Uod strategic plan final 10mar2015 by Imam Abdulrahman Bin Faisal University

2015

University of Dammam

Strategic Plan 2015-2030

MESSAGE FROM H.E. DR. ABDULLAH AL-RUBAISH PRESIDENT, UOD

The University of Dammam [UOD] as well as other universities in the kingdom of Saudi Arabia, is in a period during which expectations of the contribution of higher education to the life of nations are high. As we attract more scrutiny, we must be ready to meet these expectations with the highest of standards possible. UOD is committed to serving our nation and our students in an exemplary fashion. Our first strategic plan based on this commitment represents the work of our own faculty with the support of external stakeholders and professionals, Kaludis Consulting, Washington D.C. Our new campus is strategically located at the center of an emerging and vibrant integrated metropolis Al-Khobar, Dammam, Dhahran and Jubail. UOD is set to be in the forefront of this progressive development We are especially proud that this strategic plan exemplifies our choice of the Professional University model as the means of fulfilling our mission to serve the Eastern Province, the nation and the GCC. Our Plan is to raise the standard of the organization of our academic work in four distinct, but interconnected parts:  Health Professions Cluster seeks to create a distinctive integrated academic health center comprising a number of colleges in the health professions: The Colleges of Medicine, Dentistry, Nursing and Applied Medical Sciences.  Engineering Professionals Cluster complements the existing colleges, namely Architecture & Planning, Design and Engineering.  Science & Management Professions Cluster includes the colleges of Science, Management, Computer Science & Information Technology, Community Colleges  Arts and Education Professions Cluster comprising the Colleges of Arts and Education Our plan is to be professionally flexible and adaptive and respond accordingly as education in the various clusters continues to evolve. We intend to continue ardent collaboration across clusters and function 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 will effectively take us into this new, exciting and demanding era.

……………………………………………… H.E. Dr. Abdullah Al Rubaish President, University of Dammam 25 February 2015

MESSAGE FROM PROF. ABDULLAH ALKADI, VICE PRESIDENT FOR STUDIES, DEVELOPMENT AND COMMUNITY SERVICES Over the last decade, the University of Dammam have undergone through major demographic, geographic and structural, changes. In September 2009, the UOD was separated from King Fisal University. The University grew drastically to host 28 Colleges, 189 disciplines, 41705 students, 2067 faculty members and 4917 staff. The University has branches covering the City of Dammam and six other Mohafazat along the Eastern Province (Qatif, Al Jubail, Noayriyah, Qarya Olia, Khafji, and Hafr Albatin. On April 2014, a Royal Decree was declared separating four branches from the University (Qarya Olia, Noayriyah, Khafji, and Hafr Al Baten) to form a new University named University of Hafr Al Baten. The UOD now has 21 Colleges, 165 specializations, 28698 students, 1644 faculty members and 4735 staffs. The first Strategic Plan ever carried out for the University was in 2008, while a branch from King Fisal University. That Plan has become outdated; therefore; since 2013, the UOD has initiated a process aiming to update its vision, mission, values, strategic goals and operational objectives to meet the new demands and aspirations of the University. Some of these activities are:  The UOD Strategic Plan Updating Task Force Workshop (1) held on 09 January 2013.  The UOD Strategic Plan Updating Task Force Follow up Meeting held on 06 March 2013.  The UOD Strategic Plan Updating Task Force Workshop (2) held on 03 April 2013.  H.H. the Rector has signed a Decision No. 42/585 dated 2//7/1434H (11/5/2013) to establish a new Vice Deanship for Strategic Planning under the Deanship of Academic Development.  The UOD Strategic Plan Updating Workshop with the attendance of Kaludis Consulting Team of held during the period 04-08 September 2014  On Monday 26 January, the UOD has officially approved the updated Vision, Mission and Values. All the above activities have resulted in the Document on hand. This Plan is considered the pre-final draft to be completed soon and hopefully presented to the University stakeholders to get their valuable feedback. Once the Gantt Charts for the Strategic activities and tasks are updated for the future planning period 25 years, it will be coupled with the final version of the Strategic Plan and be presented to the University Council for approval. I extend sincere gratitude to H.E. the Rector for his support of this work. I thank all the team members who participated in the preparation of the Study. May Allah guide us to achieve our goals in prosperity and progress.

