consulting was organized a five-day workshop which was held at UOD new campus on 04-08 September 2014. our planning consultants have supplemented these requirements with their own thoughts, and high-level summaries from the Academic Quality Improvement Program (AQIP) developed by the Higher Learning Commission of the North Central Association—a major US higher education accrediting agency. Composite themes coming from these varied sources include: • • • • • •
A top-down process. It goes from Mission ⇒ Objectives ⇒ Long-term and Shortterm strategies, and, ultimately ⇒ Action-steps. Emphasis on planning at all levels, and, across all organizational units Once plans and targets are set, identification of useful and reliable benchmarks, metrics, and rubrics Effective change management, including orientation of faculty, staff and administrators to the new continuous planning environment Dealing with uncertainty in planning processes and the types of contingencies that must be incorporated How evaluation, incentive and reward structures are set up to deal with performance in a continuous planning environment
Continuous planning must permeate all phases of our strategic planning framework. 21
University of Dammam- Strategic Plan Executive Summary
February 2015
2. ENVIRONMENTAL REVIEW Factors which contribute to defining the environment in which UOD must think, plan, and act strategically include the following: the international, regional (GCC), national, and provincial demographic, political, economic as well as education forces and the internal conditions and circumstances at UOD. In general terms, the external forces create an environment characterized by growing economic strength, significantly increased demands for higher education, increased government investment in higher education and research, industry support for economic development and diversification, and new employment opportunities. Similarly, in general terms, the internal forces create an environment characterized by well-respected educational programs, ambitious plans for physical and academic growth, centralized management systems, underdeveloped local leadership and management capacities, and, financial constraints. a. External Environment International and Region (Gulf Cooperation Council) Demographics and Economics •
The Gulf Cooperation Council (GCC) countries (Saudi Arabia, Kuwait, Oman, UAE, Bahrain and Qatar) is a continuation, evolution and institutionalization of old prevailing realities, it is and, a practical answer to the challenges of security and economic development in the area. It is also a fulfilment of the aspirations of its citizens towards some sort of Arab regional unity. The GCC Charter states that the basic objectives are: 1. To affect co-ordination, integration and inter-connection between member states in all fields in order to achieve unity between them. 2. To deepen and strengthen relations, links and areas of cooperation now prevailing between their peoples in various fields. 3. To formulate similar regulations in various fields including the following: a. Economic and financial affairs. b. Commerce, customs and communications. c. Education and culture. d. Social and health affairs. e. Information and tourism. f. Legislative and administrative affairs. 4. To stimulate scientific and technological progress in the fields of; Industry, mining, agriculture, water and animal resources: to establish scientific research: to establish joint ventures and encourage cooperation by the private sector for the good of their peoples.
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University of Dammam- Strategic Plan Executive Summary
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Higher Education •
The supply of new PhDs in fields such as science, engineering and business is growing only slightly in the West. There is limited availability of potential recruits most likely to relocate to KSA (single males or those not in double-income families) (National Science Board, Science and Engineering Indicators, 2006, Vol 1, Ch 2, pp. 22-24; Ch 3, p. 25; Ch 5, pp. 23-25. National Science Foundation, Arlington, VA)
•
The number of English-medium higher education scientific and technical institutions will increase (within KSA and the GCC and especially in China and India). Furthermore, recruitment competition for US, Canadian, UK, Australian and South Asian expatriate professionals will intensify. South Asian, African and Chinese PhDs educated outside of their countries will increasingly be drawn to institutions in their own countries, or, to institutions in countries nearer to their homes.
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University of Dammam- Strategic Plan Executive Summary
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NATIONAL Demographics and Economics •
The Kingdom of Saudi Arabia is the world’s leading producer and exporter of oil. It has over 16% of the world’s proven petroleum reserves. Petroleum accounts for 45% of the country’s GDP, 80% of its budget revenues and 90% of its export earnings. This heavy dependency is a major reason that the national goals emphasize the diversification of the economy.
•
The population of the Kingdom is 29.2 million. Of these, 9.3 million are non-nationals. Because of the high population growth rate in recent years (until very recently, more than 2.7% per year), 27% of the population are 14 years of age or younger, and its median age is 26.4.years.
•
The GDP per capita is $31,300 and the kingdom spends 8.6% of its GDP on education, and it has achieved a literacy rate of 79%. (http://ohe.gov.sa/pages/IndicatorsType.aspx?Lang=En&Parm=13 and Saudi Arabia section, U.S. CIA the World Fact book, 2014)
•
The Tenth Five-Year Plan 1425-1430H (2015-2019) aims to build on the achievements of the previous plans and to boost development. It has been designed according to a strategic perspective with the aim of achieving sustainable development. The plan has focused on a package of priorities: 1. To safeguard Islamic teachings and values, enhance national unity and consolidate the Arab and Islamic identity of the Kingdom, through: 2. Enhancing economic diversification with its different dimensions, through: 3. Transition to a knowledge-based economy and a knowledge society, through: 4. To expand the absorptive capacity of the national economy and enhance its growth, stability and competitiveness through 5. Raising the productivity of the national economy 6. Raising the value added of natural resources in the national economy, diversifying their sources and ensuring their sustainability along with protecting the environment and conserving the wildlife 7. Developing the SMEs Sector and increasing its contribution to GDP and Saudization, 8. Enhancing fiscal and monetary stability 9. Increasing the contribution and productivity of the private sector in order to achieve development objectives
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University of Dammam- Strategic Plan Executive Summary
February 2015
Labor Force Employment in agriculture is 12% of the workforce. Industry accounts for 25%, the services sector employs 63% of the work force. Unemployment among Saudi males is estimated to range from 13% - 25%. (Saudi Arabia section, U.S. CIA The World Fact book, 2014.
•
https://www.cia.gov/library/publications/the-world-factbook)
•
The number of employed persons in Saudi Arabia increased to 10634.70 Thousands Persons in 2013 from 10136.40 Thousands Persons in 2012. Employed Persons in Saudi Arabia averaged 8040.77 Thousands Persons from 2001 until 2013, reaching an all-time high of 10634.70 Thousands Persons in 2013 and a record low of 6167 Thousands Persons in 2001. Employed Persons in (Saudi Arabia is reported by the Central Department of Statistics and Information)
Higher Education •
The government’s well-publicized commitment to building a world-class h i g h e r education system, with strong research funding, calls attention to the opportunities for productive employment and collaborative research in Saudi universities.
• •
The university research environment in the Kingdom is changing at a fast pace. University research, in concert with Saudi and international industries, is seen as the strategic avenue for the economic development and diversification of Saudi Arabia. It is also the beacon for the preparation and deployment of scientists, engineers, technical professionals as well as business executives and managers. (Saudi Ministry of Economics & Planning [http://www.mep.gov.sa])
•
The King Abdullah University of Science and Technology, even in its initial planning, has already set a much higher standard for university research in the Kingdom through its appointments of officers, partnerships with the best-of-the-best international universities, as well as with the largest multinational and Saudi corporations.
• •
The National Government, through the Ministry of Higher Education, King Abdulaziz City of Science and Technology (KACST) and AAFAQ (the National Higher Education Plan), has initiated new funding and recommended additional funding for long-term strategies for research development. This offers support to the growth of research in the university, and focuses on National priorities: o The government has plans to spend SAR 32 billion ($8.6 billion USD) on research and development as part of its 20-year National Science and Technology Plan. o These funds are to be allocated to universities for research on new technologies in 11 fields: Water, Information Technology, Oil and Gas, Petrochemicals, Nanotechnology, New Materials, Electronics and Communications, Biotechnology, Aerospace, Energy, and Environmental Protection
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University of Dammam- Strategic Plan Executive Summary
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Institution Culture The importance of UOD as an institution is rising in its province and nationally. UOD and other national institutions will be much more visible. Expectations will be high improved connections to individuals and industries served will be required •
UOD will be a significant member of the UOD System and will have a distinctive strategic purpose within that system. Furthermore, because of its immediate development opportunities, UOD will be the most effective laboratory for developing new planning, quality and management behaviors for the UOD System
•
One of the roles of UOD (in the UOD System) will be to receive qualified students from the community colleges, particularly those colleges in the Dammam, Khobar and Dhahran area.
•
UOD may seek to proactively support the development of academic improvements and program content in the Community Colleges to enable effective movement to a professional degree.
•
The salary and benefit packages for KSA public universities are lagging significantly behind those of universities in other countries in the region and those in industry and the private sector.
•
In light of the needs for improvement in availability of health care in KSA, one can expect pressures to increase the size of UOD to serve the population of the region. UOD must balance these pressures against the quality levels possible within the resources available. Planning is needed to support a balanced approach. Strategic institutional focus will also balance the pressure in terms of qualifications needed for student admissions to professional programs.
b. Internal Environment Human Resources: •
New positions are authorized centrally, and, often with difficulty. The ministries are reluctant to approve new positions for Saudis.
•
Deans do not have the authority to make offers to recruits “on the spot” and the chain of approvals can be slow. The process of faculty recruitment is often lengthy and cumbersome and the recruitment committee will finalize the selection of the faculty.
•
Colleges and departments do not have long-range plans for staffing, and there is confusion about how to count the size of current faculty. There appears to be little or no involvement of department chairs or faculty members in the process of recruiting and appointing new faculty.
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University of Dammam- Strategic Plan Executive Summary
February 2015
•
Once having accepted a position, faculty sometimes has difficulty with visas and arrival formalities, and there is no well-developed orientation for new faculty.
•
Recruitment and retention are made difficult by the growing non-competitiveness of the salary and benefits packages available at UOD. o Faculty retention is also hampered by the absence of clear job descriptions and a transparent system of performance evaluation and reward (“reward culture/innovation culture”). o Available benefits such as sabbatical leaves (for Saudi faculty) are not utilized. o Faculty retention and morale are adversely affected by the relatively low levels of support staff and consequent perception that faculty are consumed with “busy work.”
•
Saudi faculty are required to retire at age 60. Currently, a system is being developed for continuing them as “emeritus professors” with continuing teaching and research opportunities.
Institutional Culture •
The culture is primarily “instructional.” The dimension of intellectual curiosity/discovery is narrow.
•
There is ample evidence of adequate student preparation in English language and basic science after first-year studies.
Educational Programs •
Students have many options at the point of entry into UOD. If denied admission to first- choice program (as determined by their relative rankings on exam scores), as per the Student Admission & Registration bye laws were followed.
•
There are not student transfer options past the first year; students are unable to move readily from another program into Medicine.
•
Despite strong interest among highly qualified applicants, strong performance of current women students, and the Kingdom’s goal in AAFAQ1 of opening additional academic and career options for women, there are limited program options available at UOD for women. (Dentistry is added a women’s program in 2013.)
•
There are unlimited opportunities (funding, women’s mobility) for Saudi students to go for postgraduate studies abroad.