……………………………………………………… Prof. Abdullah H. Alkadi Vice President for Studies, Development and Community Services 25 February 2015

MESSAGE FROM DR. AHMED AL KUWAITI, SUPERVISOR GENERAL, DEANSHIP OF QUALITY & ACADEMIC ACCREDITATION The Deanship of Quality and Academic Accreditation was established in order to assist in the continued success of the UOD by shouldering the responsibility for guiding the University through the extended and seemingly continuous strategic planning processes, which are crucial to taking the University to the next planning level of excellence. The main focus is to achieve the UOD “Strategic Vision 2030”and its new unit called “Strategic Planning Unit” has established. This unit has a focus on the development of appropriate strategic plans to improve quality at the University and to coordinate with other management departments in order to create plans and perform tasks assigned to the concerned projects that relate to strategic planning and improvement. A nutshell about this Strategic plan document has seven chapters:  Prologue A New Strategic Opportunity  Context for Planning  University Design and Organizational Strategies  Deep Strategies at UOD  11 Strategic Goals and 69 Objectives  Immediate Priorities  Stages of Vision Realization-Strategic Initiatives  Executing the Plan  Gantt Charts Implementation. My simple take home message is to achieve “Strategic vision 2030” to work with full commitment of fellowship, professionalism and continuous planning.

………………………………………………………………………

Dr. Ahmed Al Kuwaiti Supervisor General, DQAA 25 February 2015 III

CONTENTS

MESSAGE FROM H.E. DR. ABDULLAH AL-RUBAISH PRESIDENT, UOD ........................................................... I MESSAGE FROM PROF. ABDULLAH ALKADI, VICE PRESIDENT FOR STUDIES, DEVELOPMENT AND COMMUNITY SERVICES ............................................................................................................................ II MESSAGE FROM DR. AHMED AL KUWAITI, SUPERVISOR GENERAL, DEANSHIP OF QUALITY & ACADEMIC ACCREDITATION ...................................................................................................................................... III CONTENTS .............................................................................................................................................. IV LIST OF TABLES........................................................................................................................................ VI LIST OF FIGURES ...................................................................................................................................... VI EXECUTIVE SUMMARY: ............................................................................................................................ 1 1- RESPONDING TO A NEW STRATEGIC OPPORTUNITY ............................................................................... 1 2- PROFESSIONAL UNIVERSITY .................................................................................................................. 2 3- UNIVERSITY DESIGN-TOP LINE FUNCTIONAL CHART ............................................................................... 4 4- LOGICAL FLOW FROM A STARTING POINT .............................................................................................. 5 5- OUR VISION, MISSION & VALUES........................................................................................................... 6 6- STRATEGIC GOALS FOR UOD ................................................................................................................. 6 7- IMMEDIATE PRIORITIES ........................................................................................................................ 8 PROLOGUE: A NEW STRATEGIC OPPORTUNITY.......................................................................................... 9 1- THE PLAN FOR PLANNING ....................................................................................................................11 2- WORK GROUP ASSIGNMENTS ..............................................................................................................13 CHAPTER 1 CONTEXT FOR PLANNING.......................................................................................................14 1-1 ACCREDITATION, CONTINUOUS PLANNING AND QUALITY ............................................................14 1-2-1 INTRODUCTION .......................................................................................................................................... 14 1-2-2 M E E T I N G NCAAA STANDARDS ............................................................................................................... 15 1-2-3 FUTURE ROLES OF THE INFORMATION AND DATA MANAGEMENT DEPARTMENT AND THE DEANSHIP, QUALITY& ACADEMIC ACCREDITATION ......................................................................................................................... 15 1-2-4 QUALITY AND CONTINUOUS PLANNING PROCESSES ............................................................................. 16 1-2 ENVIRONMENTAL REVIEW ...........................................................................................................16 1-2-5 EXTERNAL ENVIRONMENT ............................................................................................................................ 17 1-2-6 INTERNAL ENVIRONMENT............................................................................................................................. 20 1-2-7 SWOT SUMMARY ................................................................................................................................... 22 1-2-8 BENCHMARKING AND STRATEGIC DATA NEEDS .................................................................................... 25 CHAPTER 2 UNIVERSITY DESIGN: ORGANIZATIONAL STRATEGIES .............................................................31 2-1

INTRODUCTION AND DISCUSSION ................................................................................................31