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University of Dammam- Strategic Plan Executive Summary
February 2015
Management and Operating Environment •
The functional management and governance flowing from UOD as a central.
•
The responsibility and authority roles of UOD management (Vice President and Deans) are clear and developed.
•
Although there has been effective strategic thinking, the usual way of doing business is on a transaction-by-transaction basis. This condition is in part the consequence of the satellite status and the financial philosophy of the national government.
Physical and Technological Resources •
A comprehensive Campus Master Plan is in place for the UOD campus that presents a full campus community with academic facilities, a new hospital, student facilities, faculty and student housing, a Mosque and other community facilities.
•
A general plan is in place to build new facilities for men’s programs and to renovate vacated space for women’s programs.
•
New academic facilities are generally being planned and developed in clusters relating to Health Professions, Engineering Professions, Science & Management Professions and Arts & Education Professions
•
Housing for women is planned at the end of the present campus plan and depends on additional landfill.
•
Technology planning is done by UOD Central.
Building sites have been identified for new colleges, including an area dedicated to Technical Professions and Management Professions Colleges. There is a dedicated land area for a research/technology park, but area is available for designation in this area and for university- private commercial development. We should note, additionally, that UOD will be engaged in an intense worldwide competition for professional faculty if we want to attract male expatriate faculty from ranked universities. Our consultants verified this fact in another project related to the Kingdom. Even within the Kingdom, competition will rise. UOD has little choice but to enter this competition because of the extraordinary rise in enrollment demand predicted in the Eastern Province and locally. •
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University of Dammam- Strategic Plan Executive Summary
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3. SWOT SUMMARY Table 3 captures the highlights of our analysis of Strengths, Weaknesses, Opportunities, and Threats, which draws from a variety of sources, including the SSD, Strategic Planning Work Groups reports, and, meetings with stakeholders. Table 3: SWOT Highlights Strengths
Weaknesses
UOD has a stable University and campus leadership with great ambitions for the University and solid leadership, at the level of Academic Deans
Most f a c u l t y r e c r u i t m e n t i s not a s s o c i a t e d w i t h strategic plans for academic program development. There is minimal evidence of inter-departmental joint recruitment efforts
UOD is located in a vibrant, growing region with prospects for community partnerships, and opportunities for private practice, including Eastern Province & GCC states UOD’s programs are well-regarded in the community, and there is high demand from students
A large part of research is focused primarily on obtaining promotion rather than discovery
UOD is an English-medium university with well- qualified applicants and a growing number of programs
The relatively low level of research activity can be an impediment to the recruitment and retention of research-oriented faculty
The quality of student orientation programs are conducted during their Preparatory year
The atmosphere of “compartmentalization” in the professional disciplines and colleges inhibits collaboration and collegiality
Faculty retention is hampered by absence of (a) clear job descriptions and (b) a transparent system of performance evaluation and reward (“reward culture/innovation culture”), and (c) Social interaction or amenities and by a perception that the current salary and other facilities are unattractive.
Deans lack authority to make necessary decisions for UOD is able to select high-performing students through the use of rigorous screening mechanisms the Colleges (GPA,aptitude test, knowledge test) in Admissions The affiliated community college—the College of Administrative support of the Deans is notably Applied Studies and Community Services—allows “thin” UOD to offer a wide range of program options at the bachelor level UOD offers an array of various programs for female students There is an organized exchange opportunities for UOD students (study abroad) 29
University of Dammam- Strategic Plan Executive Summary
February 2015
The development of facilities on the new campus and the opening of the new hospital are strong, visible signs that UOD is a growing institution on the move UOD has attractive faculty housing & Student Support facilities [ Housing, Sports, Food] UOD has several well-established programs for Master’s, Fellowships and PhD. Indeed, UOD, through its College of Medicine, was the first to set up various Residency and Fellowship Programs in the Kingdom. More such P h D degrees are being planned and College of Architecture & Planning has PhD degrees are conducted. UOD has developed strong linkages with industries and institutions in the community or with universities abroad. Thus, it is unable to draw effectively on these potential sources of part-time or temporary faculty. Recruitment of clinical program faculty is independent of any needs for relationship to societal or regional health care workforce The Centre for Research and Medical Consultations (CRMC) represents a significant asset in developing UOD’s research engine Deanship of Community & Sustainable Development has been established to support the UD and Community partnerships National recognition for our outstanding and growing number of innovative and challenging undergraduate programs that respond to workforce needs Our long-standing and valued tradition of research in medicine that has directly impacted the well-being of citizens by promoting the efficient and effective use of health service resources The tremendous funding stimulated by the remarkable support of Late King Abdullah Magnitude of space and land located in a strategic site within the Dammam/Al-Khobar metropolitan area
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University of Dammam- Strategic Plan Executive Summary
February 2015
Opportunities
Threats
Strengthen relationship to the “Community College” (College of Applied Studies and Community Services) by achieving greater curricular articulation that would facilitate transfer into bachelor’s programs Redefine and expand management systems and operating policies in conjunction with development and occupancy of the new campus
Faculty morale (of both Saudi and non-Saudi faculty members) suffers because of perceived discriminatory differences in the compensation packages available to each category
Use the move to the new campus to create new integration of educational, training and research experiences for students, researchers and health care providers Improve its competitive position for private patients by improving clinical office practice sites, and, planning the new hospital to attract patients in identified “growth” areas of disease and specialty practices. The Centre for Research and Medical Consultations (CRMC) can be developed as the birthing site for new colleges located new campus land mass for future Strategically development that functions as a bridge connecting the metropolitan areas of Dammam, Al-Khobar and Dhahran Opportunity to develop fruitful partnerships with regional businesses and the community Use of the new clinical facilities to expand our competitiveness to attract patients with private insurance
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University of Dammam- Strategic Plan Executive Summary
February 2015
1. BENCHMARKING AND STRATEGIC DATA NEEDS As discussed previously, benchmark, metrics and rubrics are essential building blocks to evaluate performance and measure outcomes. Ultimately, these will fully populate the NCAAA Key Performance Indicators. During the self-study process, UOD identified gaps in available data. This clearly showed the urgent need to create a function in the University that would gather and analyze data on the institution and its environment. The table below shows 33 Key Performance Indicators derived from the Self-Study conducted for NCAAA. Table 4: Set of 33 Key Performance Indicators, NCAAA (JANUARY 2015) UNIVERSITY / INSTITUTION
STANDARDS 2009-2010
1. MISSION & OBJECTIVES 1. Stakeholders' awareness ratings of the Mission Statement and Objectives 2. GOVERNANCE & ADMINISTRATION 2. Stakeholder evaluation of the Policy Handbook, including administrative flow chart and job responsibilities 3. QUALITY MANAGEMENT 3. Students' overall evaluation on the quality of their learning experiences. 4. Proportion of courses in which student evaluations were conducted during the year. 5. Proportion of programs in which there was an independent verification, within the institution, of standards of student achievement during the year. 6. Proportion of programs in which there was an independent verification of standards of student achievement by people (evaluators) external to the institution during the year. 4. LEARNING AND TEACHING 7. Ratio of students to teaching staff. (Based on full time equivalents) 8. Students overall rating on the quality of their courses 9. Proportion of teaching staff with verified doctoral qualifications. Retention Rate; 10. Percentage of students entering programs who successfully complete first year. Graduation Rate for Undergraduate Students: 11. Proportion of students entering undergraduate programs who complete those programs in minimum time.
32
2010-2011
2011-2012
2012-2013
2013-2014
-
-
-
-
3.9
-
-
-
-
4.2
2.6
-
3.5
2.9
3.9
34%
58%
-
85%
-
-
31% -
-
-
-
-
-
-
-
-
15:1
18:1
16:1
13:1
3.3
3.4
3.5
-
3.8
-
80%
58%
55%
57%
-
78%
90%
90%
80%
-
-
46%
37%
41%
University of Dammam- Strategic Plan Executive Summary
February 2015
Table 4: A Set of 33 KPIs (continued) UNIVERSITY / INSTITUTION
STANDARDS Graduation Rates for Post Graduate Students: 12. Proportion of students entering post graduate programs who complete those programs in specified time. 13. Proportion of graduates from undergraduate
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
16%
-
-
-
100%
programs who within six months of graduation are: (a) employed 60% (b) enrolled in further study (c) not seeking employment or further study 5. STUDENT ADMINISTRATION AND SUPPORT SERVICES 14. Ratio of students to administrative staff. 15. Proportion of total operating funds (other than accommodation and student allowances) allocated to provision of student services. 16. Student evaluation of academic and career counselling. (Average rating on the adequacy of academic and career counselling on a five- point scale in an annual survey of final year students.) 6. LEARNING RESOURCES 17. Number of book titles held in the library as a proportion of the number of students (Print & E-Book) 18. Number of web site subscriptions as a proportion of the number of programs offered 19. Number of periodical subscriptions as a proportion of the number of programs offered (Print & E-Journal) 20. Stakeholder evaluation of library services (Average rating on adequacy of library services on a five point scale) 7. FACILITIES AND EQUIPMENT 21.Annual expenditure on IT as a proportion of the number of students 22. Number of accessible computer terminals per student 23. Average overall rating of adequacy of facilities and equipment in a survey of teaching staff 24. Stakeholder evaluation of websites, web-based electronic data management system or electronic resources (for example: institutional website provides resource sharing, networking & relevant information, including interactive features (students and faculty) 25. Stakeholder evaluation of e-learning services (Average overall rating of adequacy of hardware, software, website, access, teaching, assessment, and service on a five point scale of an annual survey)
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University of Dammam- Strategic Plan Executive Summary
a) 20% 52%
100%
-
b) 05% c) 75%
-
-
15:1
17:1
-
-
0.10
0.10
3.4
2.5
-
-
3.7
3.7
E
E
2.5
6.11
2.7
7.8
1.65
1.94
E
E
5.0
843. 5
2.7
617
-
-
-
-
-
-
-
-
-
-
-
3.7
-
-
-
3.3/4
-
-
-
3.3/4
-
666.7 SAR 0.08PC
3.4 1109 SAR 0.17 PC
February 2015
Table 4: A Set of 33 KPIs (continued) UNIVERSITY / INSTITUTION
STANDARDS
2009-2010
2010-2011
2011-2012
-
-
-
2012-2013
2013-2014
33251 SAR
36956 SAR
8 FINANCIAL PLANNING AND MANAGEMENT 26. Total operating expenditure (other than accommodation and student allowances) per student. 9 FACULTY AND STAFF EMPLOYMENT PROCESSES 27. Proportion of teaching staff leaving the institution in the past year for reasons other than age retirement.
0.030
0.026
0.027
0.006
0.002
-
0.365
0.703
1.05
1.62
0.21
0.23
0.19
0.15
0.27
30. Number of citations in refereed journals in the previous year per full time equivalent faculty members.
0.02
0.08
0.14
0.18
0.05
31. Proportion of full time member of teaching staff with at least one refereed publication during the previous year.
0.01
0.04
0.07
0.09
0.29
32. Number of papers or reports presented at academic conferences during the past year per full time equivalent faculty members.