2-2 2-3 2-4 2-5 2-6

CONCEPTUAL DESIGN ..................................................................................................................33 HEALTH PROFESSIONS CLUSTER ...................................................................................................34 ENGINEERING PROFESSIONS CLUSTER ..........................................................................................38 SCIENCE & MANAGEMENT PROFESSION .......................................................................................40 ARTS & EDUCATION PROFESSION CLUSTER ...................................................................................42

CHAPTER 3 BLUEPRINT FOR DEEP STRATEGY AT UOD ...............................................................................43 3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 3-9 3-10 3-11 3-12 3-13

CONNECTION TO REGIONAL ECONOMIC DEVELOPMENT ...............................................................44 IMPROVING THE QUALITY OF LIFE ................................................................................................45 HUMAN RESOURCES....................................................................................................................46 TEACHING AND LEARNING CULTURE ............................................................................................46 STUDENT PREPAREDNESS/STUDENT FLOW ..................................................................................47 EDUCATION OF MEN AND WOMEN ..............................................................................................47 CAMPUS LIFE & STUDENT ENGAGEMENT ......................................................................................48 STAGING AND RIGHT-SIZING OF NEW COLLEGES ...........................................................................48 POSITIONING OF THE RESEARCH ENTERPRISE ...............................................................................49 INTEGRATING THE CLINICAL ENTERPRISE ......................................................................................50 TREATING SPACE AS AN ASSET .....................................................................................................50 COMMUNITY & SUSTAINABLE DEVELOPMENT ..............................................................................50 STRATEGIC MANAGEMENT ORGANIZATION AND SYSTEM .............................................................51

CHAPTER 4 STRATEGIC GOALS .................................................................................................................52 4-1 4-2 4-3 4-4 4-5 4-6 4-7 4-8 4-9 4-10 4-11

GOAL 1: .......................................................................................................................................53 GOAL 2: .......................................................................................................................................54 GOAL 3: .......................................................................................................................................55 GOAL 4: .......................................................................................................................................56 GOAL 5: .......................................................................................................................................57 GOAL 6: .......................................................................................................................................58 GOAL 7: .......................................................................................................................................59 GOAL 8: .......................................................................................................................................60 GOAL 9: .......................................................................................................................................61 GOAL 10: .....................................................................................................................................62 GOAL 11: .....................................................................................................................................63

CHAPTER 5 STAGES OF VISION REALIZATION-INITIATIVES .........................................................................64 4-12 4-13 4-14

DISCUSSION AND ANALYSIS .........................................................................................................64 IMPACT OF THE CAMPUS MASTER PLAN ON STAGING ...................................................................65 THE THREE STAGES OF VISION REALIZATION [PLANNED COMPLETION DATES ARE IN PARENTHESES] ............65

CHAPTER 6 EXECUTING THE PLAN ...........................................................................................................67 5-1 PLANNING FOR IMPLEMENTATION ..............................................................................................67 6-2-1 IMMEDIATE UNIVERSITY-WIDE PRIORITIES FOR ALL ASPECTS OF STRATEGIC PLANNING ..................... 67 6-2-2 INSTITUTIONAL PERFORMANCE METRICS ............................................................................................. 67

6-2-3 6-2-4 5-2 6-2-5 6-2-6

PLANNING ASSUMPTIONS ..................................................................................................................... 68 MULTI-YEAR FORMAT ............................................................................................................................ 68 PREPARING FOR CONTINUOUS PLANNING ...................................................................................68 PROCESS DESIGN .................................................................................................................................... 68 DEEP STRATEGY ISSUES AND STRATEGIC INITIATIVES FOR THE FUTURE ................................................ 69

CHAPTER 7: GANTT CHART’S....................................................................................................................70 ACKNOWLEDGEMENTS.......................................................................................................................... 154

LIST OF TABLES Table 1 The 11 Strategic Goals for UOD ............................................................................................................... 7 Table 2 Work Group Assignments ..................................................................................................................... 13 Table 3 SWOT Highlights .................................................................................................................................... 23 Table 4 Set of 33 Key Performance Indicators, NCAAA (JANUARY 2015) .......................................................... 26 Table 5 Representative Sample of Benchmarking and Strategic Data Needs .................................................... 30