0.03
0.03
0.02
0.02
0.07
33. Research income from external sources in the past year as a proportion of the number of full time faculty members.
2779.34 SAR
2855.3 SAR
2617 SAR
8838.28 SAR
27752 SAR
0.43%
0.42%
0.86%
1.40%
2.68%
35. Proportion of full time teaching and other staff actively engaged in community service activities.
-
-
-
-
0.26
36. Number of community education programs provided as a proportion of the number of departments.
-
-
-
-
0.64
28. Proportion of teaching staff participating in professional development activities during the past year. 10 RESEARCH 29. Number of refereed publications in the previous year per full time equivalent teaching staff. (Publications based on the formula in the Higher Council Bylaw excluding conference presentations)
34. Proportion of the total, annual operational budget dedicated to research
11 COMMUNITY SERVICE
Because our Strategic Plan calls for strategic connections to the community we will need to add a set of Benchmarks that represent that important element of University life. In many ways, we will be benchmarking against our own goals and performance, since there is very little history in KSA and the region in this type of activity. To some extent, the benchmarking will reflect the peculiar demographic and economic characteristics of Saudi Arabia and the Gulf region as a whole, in addition to the salient features of Saudi higher education — including the fact that the entire system is less than a half-century old.
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University of Dammam- Strategic Plan Executive Summary
February 2015
We will also develop a cohort of Saudi and international universities for annual benchmarking. This task is complicated by the fact that there are few (if any) universities with the unusual mix of focused professional program components that UOD currently has or plans to develop. The purpose is to provide an illustration of the type of data we will gather once the benchmarking cohort is identified. Some of the benchmarking data has been collected from other Universities and quoted in the Self Study Document (SSD) April 2014. Table 5 offers a representative sample of the kinds of additional data we need to develop the necessary comparative benchmarks, internal metrics, and quality measures. Table 5 Representative Sample of Benchmarking and Strategic Data Needs
KSA
GCC
Eastern Province
● ● ●
● ● ●
● ● ●
●
●
●
● ● ● ● ● ● ●
● ● ● ● ● ● ●
● ● ● ● ● ● ●
General Demographic and Economic Data -Demographic Projections -Economic Forecast Data -Workforce Supply & Demand Projections (Health & Technical professions) -Cost of Living Information
UOD
Higher Education Data -Governance Policies -PhD Demand/Supply Projections -Salary & Benefits Information -Faculty Employment Policies -Community College Articulation Information -Admissions Procedures & Standards *Student Flow Data (enrollment, attrition & graduation data by college, program, level, gender) *Faculty Demographic Data *Faculty Productivity Data (Research output) -Faculty Turnover Data -College Enrollment Growth Projections -College Faculty Size/Mix Projections
●
● ● ● ● ● ● ●
Research and Clinical Program Data -# Researchers by College -Total $, Intramural & Extramural Research -Hospital Utilization Data (admitting/discharge diagnoses, payor mix, average daily census, patient demographic trends) -Graduate Medical Education (Residency) Info/Data (size, accreditation status)
● ●
● ●
● ●
● ● ●
●
●
●
●
[* Denotes currently obtainable from existing data sources, but can be a tedious process]
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University of Dammam- Strategic Plan Executive Summary
February 2015
CHAPTER 2 UNIVERSITY DESIGN: ORGANIZATIONAL STRATEGIES 1. INTRODUCTION AND DISCUSSION UOD has the opportunity to create a unique and market-connected institution within the Kingdom—a Professional University focused on four academic clusters—the Health Professions, the Engineering Professions, the Science & Management Professions and Arts & Education Professions
The Health Professions Cluster is currently more fully represented with Colleges of Medicine, Dentistry, Nursing and Applied Medical Sciences, Clinical Pharmacy. At least two new Health Professions Colleges are anticipated (Public Health, and Basic Sciences)
The Engineering Professions Cluster currently consists of the College of Architecture and Planning, the College of Design and College of Engineering.
The Science and Management Professions Cluster currently consists of the College of Applied Studies & Community Services, College of Business Administration, College of Computer Science & Information Technology, College of Science, Community Colleges: Dammam & Qatif
The Arts & Education Professions Cluster currently represented with the Colleges of Arts, Education- Dammam, Education- Jubail, Arts & Sciences - Quaryah Oliya [Newest College at the University of Dammam, which was established on the 5th of Jumada al-Awwal, 1433 AH or April 14, 2012 CE by Royal Decree number 25532].
An important, complementary organizational asset to the Clusters is the Centre for Research and Medical Consultations (CRMC). It will serve as the strategic leader for inter-disciplinary research and the incubation of research capacities. UOD will compete for Research Centers of Excellence that are sponsored by the Ministry of Higher Education, national priority projects from KACST and from industrial sources. UOD will contribute a unique blend of the health, technical and management professions to KSA University research capacity. As a Professional University serving the needs of the Eastern Province, UOD may be asked to extend the University’s professional reach to other professions. Continuous strategic attention will be focused on new professional needs of the Province and the Kingdom. UOD will also be attentive to the evolution of all the professions that it embraces in its scope. It shall also be a leader in articulating and organizing resources to serve changing needs. Flexibility and adaptability must be part of the genetic code of UOD.
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University of Dammam- Strategic Plan Executive Summary
February 2015
The scope of UOD creates the fusion of three institutional models: the focused Health Professions University, the focused Engineering Professions University and the focused Science & Management Professions University, Arts & Education Professions University — a powerful academic engine to serve national and Eastern Province needs. By building core teaching, learning and support resources on a University-wide and Cluster-wide basis, then, whenever one wishes to add new clusters and make changes within clusters; this can be accomplished more effectively and economically within an ongoing UOD management structure. All over the world, in both academic and economic spheres, the Health Professions, the Engineering Professions, the Science & Management Professions and the Arts & Education Professions are fusing in many dimensions (e.g., bioengineering, environmental health, sustainable urban and physical planning, embedded technologies, health administration, engineering management, etc). The realities of serving both strategic workforce and economic development strategies require multi-disciplinary approaches and a significant level of collaboration. The UOD strategic model is fitted to this deep theme. There is no doubt, then, because of the expected fast pace and magnitude of the economic growth of the Eastern Province that the UOD strategic plan must work back from the future rather than forward from the present. One reason for following this planning concept is that there is an sufficient base in place to represent the UOD of the future. A second reason is that UOD is undergoing several simultaneous transformations that include: •
UOD’s elevated role in the economy: moving from university serving the needs of government to a university that serves both government need and the needs of the growing industrial base, especially in knowledge-based industries
•
The immense strategic opportunity presented by the new campus, including the change from a metropolitan commuting university to a residential academic city
•
Growth in enrollment size for traditional and professional development student markets
•
Growth in complexity in terms of its instruction, research and service programs
•
Recognition that UOD will be a principal supplier of management professionals for the Province
Our consultants are the developers of the concept of Strategic Traction ® that embraces the philosophy and the tools necessary to master the future most effectively. The planning, management and analytical capacities and competencies needed in order for UOD to succeed in this effort are great. The conditions are not business as usual. Developments on UOD have anticipated some of the needed academic developments, but, we have not as yet put in place the internal resources to carry such a large strategic agenda. There is considerable new managerial work called for in connecting effectively to the economy. The institution cannot be built on present capacities, competencies and practices. A new order is needed immediately for the University at large and for UOD to play its strategic role and achieve its full potential.
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University of Dammam- Strategic Plan Executive Summary
February 2015
2. CONCEPTUAL DESIGN UOD is creating a unique version of the Professional University by creating integrated and connected strategic academic clusters in the Health Professions, Engineering Professions, Science & Management Professions and Arts & Education Professions. We have lifted the current academic assets into a strategic design that optimizes inter-disciplinary activity among the colleges in each cluster and collaboration among disciplines across clusters. The clusters also promote the organization of common academic, student and business support units at the university and cluster levels. Figure 1 is reproduced here. It shows this conceptual design for UOD. The Research Enterprise and Academic and Student Support Services are essential integrating forces connecting the four clusters. Figure 1 UOD Conceptual Design Support Services
University Hospital & Family and Community Medicine Centers
Research Centre
Engineering Cluster
Science & Management Cluster
Prep-Year and common Core Courses
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University of Dammam- Strategic Plan Executive Summary
Infrastructure and Facilities
February 2015
The existing UOD academic assets in the Health Professions provide a platform for creating a unique KSA strategic higher education asset within a few years—an integrated academic Health Professions Cluster. Many of the seeds needed for the completion of such a strategic asset are in place. Ideas about much of the rest are being considered. The addition of the Technical Professions Cluster and a Management Professions Cluster to the UOD equation multiplies our service profile in professional education as well as economic development and diversification. A related benefit of the Academic Cluster Model for us is the opportunity for efficiency in organizing shared technical, academic support and student services across a number of colleges, rather than on a college-by-college basis. Each Academic cluster will be consisting of Colleges within the broad professional area. Each cluster will have a Curriculum Committee in charge and the opportunity to consolidate academic and student support services. 3. HEALTH PROFESSIONS CLUSTER The definition of a Health Professions/academic health-focused institution used by the Association of Academic Health Centers in the U.S. is: An Academic Health Center is the organizational component of a university or a standalone institution that comprises at least: • A medical school • One or more Health Professions schools (e.g., Nursing, Dentistry, etc.) • One or more university-owned or affiliated teaching hospital and clinic • Faculty practice enterprises From: Kaludis, George. Universities and Their Academic Health Centers: New Strategic Contexts, Association of Academic Health Centers, 2005
For UOD, the desired result is not merely the aggregation of the activities of the current and future Health Professions colleges. It is also a true integrated system that represents the Saudi health system, from prevention to quaternary care. Further, the creation of a Health Professions cluster will facilitate continual movement and re-combination of programs within and across colleges, and the creation of new colleges as new strategic needs arise. Creating an immediate strategic umbrella across the health professions is critical to the long-term UOD concept to ensure that current initiatives and investments are used to generate integration rather than to reinforce separation. As noted above, the management strategy can have a Curriculum committee in charge for each cluster who reports to the Vice President. In a world that requires inter-disciplinary education and problem-solving, the integrated Health Professions institution cannot be complete without some complementary academic resources in education, research and service. Some of these resources can come from the completion of the full set of Health Professions (e.g., Epidemiology within a College of Public Health, and, 39
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Medical Informatics in the College of Applied Medical Sciences, stronger Life Sciences capabilities in the proposed College of Basic Sciences). Additionally, these academic resources could include partnerships with Engineering, Technology, Management (Business), Economics, Architectural Planning, Interior Design, Urban and Regional Planning, Psychology, Social Psychology and Anthropology. Some of these elements exist in the professional schools already present at UOD. Figure 5 shows the proposed organization for the Health Professions cluster. More complete descriptions of the strategies surrounding this cluster appear later in the Plan. Figure 5 C o m p o n e n t s of Health Professions Colleges Cluster – [All for Males & Females]
Applied Medical Sciences
Medicine Dentistry
Preparatory Year
Basic Medical Sciences
Public Health
Clinical Pharmacy
Denotes “Planned”
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The importance of creating an interactive cluster of Health Professions cannot be overstated. This concept not only fosters efficiency in the accomplishment of the respective disciplinespecific missions of education, clinical service and research within the University, but also promotes the emerging philosophy of integrated thought and service among the respective health-related professions. Through this path, we can become the leader within the Kingdom in: •
Basic health sciences education reform across the Health Professions
•
Integration of clinical care delivery among related professions
•
Interdisciplinary research
Initiatives that will serve to attain this vision include: •
Establish the needed administrative leadership to oversee, where feasible, functional clustering of the respective Health Professions Colleges •
Expand the spectrum of Health Professions and related Engineering/Science and management Colleges
•
Develop educational strategies that advance the integrated model of health care delivery through identification and integration of common curricula
•
Advance engagement in discovery within selected Health Professions Colleges through multi-disciplinary Research Centers of Excellence
•
Implement multi-disciplinary specialized Centers of Clinical Excellence
In order for the University to realize its full potential in the domain of higher education in the Health Professions, we will require the development of a focused and accountable administrative structure to steward such a long-term vision. •
In this regard, UOD already established an administrative leadership position, which reports to UOD’s Vice President, to orchestrate and realize the full potential that can be derived from creating the Health Professions Cluster concept.
•
The Deans of the respective Colleges will report to this senior administrative officer but they will also constitute an Executive Committee for the Cluster chaired by the Cluster leader. The Cluster leader will also lead the continuous process for identifying and implementing all opportunities for expansion of new colleges and interaction among the respective professions.
UOD can enhance the efficiency of the respective colleges’ education mission while also advancing the concept of interactive behavior through initiation of an organized structural clustering of the Health Professions Colleges. This starts with further development of the Preparatory Year Common Core and is advanced through identification of common curricula within the basic sciences curricula of the respective colleges. Examples of courses that might be coalesced among the respective colleges have been identified through the planning process.
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Likewise, opportunities to expand and promote interaction among the professions of Nursing, Medicine and components of Applied Medical Sciences during the clinical years of their curricula will further inoculate students with the concept of integrated care delivery for their entry into the health care workforce. The College of Nursing has “state-of-the-art” facilities for “virtual hands-on” clinical training. The use of these virtual clinical facilities for integrated clinical training among the nursing and medical students is a significant and unique opportunity to advance the concept of “team care” that is vital to the future of patient care delivery. Likewise, the College of Nursing should collaborate with the College of Medicine to seize the opportunity to develop graduate programs in the field of nursing (e.g. Clinical Nurse Specialists). These advanced degree programs in Nursing are vital to the full development of any major clinical program of the 21st century academic health center. The planned expansion of teaching “dental chairs” in the College of Dentistry provides significant opportunity to expand the clinical material available for educational program expansion and student teaching. With such expansion in clinical material, a new opportunity is available for creation of graduate education/training programs (e.g. Orthodontics and Periodontics) in the College of Dentistry. Likewise, development of a Dental Assistants program and Dental Hygiene Program in collaboration with the College of Applied Medical Sciences would be facilitated by the expanded clinical material. In addition, we will investigate the future development of a Program/College for “Mid-Level Providers” (e.g., physician’s assistants, advanced practice nurses) for implementation in the intermediate future. This investigation will be done in concert with the College of Applied Medical Sciences and the College of Nursing. Health care will be increasingly dependent on such mid-level providers for preventive and primary care in both urban and rural areas. Through the development of such a program, UOD would advance its mission of becoming the Kingdom’s leader in the implementation of integrated care for the people of the Eastern Province. We plan to use Centre for Research and Medical Consultations (CRMC) as the spawning ground for the new Health Professions Colleges. This strategy has immediate impact with the creation of a College of Basic Sciences and the Colleges of Public Health and Clinical Pharmacy. Using this pathway (CRMC), UOD simultaneously advances both the Health Professions Cluster concept while also advancing the culture of intellectual curiosity and research accomplishment throughout multiple colleges. In this manner, the College of Public Health (PH) and the College of Basic Sciences (BS) would first be launched by recruiting research scientists in selected fields (e.g. PH-epidemiology, outcomes research, bio-statistics and BS-selected areas of biochemistry, biomaterials, molecular biology, etc) to create the Centers of Research Excellence. From these origins, the respective colleges would be birthed with an established foundation of intellectual curiosity and research productivity. Subsequently, we would use this research base to launch undergraduate and graduate degree programs in the new Health Professions Colleges.
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We recognize that achievement of these multiple opportunities that are planned and available to UOD will need a focused strategy; a committed leader of the Health Professions Cluster; new human, physical and financial resources; and a facilitating administrative structure. 4. ENGINEERING PROFESSIONS CLUSTER In the context of responding to national and provincial priorities and objectives in economic development a n d d i v e r s i f i c a t i o n , S a u d i z a t i o n , a n d b u i l d i n g t h e s t r a t e g i c w o r k f o r c e , t h e Engineering Professions, by themselves, and in combination with Health Professions, will present a strong strategic resource. A part of the Engineering Professions Cluster already exists. UOD can become more responsive to the strategic needs of the Eastern Province and the Kingdom by building a customized academic resource which is adaptive to change. Thus, the Technical Professions Cluster provides a strategic and flexible mechanism for responding to the future. As shown in Figure 6, the expectation is that the inter-cluster partnership and collaboration will be mutual, based on respect. It will also increase service to UOD students, the province and the Kingdom. The richness of education and collaboration made possible by the proposed strategic design for UOD can provide a multiplier effect for all Colleges. This should be mutually beneficial. Figure 6 Components of Engineering Professions Colleges Cluster
Architecture & Planning (M&F)
Design (F)
Preparatory Year (M&F)
Engineering (M)
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Computer Sciences & IT (M&F)
February 2015
As with the Health Professions, we will require the development of a focused and accountable administrative structure to steward such a long-term vision. •
In this regard, UOD can establish an administrative leadership position, reporting to UOD’s Vice President, to orchestrate and realize the full potential that can be derived from creating the Technical Professions Cluster.
•
The Deans of the respective Colleges can report to this senior administrative officer. He can also lead the continuous process for identifying and implementing all opportunities for expansion of new colleges and interaction among the respective professions.
•
The early developments in additional Technical Profession Colleges (beyond the current three) can be managed by the "Academic Officer" described above.
The College of Architecture and Planning and the College of Design are highly respected programs in UOD. While they currently have no written strategic relationship with the Health Professions, significant connections and collaboration are possible, and, can be productive. The name change for the College of Design indicates a great strategic role for that College in the Technical Professions Cluster. Envisioning these connections in the present context maybe difficult because the scale of Architecture and Planning and Design in contrast to that of the Health Professions in UOD today. However, in the future context of a Professional University with three integrated, collaborative, and related multi-disciplinary foci, those connections will become easier to conceive without perceiving them as a superior-subordinate relationship. The idea is that the Health Professions, Technical Professions and Management Professions will lead each other to opportunities in education, research and service which are not possible if these professions operate by themselves. The planned College of Engineering will start with a strategic mix of programs intentionally formed for fruitful relationships with the Health Professions: Environmental Health, Safety, Public Health and Bioengineering. Therefore, there is a need for parallel planning and development in the Health Professions for the intellectual, physical, and technological resources needed to make these Engineering programs sustainable. This collaboration is a m o d e l for the future.
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5. SCIENCE & MANAGEMENT PROFESSION The Management Professions Cluster is the entirely new piece of the UOD Professional University design. It can stand on its own as well as provide complementary resources to the Health and Engineering Professions Clusters. Three Colleges will begin the Management Cluster: •
The College of Management
•
The College of Computer Science & Information Technology
•
The College of Professional Studies (in concept planning)
THE COLLEGE OF MANAGEMENT There are three types of degrees (undergraduate and post-graduate) and professional development programs with related service and research dimensions: •
General Management Programs in Administration, Quality Management and Planning, Business Management, Real Estate Management, Insurance, Finance, Marketing, Human Resources, Global Business
•
Industry-focused management programs to support the Health and Engineering Clusters in Health Systems Management, Hospital Management, Technical Management, Engineering Management
•
Providing curricula for management and finance education sequences for Health and Technical Professionals
These Colleges will be key players in relationships with industry. They will have active field experience for students, include management practitioners in their faculty ranks, and, would provide key support for University business incubation projects.
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Figure 7 Components of Science & Management Professions Cluster (Departments – Both Males & Females)
Accounting
Management
Preparatory Year (M&F)
Marketing
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Finance & Banking
February 2015
6. ARTS & EDUCATION PROFESSION CLUSTER This clusters has four colleges are as follows a. College of Arts b. College of Education, Dammam c. College of Education, Jubail. THE COLLEGE OF ARTS The College of Arts aspires to develop its students' cognitive and cultural identities, enhance their academic achievements and prepare them to be interactive citizens capable of adapting to the challenges and constant changes of modern life. This is achieved through continual assessment, development and updating the College's numerous academic programs, while creating an up-todate learning environment and inspires innovative teaching with the help of highly qualified and experienced faculty members. The College of Arts is committed to fostering original academic research related to social issues including: intellectual rights, national unity and assessing social media's impact on the solidarity of society. The aim of academic research is to enhance higher education and to provide public and private institutions with research field studies and academic consultations in order to elevate the cultural status of the society, while protecting local cultural values. THE COLLEGE OF EDUCATION The College of Education provides engaging, innovative programs to both female and male students at the undergraduate and postgraduate levels that distinguish UD from other institutions. The College is currently involved in establishing partnerships and academic cooperation with renowned international colleges and universities abroad. The College offers scientific and research based degree programs to meet the needs of the Saudi society, such as: Qu'ranic Studies, Kindergarten, Special Education and an Early Elementary Teachers Program, as well as master degree programs in different areas. Training courses are also offerred for service sector employees in the community, such as teachers. The College of Education is looking towards the future and preparing programs in order to meet the challenges facing our community. Classes are also regularly offered that are geared towards UD faculty throughout the University that focus on improving their approach to teaching. Classes cover topics such as: a survey of different teaching methodologies, curriculum construction, psychology, evaluation and assessments.
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CHAPTER 3 BLUEPRINT FOR DEEP STRATEGY AT UOD
“Deep Strategy” represents a foundational concept for UOD in the process of producing this strategic plan. Deep Strategy: •
Describes and defines the essential purposes for the organization’s existence.
•
Assesses core assets in terms of value to outcomes and constituencies rather than function within the current design.
•
Applies an integrative approach to strategic thinking, planning and decision-making that aligns vision, strategy, resources, relationships and operations to achieve Strategic Traction®.