LIST OF FIGURES

Figure 1 Top Line Functional Chart: UOD Strategic Professional Clusters ........................................................... 4 Figure 2 Planning from Future back to the Present ............................................................................................. 5 Figure 3 PLANNING HORIZONS ........................................................................................................................... 11 Figure 4 UOD Planning Inputs............................................................................................................................ 14 Figure 5 UOD Conceptual Design ....................................................................................................................... 33 Figure 6 Components of Health Professions Colleges Cluster – [All for Males & Females] ............................... 35 Figure 7 Components of Engineering Professions Colleges Cluster ................................................................... 38 Figure 8 Components of Science & Management Professions Cluster (Departments – Both Males & Females ............................................................................................................................................................................ 41 Figure 9 A Set of 12 Deep-Strategy Areas.......................................................................................................... 44 Figure 10 Framework for Deep-Strategy Issue & A Strategic Goals & Objective Identification ........................ 52

EXECUTIVE SUMMARY: 1- RESPONDING TO A NEW STRATEGIC OPPORTUNITY

The national government of the Kingdom of Saudi Arabia has set rising expectations for its universities. Government has advanced these expectations in several concrete ways, including but not limited to: • Establish King Abdullah University of Science and Technology to represent a new level of excellence with the intent of raising the higher education system in all universities in the Kingdom •

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 Self-Studies, 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 performance of the University in line with the 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.

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 Kingdomâ&#x20AC;&#x2122;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. 2- PROFESSIONAL UNIVERSITY

In todayâ&#x20AC;&#x2122;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 equipping professionals well 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 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 the 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 emphasized throughout this document, service which fulfills our broad responsibilities includes the following commitments: o Education of qualified professionals to meet the direct strategic workforce needs both as university graduates and as practicing professionals. o Produce applicable research and industrial solutions through scientific enquiry, and an effort to translate results to the area of commerce. o Provision of 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 into active partners in the 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 health care, technical and business sectors in the Eastern Province, the 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 bring strategic additions. A third, strategically complementary cluster has been newly created. (Fig. 1) In the following section, the Colleges undermentioned 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 anticipate and will facilitate the mobilization of additional professional clusters and colleges as and when the need arises. The plan will ensure that risk is minimized whole 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 discussed fully in the body of the plan.

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.

Support Services

Research Centre

University Hospital & Family and Community Medicine Centers

Health Cluster

Engineering Cluster

Prep-Year and common Core Courses

Science & Management Cluster

Arts & Education Cluster

Infrastructure and Facilities

Figure 1 Top Line Functional Chart: UOD Strategic Professional Clusters

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.

VISION

MISSION & VALUES

STRATEGIC ISSUES

STRATEGIC GOALS

O B J E C T I V E S

A C T I O N

P L A N S

Figure 2 Planning from Future back to the Present

5- OUR VISION, MISSION & VALUES

5-1 VISION

“A leading university achieving distinction nationally, regionally and internationally” 5-2 MISSION

“Providing creative knowledge, research, and professional services with effective community partnerships” The values of UOD guide our internal culture, and provide connections to the stakeholders and communities we serve. 5-3 Values:

 Loyalty  Excellence  Team Work  Transparency  Diversity  Creativity  Social Responsibility 6- STRATEGIC GOALS FOR UOD

As a major professional university, 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 in a major professional university high quality instruction, research and service in professional fields relevant to Eastern Province, the nation, the GCC, and beyond

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 of all units

GOAL 4

Expand opportunities for student learning and engagement to support realization of their academic and career aspirations

GOAL 5

Interactive campus environment to foster loyalty and create a university community.

GOAL 6

Establish â&#x20AC;&#x153;state-of-the-artâ&#x20AC;? libraries and related learning resources

GOAL 7

Develop sustainable modern facilities, equipment and related infrastructure to promote high quality teaching and learning, research and community service programs

GOAL 8

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 work 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 partnerships to expand joint investments with the private sector.

7- 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 vested in the process for UOD to remain committed to its values, attain its vision, and, fulfill its mission. **************** •

END OF EXECUTIVE SUMMARY

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 strategically. The ultimate product will be the fusion of four 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 fused in many areas. 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 multidisciplinary approaches and a significant level of collaboration. The UOD strategic model is fit for 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 present 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 increase their impact on students and society. The Health Professions will be able to, and should, achieve integration faster, for only because the opportunity may soon pass. In the meantime, the role and position 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 future programs for male and female professional education programming. The enrollment, scale of operations, and professional comprehensiveness of UOD will grow significantly. This will happen mostly as a result of the addition of new colleges, and male or female programs in colleges that now only offer programs for one gender only. 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. 9

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.

1- 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 will result in equipping UOD to reach its full potential to serve. Strategic Planning embraces elements of di f f er ent planning horizons. As shown in Figure 3, our strategic plan reflects the implications of these differing timelines.

Technology Planning (5 yrs.)

Facilities Planning/ Construction (10-15 yrs.)

Academic Clusters/ New Colleges (5-8 yrs.)

Land Use Planning (30 yrs.)

2008

2030

Human Resource Planning (5 yrs.)

Figure 3 PLANNING HORIZONS

The initial stages of this project began in mid-2007. 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 the status of the Action plans raised by the External Reviewers Response in 2008 and this was done. Currently, New Self-Study Document (SSD), 2014 has been developed and is ready for the visit of NCAAA External Reviewers in April 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 11

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 multicampus 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. Currently, in 2014, UOD is in the process of updating the Strategic Plan along with Kaludis Consulting. In this regard, a five-day 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 selfstudy. T he participants from Kaludis Consulting 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 fits 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 consultantsâ&#x20AC;&#x2122; 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.

2- WORK GROUP ASSIGNMENTS Table 2 Work Group Assignments

Assigned Topics

Work Group I

Work Group II

• Vision and Mission • University Strategy • Institutional Scale • Institution-Building (except human resources) • Technology Connections to UOD • 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) • Engineering Professions Colleges (existing and anticipated) • Connections Between Current and Planned Health Professions • Current and Planned Engineering Professions clusters • Strategic Human Resource Development • Student Flow

Work Group III

• 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)

A draft strategic plan was produced on 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, by the consultants for discussion and refinement in their October visit. UOD renewed its contract with Kaludis Consulting group in September 2014 to review and update the Strategic Plan (2015-2030). As part of the contract, UOD and Kaludis Consulting organized a five-day workshop which was held at UOD new campus on 04-08 September 2014 with ten working groups and their subcommittees.

CHAPTER 1 CONTEXT FOR PLANNING Effective planning is not carried out in a v a c u u m . 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, its senior leaders, deans and faculty.

Environmental Review/SWOT

NCAAA/SSD/ Accreditation

Community & Sustainable Development

Strategic Context

External Stakeholders

Benchmarks/ Comparative Data

UOD Work Groups

Figure 4 UOD Planning Inputs

1-1 1-2-1

ACCREDITATION, CONTINUOUS PLANNING AND QUALITY Introduction

Strategic planning must ultimately be broken 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. 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 for universities to use to develop their sets of benchmarks, metrics and rubrics to assist with evaluating institutional progress. 14

UOD is aware that NCAAA will be thoroughly examining evidence â&#x20AC;&#x201C; particularly patterns of evidence. Such evidence can come from both internal and external sources, and will be both quantitative and qualitative. 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 the activities of measurement forward. There is a pre-existing NCAAA checklist or template of items that UOD can use, but 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 of both our own past performance (internal benchmark) and 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 in a position 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. 1-2-2

M e e t i n g NCAAA Standards

UOD undertook itâ&#x20AC;&#x2122;s first-ever self-assessment in April 2014. We issued an Institutional Self- Study Document (SSD) in April 2014. The spirit of 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. 1-2-3

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 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. The adage 15

"Quality is everybody's business" refers to UOD as well. 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 responsible 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." 1-2-4

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 took place at UOD in September 2014. UOD renewed the contract with Kaludis Consulting group in September 2014 to review and update the Strategic Plan of 2015-2030. As part of the contract, UOD and Kaludis Consulting organized a five-day workshop which was held at UOD new campus on 0408 September 2014. Our planning consultants have supplemented these requirements with their own thoughts, and highlevel 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 Short-term 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.

1-2

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, 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, 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. 1-2-5

External Environment

International and Region (Gulf Cooperation Council) Demographics and Economics â&#x20AC;˘

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 a practical answer to the challenges of security and economic development in the area. It is also a fulfilment of the aspirations of that citizens towards some sort of Arab regional unity. The GCC Charter states the basic objectives as follows: 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; 5. To establish scientific research; 6. To establish joint ventures and encourage cooperation by the private sector for the good of their peoples.

Higher Education 17

•

The supply of new PhDs in fields such as science, engineering and business is growing only slightly in the West. Potential recruits most likely to relocate to KSA (single males or those not in double-income families) are limited. (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.

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 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 Institution Culture The importance of UOD as an institution is rising in this province and nationally.UOD and other national institutions will be much more visible. Expectations will be high for improved connections to individuals and industries. •

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 pressure to increase the size of UOD to serve the population of the region. UOD must balance these pressures against the quality level 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.