•
Develops assumptions and a knowledge-base beyond existing functions and organizational structures to allow for large-scale innovation and model redesign.
•
Develops sust ai nabl e syst em s an d capac i t i es for cont i nuous st rat e gi c t hi nki ng, innovation and creative development.
With the help of our planning consultants, we identified 12 deep-strategy areas that shaped the analysis, discussions, development of goals, and selection of objectives in this strategic plan. Figure 8 shows the deep-strategy areas emerging from the strategic context of UOD.
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Figure 8
Staging Clusters & New Colleges
A Set of 12 Deep-Strategy Areas
Regional Economic Development / Industries
Quality of Life
Human Resources
Research & Clinical Enterprises
Teaching & Learning Culture
Strategic Context Education of Men & Women
Student Preparedness/ Student Flow
Campus Life/Student Engagement
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New Campus: Land & Space as Assets
Community Development
University of Dammam- Strategic Plan Executive Summary
Management Organization & Systems
February 2015
A. CONNECTION TO REGIONAL ECONOMIC DEVELOPMENT •
Several independent, yet related strategic academic and business priorities exist that create an important opportunity, if not imperative, for our strategic engagement outside the traditional academic boundaries. We have opportunities to develop specific immediate and long-term directions for the future. Academic Around the world, there is a growing demand that professional higher learning institutions should be valued because they respond to the needs of society for employment (workforce development). Institutions which work closely with public leaders (government and business) to evaluate and respond to future needs of the business sector for employment and opportunities will be recognized as critical partners in elevating prosperity of the society. Business Most developed and developing societies are awakening to the importance of health in defining their future prosperity and well-being. This has led to a critical focus on promotion of health and prevention/cure of disease as not only a societal priority, but also an important business sector of economies worldwide (e.g. Pharmaceutical and Biotechnology industry). This phenomenon has created two “consumer-driven” demands on, and opportunities for, health-related institutions of higher learning: o A demand for outputs/products beneficial to society that result from publicly-funded and ethical research in academic institutions o An important opportunity for all such institutions to refocus their scientific inquiry into ethical, “output-oriented” discovery, and thereby to create products of their research that are useful to society and generate can revenue.
•
In an interesting twist of logic, it is often more difficult to refocus investigators and reorient a standing research mission to focus on consumers (i.e., society and business) than it is to create such an environment anew. In this regard, UOD has a unique opportunity to exponentially magnify the impact of a focused and appropriately oriented strategic investment in its research mission.
B. IMPROVING THE QUALITY OF LIFE •
The Kingdom of Saudi Arabia has joined the international community in participating in an ambitious initiative to improve health and well-being through “Millennium Development Goals (MDGs).” In this initiative, the Kingdom has set goals and objectives for human rights, economic well-being, and the health of its population.
•
The Eighth Development Plan constitutes the cornerstone of the Kingdom’s endeavor to achieve the MDGs and, in the process, to build a true partnership between national and global efforts aimed at creating a world of peace, security and development, in the framework of the MDGs. 50
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•
Available data on implementation of MDG in the Kingdom show that targets set for some goals have been reached or even surpassed. Others are expected to be reached ahead of schedule. Indeed, the latest progress report shows that nine out of the 11 targets set for the first seven MDGs have been reached or would be reached by 2015. They are 1. Eradicating extreme poverty. 2. Halving the proportion of people who suffer from hunger. 3. Ensuring that children, boys and girls alike, will be able to complete a full course of primary schooling. 4. Eliminating gender disparity in primary and secondary education. 5. Reducing by two thirds the under-five mortality rate. 6. Reducing by three quarters the maternal mortality ratio. 7. Halting and beginning to reverse the spread of AIDS. 8. Halting and beginning to reverse the incidence of malaria and other major diseases. 9. Halving the proportion of people without sustainable access to safe drinking water and sanitation.
Many of the listed objectives for the MDG initiative can be directly tied to UOD’s “deepstrategy” achievements. Through this approach, UOD can leverage nationally stated agendas to acquire significant additional State investment in its future. C. HUMAN RESOURCES (Instructional capacity, hospital/dental clinic staffing, compensation, Saudization, management of recruitment/retention) Currently, administrative plans and procedures for recruitment are av ai l a bl e . Control over positions highly centralized, resulting in inadequate hiring authority for Deans, inadequate involvement of departmental personnel, and uncertainty about future supply and demand of qualified personnel. •
Information for applicants is incomplete or uninviting. This handicaps recruitment on the open market. Furthermore, plans have not been developed for attracting teachers or researchers from non-traditional sources.
•
Salary and benefit packages are non-competitive. This results in the loss of potential new faculty and the attrition of existing faculty.
•
Retention and morale of faculty are hampered by at least three factors: (a) Lack of clear job descriptions or policies, (b) Lack of transparent systems of performance evaluation and rewards, ( c ) Failure to utilize the talents of faculty who have reached retirement-age.
•
Productivity of faculty is not maximized because of the lack of support staff, the absence of plans to assist nonproductive faculty, and the failure of faculty to take full advantage of development activities.
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D. TEACHING AND LEARNING CULTURE •
As the key element of the NCAAA standards, quality of learning and teaching is of paramount importance. A good starting point upon which to build an understanding of what constitutes exceptional quality of learning and teaching is to directly quote NCAAA: “Student learning outcomes are clearly specified, consistent with the National Qualifications Framework and requirements for employment or professional practice. Standards of learning are assessed through appropriate processes and benchmarked against demanding and relevant external reference points. Faculty are appropriately qualified and experienced for their particular teaching responsibilities, use teaching strategies suitable for different kinds of learning outcomes and participate in activities to improve their teaching effectiveness. Teaching quality and the effectiveness of programs are evaluated through student assessments and graduate and employer surveys with feedback used as a basis for plans for improvement.”
•
Benchmark, metric, and rubric framework will be an important tool in assessing how well UOD meets quality requirements. A source of additional information about possible measurement techniques in the teaching and learning area comes from the Western Association of Schools and Colleges (WASC). This is another major U.S. higher education accrediting agency, in a series of recently released rubrics: o Rubric for Assessing the Quality of Academic Program Learning Outcomes o Rubric for Assessing the Use of Portfolios for Assessing Program Learning Outcomes o Rubric for Assessing the Use of Capstone Experiences for Assessing Program Learning Outcomes o Rubric for Assessing and Evaluating General Education Assessment Process Sources such as this do not provide replicable templates. However, they stimulate our thinking as we develop our own responses to the NCAAA standards.
E. STUDENT PREPAREDNESS/STUDENT FLOW •
There are four issues relating to student preparedness and flow which require our continuous attention. o Expectations for an increased demand for university admission in the Kingdom means that all KSA universities must prepare for more students. It is likely that a significant percentage of that increase will be students who are less prepared for university work. Furthermore, the addition of more colleges focused on the Engineering professions will heighten the need for the evaluation of students’ preparedness for university work
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o As an English-medium university, UOD has a special challenge. Some of its added students will be a shift from Arabic-medium institutions. Their levels of English competency must be in a tolerable range. As noted above, adding fields in the Health & Engineering professions, etc. will also require stronger competency in English. o Current educational practice at UOD discourages students switching fields after admission. Facilitating switch from one field to another will be done even more important as the student pool grows and preparedness is more uneven. It is expected that flexibility for students to switch fields of study will be critical. o There is an expectation that external professional licensing will replace “degree as license” practice in professions. That will increase the University’s interest not only in admissions, but also in the quality of its output of professionals. F. EDUCATION OF MEN AND WOMEN •
A strong demand, there are many program options available for female students at UOD. C u r r e n t l y , the new campus has been established and options for women’s education needs are highly expanded. The campus development plan currently foresees a considerable delay before land has been reclaimed to allow construction of women’s housing, as well as their recreational and academic facilities on the new campus.
•
G. CAMPUS LIFE & STUDENT ENGAGEMENT •
Currently students have m o r e central gathering places available at the college level. This applies to both residential and commuting students.
•
There are various ranges of programs for student professional and cultural clubs and recreation to serve both male and female students. Part of the problem is the lack of time during the daily academic schedule for students (particularly, commuting students) to take advantage of these opportunities.
•
Students would benefit from more opportunities to interact wit h facult y. Such opportunities would also allow faculty to be a greater resource for academic and professional guidance of students. However, faculty would need to perceive that their professional advancement can benefit from such expanded interaction with students.
•
Graduates of UOD do not appear to have a strong sense of identification with and loyalty to their alma mater. There are relatively few cultural or educational programs which are designed to attract alumni and the wider community of UOD back to the campus.
•
The curricular and research activities of UOD will increasingly require the creation of cross-disciplinary teams of faculty and students. However, there are now few opportunities for social and recreational gatherings of faculty from different disciplines.
•
Faculty who live on the campus face challenges in finding convenient and suitable child care facilities or schools for their children. 53
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H. STAGING AND RIGHT-SIZING OF NEW COLLEGES •
The staging of new colleges will be based on a “sequential development/ maturation” strategy. This strategy takes advantage of a desire to: o Expand the educational programs offered by UOD o Enhance the academic achievements of its faculty o Use the growth of UOD to create a culture of ethical research, intellectual curiosity and accomplishment To that end, the Center for Research and Medical Consultation Studies (CRMC) is a “birthing” site for new University programs that are based in research. Having recruited and grown faculty talent and accomplishment through this path, disciplines which become identified to grow into colleges will foster, most successfully, a culture of research, intellectual curiosity and accomplishment.
•
The following sequences are planned for creation of future colleges: COLLEGE OF BASIC MEDICAL SCIENCES The College of Basic Medical Sciences will be based in part on the recruitment of basic science investigators required to populate the areas of chosen emphasis in the Centers of Research Excellence. These scientists will form the nucleus around which additional faculty will subsequently be recruited to create the educational mission of a College of Basic Medical Sciences. This path of development will enhance the College’s attractiveness for both talented faculty and intellectually curious students. COLLEGE OF PUBLIC HEALTH The faculty of the future College of Public Health will be recruited to join a research center within the CRMC. It will serve both the initial CORE while also developing their own areas of epidemiology, outcomes and population-based research. Additional faculty, as required, will be recruited to create the planned College of Public Health. Again, through this path, research, intellectual curiosity and accomplishment among faculty and students alike will be enhanced.
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I. POSITIONING OF THE RESEARCH ENTERPRISE •
The Eastern Province is the site of an extremely large share of the crude oil production in the world. It contains the headquarters of Saudi ARAMCO and other related corporations. It will continue to be an economic center for KSA.
•
The interest in economic diversification is particularly acute in the Eastern Province because of the concentration of petroleum-related industries. Part of the diversification relates to downstream applications (e.g., petrochemicals and pharmaceuticals). Health professions and healthcare may be areas where Saudi ARAMCO and others might seek business diversification.
•
•
The contemporary UOD development of balancing capacities in the E n g i n e e r i n g Professions, Science & Management Professions and Arts & Education Professions could strengthen its position with the Province, the Kingdom and the GCC states. It is likely that the industrial opportunities and problems of the Eastern Province and KSA gen er al l y wi l l c al l for m ul t i di sci pl inar y consi de rat i on . Given t hat UOD’s research enterprise is essentially currently limited in size and scope, there is an opportunity to create a research resource that matches the region’s needs—a resource that will be both leading and responsive.
•
There is currently little evidence of competitive research at UOD o The University has a unique opportunity to transform its research mission into a foundational asset. This should positively affect the breadth of its academic environment and its relevance to the Eastern Region, the Kingdom and the GCC states. o The Center for Research and Medical Consultations (CRMC) will be developed strategically. It will greatly enhance the UOD research enterprise and simultaneously elevate the culture of research, intellectual curiosity and accomplishment throughout the entire University. o Not only will the CRMC serve as the birthing site of discovery to the benefit of humankind, but will also serve as the birthing site of robust ethical research programs destined to become uniquely valuable additions to the University’s growing array of Health Professions Colleges and associated educational programs. Creating the paths to achieve this vision of UOD’s future research enterprise is a significant component of this strategic plan.
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J. INTEGRATING THE CLINICAL ENTERPRISE •
The creation of a new “clinical campus” in association with the planned construction of the new in-patient hospital will instantaneously transform UOD’s physical resources, allowing the clinical enterprise to evolve into a tertiary care academic medical center. This will open new opportunities for further integrating the clinical enterprise with its siblings, the education and research missions.
•
The clinical component of this strategic plan will facilitate integration of plans for the new in-patient and ambulatory clinical resources to effectively support robust missions of patient care, undergraduate and post-graduate health sciences education, and clinical research in the life sciences.
K. TREATING SPACE AS AN ASSET •
As UOD nears completion of the second stage of its new campus, which will greatly expand available space. UOD faces the challenge of reconceptualizing space allocation as issues of a “budgetary” and productivity dimension. This is in contrast to issue of allocating funding. A new approach to space allocation and management is needed to avoid the undesirable situation which limits opportunities for development of new programs or for creation of inter-disciplinary work environments.
•
L. Community Development •
The Deanship of Community Service and Sustainable Development was established with the kind permission of the Custodian of the Two Holy Mosques, King Abdullah on April 14, 2012 as a new administrative deanship, under the direction of the Vice President for Studies, Development and Community Service at the University of Dammam. The Office of the Dean of Community Service and Sustainable Development was inaugurated by the appointment of its dean by the Minister of Higher Education on December 23, 2013.
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M. STRATEGIC MANAGEMENT ORGANIZATION AND SYSTEM (leadership and management, staffing, financial plan, physical and technological infrastructures) •
The ultimate vision of UOD is an integrated professional university in the health, engineering, science & management and arts & education professions with a full campus operation (including a new hospital). This requires organizational and management systems that support accomplishment of strategic goals.
•
Currently, the cadre of leadership positions and delegated authorities for UOD are adequate to deliver the vision. Instilling a spirit of true leadership to the academic administration requires not only selecting talented individuals for the positions but also providing them with the authority to perform as real “leaders” as opposed to mere “managers.”
•
Strategic and business planning processes for UOD's academic programs are developed to support the academic programs planned for the future.
•
Financial commitments of UOD are long term and short-term are operative and it support development of UOD's strategic vision.
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CHAPTER 4 STRATEGIC GOALS After examining 12 deep-strategy issues, and, after much discussion, we have articulated a set of eleven (11) strategic goals to be met if UOD is to achieve its vision. Figure 9 depicts the process through which these goals were established. A total of 163 Strategic Objectives have been identified for each of the eleven Strategic Goals. Figure 9 shows the process for defining them, beginning with establishing a strategic context. The Implementation Planning Document includes Gantt charts for all Goals and Objectives. Figure 9: Framework for Deep-Strategy Issue & A Strategic Goals & Objective Identification
NCAAA/SSD/ Accreditation External Stakeholders Environmental Review/SWOT
Strategic Context
Deep-Strategy Issues
Strategic Goals & Objectives
Benchmarks/ Comparative Data
UOD Work Groups Community Development
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As a major professional university, and, in relation to Eastern Province, KSA and the GCC region, UOD is committed to the following 11 goals & 73Objectives: GOAL 1: Create and sustain high quality instruction, research and service in their professional fields it seeks to develop. For the next seven years, UOD will be dedicated to the creation of a new high quality academic platform as the first phase of development of a great institution. The full transformation will require our attention for a longer time, but, these next seven years will set the stage for UOD’s preferred future. The design of the strategic plan starts with a foundation of Islamic Values and the first three academic clusters and their member colleges. The execution of the Campus Master Plan that serves those clusters provides a second overarching framework for organization of the measures of inputs and outputs that will guide our actions Objective 1a
Complete the plan for the integrated Health Professions Cluster
Objective 1b
Complete the plan for the integrated Engineering Professions Cluster
Objective 1c
Complete the plan for the integrated Science and Management Professions Cluster
Objective 1c
Complete the plan for the integrated Arts and Education Professions Cluster
GOAL 2: Build a new organizational management system, infused with quality, to handle the future size and complexity of UOD Achieving the strategic vision for UOD as an excellent Professional University with 4 strong academic clusters in the Health Professions, Engineering Professions, Science and Management Professions, Arts & Education Professions requires a new management culture and organizational depth and competencies that match the strategic expectations. As we are planning back from the future, we also understand that these capacities are needed to lead the university design and academic and administrative strategies. Decision-making and accountability will be necessary throughout the University. Develop a framework for system-to-campus and intra-campus delegation of Objective 2a responsibility and authority among executive and academic officers Objective 2b Objective 2c Objective 2d Objective 2e 59
Define the executive/managerial role of academic deans Coordinate deployment of academic and administrative support functions to enhance efficiency and effectiveness Invest in strong, senior-level academic management capacity; implement in developed Deanship of Quality and Academic Accreditation in relation to Management Establish and implement systems for performance appraisal, award and reward in all Units
University of Dammam- Strategic Plan Executive Summary
February 2015
GOAL 3: Infuse a culture of quality with recognition into all our professional activities to ensure accountability and achievement of stated objectives at all levels throughout all units in UOD UOD is committed to the development of a philosophy of continuing quality improvement and comprehensive quality management (QM). Planning and Accreditation are added dimensions to the UOD, QM program. These QM programs and initiatives will be achieved through: the strong support of H.E. The President and the Vice President; the application of effective QM leadership; and the commitment and involvement by all deans, department chairs, administrative managers and faculty.
Objective 3a
Create a total institutional commitment to continuing Quality Management [QM] by means of effective leadership and widespread involvement of faculty; weave QM into all planning and accreditation processes; develop Institutional Research & Assessment [IRA] capacity.
Objective 3b
Organize & implement effective planning function within the Deanship of Quality & Academic Accreditation.
Objective 3c
Ensure that the scope of QM is comprehensive and relates to all clinical, educational and research programs, administration and other business units of UOD
Objective 3d
Develop policies, structures and formal operating plans to assure efficient and effective administration of the QM process
Objective 3e
Develop and approve benchmarks and objective Key Performance Indicators [KPI's] for all QM programs
Objective 3f
Involve the full range of external UOD stakeholders in creating, improving and sustaining QM processes and responsive action plans that are based on verifiable and actionable evidenced-based KPI's
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GOAL 4: Expand opportunities for student learning and engagement to support realization of their academic and career aspirations To support the development and diversification of the economy and human capital of the Kingdom of Saudi Arabia, UOD will provide qualified male and female students with a diverse range of programs in the health professions, technical professions, and management professions. We will develop, monitor the quality and continuously improve the curriculum and teaching methods to maximize successful learning and student progress toward graduation, without sacrifice of quality and in accordance with Islamic values.
Objective 4a
Implement contemporary and innovative curriculum design, teaching and learning strategies which allow integration and critical enquiry
Objective 4b
Expand curricular options to meet the identified needs of the community
Objective 4c
Establish the College of Basic Medical Sciences to support basic science instruction, be engaged in basic laboratory research, and train doctoral students and post-doc fellows
Objective 4d
Redesign first-year programs for Health Professions, Technical Professions, and Management Professions to ensure quality of student preparation and English-language proficiency
Objective 4e
Implement a comprehensive e-learning facility to specifically supplement Students' Learning and Teaching
Objective 4f
Fully implement QM in relation to Learning and Teaching, using NCAAA standards
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GOAL 5: Provide access & support for all qualified students, while establishing a vibrant and interactive campus environment to create a university community and foster loyalty. In addition to Goal 4, UOD will develop all the necessary support structures to enhance student success and progress toward graduation. Creating and sustaining a robust campus life is something that will be newer to UOD than some other strategic objectives. One only has to look at the full campus master plan and the unfolding of the new construction to see the possibilities and needs for a campus community. In the developed campus, issues that have been unattended in the present university form will be at the top of the agenda. UOD’s curricular and co-curricular programs can reinforce each other. Objective 5a
Revisit continuously the Strategic Enrollment Plan to manage effectively the flow of enrolled students throughout UOD
Objective 5b
Expand the implementation of effective counseling of students on academic and career choices
Objective 5c
Build linkages to support networks for students’ academic choices and career placement
Objective 5d
Expand facilities and programs for student recreation as well as and cultural clubs
Objective 5e
Create physical spaces for student/faculty interaction outside the classroom and encourage and reward faculty participation
Objective 5f
Create more opportunities for students to switch between programs at UOD
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February 2015
GOAL 6: Establish “state-of-the-art” libraries and related learning resources Given the major investments at new campus already made in telecommunications infrastructure, UOD has the opportunity to expand a model library/learning resources system that will improve teaching and learning and give greater reach to the University’s intellectual resources. Provision of unimpaired access to all learning resources, libraries and related electronic systems to meet the needs of both faculty and students engaged in the respective academic activities critical to the successful pursuit of UD’s mission. Objective 6a Upgrade and rehabilitate library facilities Objective 6b Develop full campus and off campus strategic learning resources Objective 6c Delivery of excellent comprehensive Library and learning resources
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GOAL 7: Develop sustainable modern facilities, equipment and related infrastructure to serve high quality teaching and learning, research and community service programs A new dimension brought to UOD by the Campus Master Plan is the m a x i m u m u t i l i z a t i o n o f t h e campus through the large presence of housing for student and faculty and the impact of the new hospital. UOD’s focus will be continuous attention to the need for upgrading and modernizing facilities to keep pace with new developments in academia and professions. Objective 7a
Develop and implement a central system for space assignment and management
Objective 7b
Prepare strategic plan for the operation and maximum utilization of campuses and related facilities
Objective 7c
Develop program for continuous facility maintenance, and changes to keep pace with evolution of facility needs of UOD colleges and programs
Objective 7d
Develop mechanisms to identify and interact with ongoing development of land bordering UOD campuses.