1-2-6

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 command for approvals can be slow. The process of faculty recruitment is often too lengthy and cumbersome for the recruitment committee to finalize the selection of the faculty promptly.

•

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.

•

When a position is accepted, faculty sometimes has difficulty with visas and arrival formalities, and there is no proper orientation for new faculty.

•

Recruitment and retention are difficult because of 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 leave (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 allowing them to continue as “emeritus professors” with opportunities for research and teaching 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 firstchoice program (as determined by their relative rankings on exam scores), the Student Admission & Registration bye laws are followed.

•

There are no student transfer options past the first year; students are unable to move readily from another program into Medicine.

•

Despite strong interest of 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, program options available at UOD for women are limited. (College of Dentistry admitted women into the program in 2013.)

•

There are unlimited opportunities (funding, women’s mobility) for Saudi students to go abroad for postgraduate studies.

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 land dedicated to the creation of research/technology park, but this, area is for university- private commercial development. We should also note 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 increase. UOD has little choice but to enter this competition because of the extraordinary rise in enrollment predicted and locally in the Eastern Province. • 1-2-7

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 UOD has a stable University and campus leadership with great ambitions for the University and solid leadership, at the level of Academic Deans 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

UOD is an English-medium university with well- qualified applicants and a growing number of programs The quality of student orientation programs are conducted during their Preparatory year UOD is able to select high-performing students through the use of rigorous screening mechanisms (GPA, aptitude test, knowledge test) in Admissions. The affiliated Community College- the College of Applied Studies and Community Servicesallows 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) 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

Weaknesses Most faculty recruitment is not associated with strategic plans for academic program development. There is minimal evidence of inter-departmental joint recruitment efforts A large part of research is focused primarily on obtaining promotion rather than discovery 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. The relatively low level of research activity can be an impediment to the recruitment and retention of research-oriented faculty The atmosphere of “compartmentalization” in the professional disciplines and colleges inhibits collaboration and collegiality Deans lack authority to make necessary decisions for the Colleges Administrative support of the Deans is notably “thin”

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 UODâ&#x20AC;&#x2122;s research engine Deanship of Community & Sustainable Development has been established to support the UOD 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

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

Faculty morale (of both Saudi and non-Saudi faculty members) suffers because of perceived discriminatory differences in the compensation packages available to each category

Redefine and expand management systems and operating policies in conjunction with development and occupancy of the new campus 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 diseaseand andMedical specialtyConsultations practices. The Centre for Research (CRMC) can be developed as the birthing site for new colleges Strategically located new campus land mass for future development that functions as a bridge connecting the metropolitan areas of Dammam, AlKhobar 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

1-2-8

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 2010-2011 2011-2012 2012-2013 2013-2014

1. MISSION & OBJECTIVES 1. Stakeholders' awareness ratings of the Mission Statement and Objectives (Average rating on a fivepoint scale in an annual survey)

3.9

4.2

2.6

3.5

2.9

3.9

0.3

0.9

16:1

13:1

2. GOVERNANCE & ADMINISTRATION 2. Stakeholder evaluation of the Policy Handbook, including administrative flow chart and job responsibilities (Average rating on a fivepoint scale in an annual survey) 3. QUALITY MANAGEMENT 3. Students' overall evaluation on the quality of their learning experiences. (Average rating of the overall quality on a five point scale in an annual survey of final year students.) 4. Proportion of courses in which student evaluations were conducted during the year.

0.6

5. Proportion of programs in which there was an independent verification, within the institution, of standards of student achievement during the year.

TBD

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.

TBD

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 (Average rating of students on a five point scale on overall evaluation of courses.)

3.3

15:1

18:1

3.4

3.5

3.8

0.80

0.58

0.55

0.57

9. Proportion of teaching staff with verified doctoral qualifications.

Retention Rate; 10. Percentage of students entering programs who successfully complete first year.

0.78

0.81

0.75

0.795

Graduation Rate for Undergraduate Students: 11. Proportion of students entering undergraduate programs who complete those programs in minimum time.