Objective 7e
Develop on-site high-standard kindergarten, (K-12) elementary and secondary high school system for the children of faculty, staff and community to enhance value to campus.
Objective 7f
Expand the total safety & security management system
Objective 7g
Establish and upgrade state-of-the-art IT Systems.
Objective 7h
Develop a commitment towards environment friendly and sustainable campuses
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GOAL 8: Develop and implement a robust financial planning and management system to serve all academic and administrative programs of UOD The efficient and effective implementation of the UOD strategic plans for development of multiple new colleges, construction of a new campus, development of a robust research mission at CRMC and birthing an institutional culture of accountability will require a significantly expanded, responsive and transparent system for financial planning and management that serves academic programs, administrative support & services of UOD.
Objective 8a
Objective 8b
Develop an effective core service in UOD central administration to meet the needs of both academic and administrative units for financial planning, modeling and forecasting. Develop a transparent annual budgeting and revenue/expenditure tracking system to enhance accountability in all units of UOD.
Objective 8c
Implement systems in UOD to comply with generally accepted accounting practice and standards to accurately track all significant financial transactions.
Objective 8d
Develop a d i v e r s i f i e d p o r t f o l i o o f i n t e r n a l r e v e n u e g e n e r a t i o n t o r e d u c e dependence on a single funding source.
Objective 8e
Examine the full possibilities for the use of the Self –Operating Unit approach in the University
Objective 8f
Integrate strategic planning with financial planning
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GOAL 9: Increase human resource capacity to accomplish its teaching, research and service missions more effectively UOD will be able to recruit and retain highly qualified faculty in numbers sufficient to meet enrollment demands from students at all levels, male and female, without departing from a desirable level of faculty: student ratio, or, from its Islamic values. It will also provide programs for faculty and administrative development in all areas (teaching, research, leadership). Clear and transparent procedures for registering complaints, resolving disputes, and administering discipline will be available in a faculty and staff manual. Design and implement a strategic model for faculty and professional staff Objective 9a development, recruitment and retention. Design and implement recruitment procedures that maximize opportunities for Objective 9b successfully attracting the best candidates for the faculty and staff. Design and implement a competitive salary and compensation package for Objective 9c faculty and professional staff. Design and implement a performance evaluation system for faculty and Objective 9d professional staff. Design and implement effective professional development programs for faculty Objective 9e and staff Ensure that all policies and procedures regarding faculty and staff are transparent Objective 9f and published in updated charters Develop and improve all facilities and services for faculty and staff to enhance UD Objective 9g efficiency and effectiveness. Objective 9h
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Design and implement a fair and transparent system for incentives, recognition and rewards for faculty and staff, based on merit and performance
University of Dammam- Strategic Plan Executive Summary
February 2015
GOAL 10: Create a culture of intellectual curiosity and conduct research of the highest ethical standards to generate new knowledge through research in health, industry, and the humanities to advance the well-being and welfare of the community. A key goal for any educational institution should be to instill intellectual curiosity and professional ethics in its students to prepare them to be life-long learners in their chosen careers. At the core of such a goal is an environment of intellectual inquiry fostered by a faculty engaged in ethical research and discovery. To this end, UOD intends to build selected robust multiprofessional and multidisciplinary research programs in the Center for Research and Medical Consultations (CRMC). It will serve as a nucleus to spawn a culture of intellectual curiosity and accomplishment across the full research continuum. This includes basic laboratory, clinical, population-based research up to results. These are then translated into revenuegenerating commercial enterprise. In addition, programs to educate students and faculty to instill the practice of professional ethics will be a vital part of the research experience. Objective 10a
The first CORE [Center of Research Excellence]
Objective 10b
Develop Centers of Clinical Excellence (COCE) linked to the CORE to enhance health education, research and care delivery for the Eastern Province. Prepare a research faculty recruitment plan and recruit 2-3 multidisciplinary cohorts of experienced, funded investigators in selected research areas to provide leadership, direction and credibility for the research enterprise. Establish Junior Research Fellowship [JRF] positions in the COREs for students and other trainees.
Objective 10c
Objective 10d Objective 10e
Create a reward system that includes incentives for extramurally funded research and promotion criteria that recognize collaborative investigations.
Create a research program in Public Health, housed in CRMC that builds its own research program and supports the COREs (with plans for postgraduate degree programs in the future). Expand post-graduate research opportunities and increase student participation Objective 10g in research. Design and implement a technology transfer (commercialization) program Objective 10h that provides both reputational and financial returns on UOD’s investment in intellectual property-generating research, and, contributes to priorities for economic development and diversification in KSA and the Region. Objective 10f
Objective 10i Objective 10j Objective 10k 67
Formulate and implement robust policies and programs to consistently ensure high ethical standards in the conduct of research at UOD. Generate knowledge related to the complex nature of our world by engaging in research in the humanities to address dynamic changes and rapid developments Develop and market a scientific publishing initiative in the CRMC
University of Dammam- Strategic Plan Executive Summary
February 2015
GOAL 11: Develop institutional relationship with the community; and business partnership to expand private sector joint investments As a major employer in the region and creator of immense intellectual assets, UOD is poised to become a full partner with the business sector in fostering economic growth and prosperity in the province, nation & GCC. UOD will champion a strategy of developing a knowledge-based business sector through pursuit of entrepreneurial initiatives and partnerships. Such a vision will take many forms. It will be driven by initiatives that generate returns or investment. It will also create economic growth and prosperity, and, provide service to the region.
Objective 11a
Objective 11b
Objective 11c Objective 11d Objective 11e Objective 11f Objective 11g
Objective 11h Objective 11i
Objective 11j
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Expand the faculty model to include linkages to faculty/professionals from strategic partners and the world of professional practices, and, vice versa, for UOD faculty. Establish alumni organizations for UOD and constituent units and involve graduates and the wider Dammam community in the cultural and educational life of the campus. Create the capacity to generate and analyze data related to the regional population, work force, health status, and economy to serve the needs and interests of the Eastern Province. Draw upon UOD resources to provide research and service to provincial business, industry and government. Establish a network of external advisory groups for UOD and its constituent units. Develop academic and research programs of UOD to support strategies for provincial growth and workforce. Jointly develop re-training and continue educational programs with the business sector to address their workforce retention, development and evolving specialization needs. Jointly create business incubators with investing business partners in selected areas of academic/research focus. Create a University Technology Park to attract businesses advantaged by interaction and partnerships with our professional disciplines and their areas of research emphasis. Intensify UD engagement in community service
University of Dammam- Strategic Plan Executive Summary
February 2015
CHAPTER 5 STAGES OF VISION REALIZATION-INITIATIVES 1. DISCUSSION AND ANALYSIS As stated previously, planning has multiple horizons (Fig. 1). So, too, does realization of our vision. In developing this plan, we have approached pursuit of our vision in three related stages to be shown below. Many of the initiatives fall into the “Deep Strategy� category and, in a real sense, are never completed. We will reach milestones along the way. The eleven Strategic Goals and their related 73 Objectives list initiatives that will be translated into implementation plans. This section of our plan lifts up key parts of the Goals and Objectives into a high level Staging Plan that will serve, along with the Immediate University-Wide Priorities, as the organizing framework for implementation planning. Implementation will include University, Academic Cluster, College and Infrastructure elements. This plan has only touched on the issue of Strategic Planning for the Hospital. The Hospital Planning also includes the strategic positioning of the present hospital and the impact of health insurance. We realize the great importance of this significant teaching, research and clinical resource and have Strategic Planning for the hospital and its impact as one our Staging Initiatives. As a University, we recognize that the existing Colleges in the Health Professions, the Engineering Professions, the Science & Management Professions, and the Arts & Education have already created some connections to the market and have strong records in developing and placing highly qualified new professionals. What we will ask these Colleges to do is to bring their current strengths to a new university model that has the objective of giving the existing and new Colleges leadership and collaborative opportunities not now possible. Although we have presented stages, our expectation, as noted earlier in the plan, is that we will be in strategic mobilization mode for at least 10 years. Furthermore, with sound plans and identified resources, every opportunity will be taken to accelerate development. The stages are founded on our assessment that we can create a distinctive resource in the Health Professions, given our leadership as a comprehensive Health Professions center. Adding more disciplines to complete the spectrum of the Health Professions consolidates that strategic leadership. Building Engineering Professions, Science & Management Professions and Arts & Education resources complementary to the Health Professions, and, with academic strengths in their own right, will push the envelope even further.
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2. IMPACT OF THE CAMPUS MASTER PLAN ON STAGING As new buildings are occupied, administration, faculty and students will find state-of-the-art technology, telecommunications and equipment. They will need to develop skills to use these tools most effectively in order to enhance quality and productivity. The strategic plan intersects with the new campus development in the following significant ways: •
The completion of the new Health Professions Cluster megastructure will allow serious development of that cluster. This includes the common first year, additional common curricular development, consolidation of academic and student services and the building of the health team for teaching, clinical service and research.
•
The female Health Professions programs will move into re-modeled space vacated by the move of the male programs to the new buildings.
•
The five-year interval between the opening of the Health Professions academic facilities and the new Hospital will provide time to rethink clinical education and plan for interdisciplinary clinical and health services research programs.
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3. THE THREE STAGES OF VISION REALIZATION [Planned completion dates are in parentheses] Stage I: (2015-2016) •
Complete the integrated Health Professions cluster by adding Colleges of Public Health, Basic Sciences with male and female studies in all Health Professions Colleges (2016)
•
Build full Stakeholder Advisory Network (2015)
•
Develop Strategic Plan for Strategic University Partnerships (ongoing)
•
Develop the Center for Research and Medi cal Consultation as the incubator for some of the new Colleges that we wish to build on as an inter-disciplinary research base and service as the foundation for professional education programs (ongoing)
•
Plan and implement the management capacity and competency for all aspects of the new campus (ongoing)
•
Implement new Student Flow system to allow preparation and choices for students
•
Begin strategic planning for the hospitals and their impact (ongoing)
•
Continuous joint planning with Stakeholders to determine new or changed demonstrated professional workforce and research needs
•
Continuous University Strategic Planning
• Prepare for operation of full residential campus (ongoing) • Continue strategic planning for hospitals; begin implementation planning
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Stage II: (2016-2017) •
Continue hospital planning (ongoing)
•
Continuous joint planning with Stakeholders to determine new or changed demonstrated needs for professional and research workforce
•
Continuous University Strategic Planning
Stage III: (2017-2018) •
Complete the planned University Design for three Academic Clusters, full UOD residential campus and full administration (2016)
•
Plan for opportunities in all Clusters provided by the New Hospital (2016)
•
Continuous joint planning with Stakeholders to determine new or changed demonstrated needs for professional and research workforce
•
Continuous University Strategic Planning
•
Apply the full intellectual power of UOD in the Health, Engineering, Science & Management Professions and Arts & Education Profession for strategic problem solving, knowledge-based industry strategic support and improvement of the quality of life of the Eastern Province and the Kingdom.
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CHAPTER 6 EXECUTING THE PLAN 1. PLANNING FOR IMPLEMENTATION Our university has a significant implementation agenda given the national and provincial expectations for us, the growth supported by the magnificent new campus, the four cluster Professional University, and building of a full campus community. This agenda is closely tied to our strategic objective of building a new organization model and, with it, the capacity to develop and execute implementation plans. We will also have to develop the habit of joint planning with industry, the health care system, and government, to further our common interests. A. IMMEDIATE UNIVERSITY-WIDE PRIORITIES FOR ALL ASPECTS OF STRATEGIC PLANNING •
Enable and prepare all Colleges for Accreditation and Quality Assessment
•
Sustain state-of-the-art technology in all areas of university activity
•
Sign meaningful agreements with international organizations and universities
•
Fulfill our vision by working to initiate, approve and implement new programs which are oriented to economic development and diversification
•
Improve university marketing of UOD’s assets in service, research and consultation
•
Become more aware of community and environmental issues and developing joint research programs to seek solutions
•
Create and sustaining a broad continuing professional development program
•
Build the infrastructure of academic and student services to support our students
•
Structure mechanisms to communicate with industrial and business communities, alumni, parents and other friends to build a base of advocacy for the University
B. INSTITUTIONAL PERFORMANCE METRICS We are and will be a unique institution within the Kingdom and will need to build performance and outcome measures that match our mission. These measures will take on more meaning with the accountability that will be built into the new management system. Also, we will need to deal with benchmarks beyond the University to relate to our responsibilities in the community. Our community partners will also have performance responsibilities.
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C. PLANNING ASSUMPTIONS Our design for UOD and our deep strategies contain several major elements that will drive new and more complex planning assumptions: •
The relationships between the professional colleges in each cluster and the interconnections between the clusters.
•
As noted above, we will work jointly with our community partners to determine important assumptions on strategic workforce needs and knowledge-based industries
•
One of our key assumptions will deal with the demand for and the size of the various colleges and the level of enrollment by men and women in those colleges.
D. MULTI-YEAR FORMAT UOD must master heavy agenda on organizational, programmatic, facilities-construction and campus community-building. This cannot be managed in 12-month horizons. We must think about the future in multi-year terms. This is because, by their nature, the activities require years, not months. These activities include the following: Building expansion and new colleges, recruiting a larger number of faculty, starting a competitive research program occupying a new and complete campus as well as creating new organizational and management capacities. Funding systems also must be designed on a multi-year basis in order to commit the resources necessary to accomplish our strategic priorities.
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2. PREPARING FOR CONTINUOUS PLANNING The expectation is that UOD will have a continuous planning process in operation from September 2014. A. PROCESS DESIGN Our current planning process which produced this strategic plan was designed purposely as a transitional step to full implementation of a continuous planning mode. We are now preparing to start continuous strategic planning with the multi-year implementation planning in early 2009. The process will place responsibility and accountability for continuous strategic planning at the university, cluster and college levels. Launching new colleges will create a large part of the need. Our strategies for collaborative and interdisciplinary academic activity make planning more complex and collaborative. The process also will reach outside the university to industry and government, with the expectation that each party’s planning efforts will influence the others'. B. DEEP STRATEGY ISSUES AND STRATEGIC INITIATIVES FOR THE FUTURE Continuous planning rests on strategic intelligence and on an internal University discipline to stay focused on key strategies. Some strategies that the University has classified as “deep strategies” will require ongoing attention and work. In addition, the continuous planning agenda will concern ongoing and new strategic initiatives (such as new colleges and strategic partnerships). As noted earlier, we will need to learn a new kind of planning that has UOD joining industry, government and health care in collaborative strategic planning. An example of where deepstrategy meets strategic initiatives has to do with the specific degree programs and sizes of the colleges in the technical professions. In order to avoid problems of the past, we will work closely with industry and government to shape the programs to maximize their contributions to the future economic development and diversification of the Eastern Province and the Kingdom. • End of Unabridged Strategic Plan
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ACKNOWLEDGEMENTS On behalf of University of Dammam and our own behalf, we would like to place on record our deep appreciation and gratitude to His Majesty, King Salman Bin Abdulaziz Al Saud, Custodian of the Two Holy Mosques. His personal vision with foresight and counsel has been the light which guided our steps to develop this Strategic Plan. The generous allocation of resources from his government has provided the human and material support for the development of UOD. We also sincerely thank Honorable Dr. Khaled ibn Abdullah Al Sabti, Minister of Higher Education, for his personal interest and drive, as well as hands-on involvement at all stages of not only this Strategic Plan, but also our search for Academic Accreditation. The National Commission for Academic Accreditation and Assessment (NCAAA) deserves special mention. Our search for accreditation from NCAAA has strengthened our determination to develop and finalize the Strategic Plan. Our strategic Stakeholders gave us their time, attention and constructive input. This occurred not only during a formal workshop when participants included ARAMCO, Chamber of Commerce, Suhaimi, representatives from Ministry of Health, Saudi Council for Health Specialties, National Guard, our Alumni and Sabic. They were also there for us on a number of informal occasions. We appreciate their contribution. OUR EXTERNAL CONSULTANTS Kaludis Consulting, Washington DC, USA, was our external consultants. The firm specializes in higher education strategy. They have a client-base of over 500 universities, colleges, academic health centers and multi-campus systems. The firm has worked with two other universities in the Kingdom (KFU and Alfaisal University). It also had a role in the review of the first draft of AAFAQ. Kaludis Consulting provided professional guidance and support from beginning with a trip in September 2014. We would like to mention the core team consisting of three senior partners, Dr. George Kaludis (CEO), Dr. Richard Dean and Dr. Robert Donaldson. They actively interacted with our deans, faculty and staff during three extended trips to the UOD campus. These provided knowledge transfer to support planning and focus our minds on the future and our critical strategic issues, and, facilitate our work via working groups. They also helped us implement a miniworkshop with our strategic external stakeholders.
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INTERNAL CONTRIBUTION We acknowledge the contribution of the Principle Quality Committee (PQC), as well as faculty and staff of UOD in general. Their input during workshops is noteworthy. In particular, we thank colleagues who served on various Work Groups and Committees at different stages of development of the Plan. [See Tables below]. Without their critical input, the Plan would never have taken its current shape. PRINCIPLE QUALITY COMMITTEE [PQC] By the Administrative Order, we established the Principle Quality Committee in-charge in Quality & Planning. The chairman and the members worked tirelessly to review the Strategic Plan especially following presentation to the Committee by Dr. Robert Donaldson. We thank them for their sincere efforts. MEMBERSHIP OF THE PQC 1. President of the University (Chairman) 2. Vice President for Studies, Development and Community Service (Vice Chairman) 3. Vice President of the University (Member) 4. Vice President for Branches Affairs (Member) 5. Vice President for Academic Affairs (Member) 6. Vice President for Post Graduate Studies and Research (Member) 7. Four representatives of colleges (One from each cluster) and one for the Institution (members) 8. General Supervisor, Deanship of Quality & Academic Accreditation 9. Two students of graduate studies 10. Three representatives of outside parties
MEMBERSHIP OF VARIOUS COMMITTEES AT TWO KEY STAGES IN THE DEVELOPMENT OF THE STRATEGIC PLAN STAGE I
DEVELOPING THE PLAN FOR THE PLAN 2014
WORKSHOP: Over 100 participants in total
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STAGE II DEVELOPING IMPLEMENTATION PLANNING: REVIEW OF GANTT CHARTS TEN WORKING GROUPS MEMBERSHIP OF COMMITTEES GOAL(S)
CHAIRMAN
1&2
Prof. Abdullah Alkadi
3
Dr. Ahmed Alkuwaiti
4
Prof. Basil Al Sheikh
5
Prof. Dalal Tamimi
6
Dr. Raed Bukhari
7
Dr. Saad Al Amri
8
Prof. Fahad Al Muhanna
9
Prof. Adel Al-Afaleq
10
Prof. Abdulsalam Al Sulaiman
11
* Kaludis
Dr. Najah Algaraui
MEMBERSHIP Prof. Mahmoud Abdellatif Dr. Eman Al Saleh Dr. Omer AGA Dr. Muneerah Almahasheer Dr. Amera Al Jafary Dr.Yousry Mahmoud Othman Dr. Dalal Alshangite Mr. Somasundaram Dr. Sarfaraz Akhtar Dr. Fatma Mokabel Dr. Mahmoud Al-Quraan Prof. Mahmoud Irshidat Dr. Arun Vijay Dr. Ebtisam Al Mathal Prof. Emmanuel B. Larbi Dr. Omar Al-Muammar Dr. Abdullah Bamosa Dr. Abdul Aziz Alfehaid Prof. Maha M. Abdelsalam Dr. Adel Al Dhuwaihi Dr. Ali Al Dossari Dr. Samar Brayan Dr.Abdulmageed Almikhlafi Dr. Abdul Aziz Sulaiman Dr. Abdul Aziz Matani Dr. Mohamed El Brawny Dr. Sara Alareefi Prof. Mohammed Hegazy Eng. Hamad Albaadi Eng. Muhammed Al Gharribeh Dr. Ebtisam Al Mathal Dr. Sana Al Mahmoud Ms. Atheer Al Saif Dr. Mohammad Al Abdullah Prof. Baher Kamal Mr. Jamal Al Sulaiman Prof. Amein Al Ali Dr. Ebtisam Al Suhaimi Prof. Eljazi Ibrahim Alafaleq Dr. Badriah Mohammed Habib Dr. Hamza Eskandarani Dr. Yousef Al Rashed Dr. Eshtiaq Al Faraj Dr. Hanadi Baghdadi Dr. Kholoud Alghamdi
Dr.Abdulaziz Almutawa Dr. Ghazi Alotaibi Dr. Mona Al-Sheikh Prof. Mahmoud Irshidat Ms. Danah Al-Thukair Dr. Turki Abualait Dr. Farzana Shafique Dr. Amal Hamdy mostafa Dr. Arun Vijay Mr. M Ajmal Khan Dr. Samar Abubshait Mr. Bala Murugan Dr. Mohammad Al Abdullah Mr. Fahad Al Zmamy Dr. Martin Roeder Dr. Maha Al Madani Dr. Laylah Batouk Dr. Mohammed Awadallah Dr. Naif Almasoud Dr. Fahd Al-Khamis Mr. Muhil Sakthivel Eng. Ibrahim Alkhaldi Prof. Mahmoud Irshidat Dr. Mahdi Abumadini Ms. Sara Almulla Dr. Hessa Al Otaibi Dr. Mahmoud Al-Quraan
Consulting Core Team
•
…………………………………… Dr. Abdullah Al-Rubaish President, UOD 78
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