0.46

0.37

0.41

UNIVERSITY / INSTITUTION STANDARDS 2009-2010 2010-2011 2011-2012 2012-2013 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 programs who within six months of graduation are: (a) employed (b) enrolled in further study (c) not seeking employment or further study

0.2

2013-2014

a) 0.20 60%

52%

100%

b) 0.05

c) 0.75

5. STUDENT ADMINISTRATION AND SUPPORT SERVICES 14. Ratio of students to administrative staff.

15:1

17:1

15. Proportion of total operating funds (other than accommodation and student allowances) allocated to provision of student services.

0.10

16. Student evaluation of academic and career counselling. (Average rating on the adequacy of academic and career counselling on a fivepoint scale in an annual survey of final year students.)

3.4

2.5

17. Number of book titles held in the library as a proportion of the number of students (Print & EBook)

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)

666.7SR

1109 SR

0.08PC

0.17 PC

3.7

6. LEARNING RESOURCES Print

2.5

6.11

2.7

7.8

1.65

1.94

5.0

843.5

2.7

617

3.4

7. FACILITIES AND EQUIPMENT 21. Annual expenditure on IT budget, including ; (a) Annual expenditure on IT as a proportion of the number of students (b) Number of accessible computer terminals per student (c ) Average overall rating of adequacy of facilities and equipment in a survey of teaching staff

3.7

UNIVERSITY / INSTITUTION STANDARDS 2009-2010 2010-2011 2011-2012 2012-2013 22. 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)

2013-2014 Student - 3.3

Faculty -4

23. 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)

0.030

0.026

Student - 3.3 Faculty -4

8 FINANCIAL PLANNING AND MANAGEMENT 24. Total operating expenditure (other than accommodation and student allowances) per student.

33251 SAR

36956 SAR

0.027

0.006

0.002

0.365

0.703

1.05

1.62

0.21

0.23

0.19

0.15

0.27

0.02

0.08

0.14

0.18

0.05

0.01

0.04

0.07

0.09

0.30

0.03

0.02

0.07

9 FACULTY AND STAFF EMPLOYMENT PROCESSES 25. Proportion of teaching staff leaving the institution in the past year for reasons other than age retirement. 28. Proportion of teaching staff participating in professional development activities during the past year. 10 RESEARCH 26. 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) 27. Number of citations in refereed journals in the previous year per full time equivalent faculty members. 28. Proportion of full time member of teaching staff with at least one refereed publication during the previous year. 29. Number of papers or reports presented at academic conferences during the past year per full time equivalent faculty members. 30. 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

0.004

.009

0.01

0.03

32. Proportion of full time teaching and other staff actively engaged in community service activities.

0.26

33. Number of community education programs provided as a proportion of the number of departments.

0.64

31. Proportion of the total, annual operational budget dedicated to research 11 COMMUNITY SERVICE

*TBD- To Be Developed 28

Because our Strategic Plan calls for strategic connections to the community we will need to add a set of b enchmarks 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 â&#x20AC;&#x201D; including the fact that the entire system is less than a half-century old. 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

General Demographic and Economic Data -Demographic Projections -Economic Forecast Data -Workforce Supply & Demand Projections (Health& Technical professions) -Cost of Living Information

KSA

GCC

Eastern Province

● ● ●

●

● ● ● ● ● ● ●

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]

CHAPTER 2 UNIVERSITY DESIGN: ORGANIZATIONAL STRATEGIES

2-1

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.

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 there is the need 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 suited 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 a sufficient foundation for 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 a university serving the needs of government to a university that serves both government 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 the internal resources to carry such a large strategic agenda are not yet in place. There is considerable new managerial work to be done to connect 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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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.

Support Services

University Hospital & Family and Community Medicine Centers

Research Centre

Science & Management Cluster

Engineering Cluster

Prep-Year and common Core Courses

Infrastructure and Facilities

Figure 5 UOD Conceptual Design

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 Engineering Professions Cluster, Science & Management Professions Cluster and an Arts & Education Professions Clusters 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 consist 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. 2-3

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 stand- alone 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 of each cluster who reports to the Vice President. 34

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, 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.

Applied Medical Sciences

Medicine

Preparatory year

Basic Medical Sciences

Nursing

Dentistry

Public Health

Clinical Pharmacy

Denotes “Planned”

Figure 6 Components of Health Professions Colleges Cluster – [All for Males & Females]

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 discipline- specific 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 h as 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 concept of the Health Professions Cluster.

•

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.

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 midlevel 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. PHepidemiology, 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.

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. 2-4

ENGINEERING PROFESSIONS CLUSTER

In the context of responding to national and provincial priorities and objectives in economic development and diversification, Saudization, and building the strategic workforce, the 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 Engineering 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.

Preparatory Year (M&F)

Sciences

Figure 7 Components of Engineering Professions Colleges Cluster

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 should 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 Engineering Professions Cluster.

•

The Deans of the respective Colleges should report to this senior administrative officer. He should also lead the continuous process for identifying and implementing all opportunities for expansion of new colleges and interaction among the respective professions.

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 Engineering 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, Engineering Professions, Science & Management Professions and Arts & Education 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 model for the future.

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SCIENCE & MANAGEMENT PROFESSION

The Science & 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 Science & Management Cluster: •

The College of Management

•

The College of Computer Science & Information Technology

•

The College of Science

•

The College of Professional Studies (in concept planning)

THE COLLEGE OF MANAGEMENT There are three types of degrees (undergraduate and post-graduate) professional development programs with related service and research dimensions:

and

• 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, and Engineering Management, Bio Technology, Applied and Mathematical Physics. • Providing curricula for management and finance education sequences for Health and Engineering 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.

Preparatory Year (M&F)

Applied Studies & Community Colleges

Finance

Figure 8 Components of Science & Management Professions Cluster (Departments â&#x20AC;&#x201C; Both Males & Females)

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ARTS & EDUCATION PROFESSION CLUSTER

This clusters has three 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 UOD 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 offered 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 UOD 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.

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 sustainable systems and capacities for continuous strategic thinking, 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.

Staging Clusters & New Colleges

Regional Economic Development / Industries

Quality of Life

Human Resources

Research & Clinical Enterprises

Teaching & Learning Culture

Strategic Context Student Preparedness/ Student Flow

Campus Life/Student Engagement

Education of Men & Women

New Campus: Land & Space as Assets

Community& Sustainable Development

Management Organization & Systems

Figure 9 A Set of 12 Deep-Strategy Areas

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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.

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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.

•

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. 45

Many of the listed objectives for the MDG initiative can be directly tied to UOD’s “deep- strategy” achievements. Through this approach, UOD can leverage nationally stated agendas to acquire significant additional State investment in its future. 3-3

HUMAN RESOURCES

(Instructional capacity, hospital/dental clinic staffing, compensation, Saudization, management of recruitment/retention) • Currently, administrative plans and procedures for recruitment are available. Control over positions are 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 makes recruitment on the open market difficult. 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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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.

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STUDENT PREPAREDNESS/STUDENT FLOW

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•

There are four issues relating to student preparedness and flow which require our continuous attention.

•

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.

•

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.

•

Current educational practice at UOD discourages students switching fields after admission. Facilitating switch from one field to another will be 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.

•

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.

EDUCATION OF MEN AND WOMEN



There are many program options available for female students at UOD. Currently, the new campus has been established and options for women’s educational needs have been expanded.



The campus development plan currently foresees a considerable delay before land is reclaimed to allow construction of women’s housing, recreational and academic facilities on the new campus.

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CAMPUS LIFE & STUDENT ENGAGEMENT

• •

•

3-8

Currently students have m o r e central gathering places available at the college. 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 crossdisciplinary 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.

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: 48

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. 3-9

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 der at 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.

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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.

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.

INTEGRATING THE CLINICAL ENTERPRISE

•

The creation of a new “clinical campus” in association with the planned construction of the new in-patient hospital will 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.

TREATING SPACE AS AN ASSET

•

As UOD nears t h e 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.

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COMMUNITY & SUSTAINABLE DEVELOPMENT

The Deanship of Community Service and Sustainable Development was established with the kind permission of the Custodian of the Two Holy Mosques, Late 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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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 and operative in support of the development of UOD's strategic vision.

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 69 Strategic Objectives have been identified for each of the eleven Strategic Goals. Figure 10 shows the process for defining them, beginning with establishing a strategic context. The Implementation Planning Document includes Gantt charts for all Goals and Objectives.

NCAAA/SSD/ Accreditation External Stakeholders Environmental Review/SWOT Deep-Strategy Issues

Strategic Context

Strategic Goals & Objectives

Benchmarks/ Comparative Data

UOD Work Group Community & Sustainable Development

Figure 10 Framework for Deep-Strategy Issue & A Strategic Goals & Objective Identification

As a major professional university, and, in relation to Eastern Province, KSA and the GCC region, UOD is committed to the following 11 goals & 69 Objectives:

4-1

GOAL 1:

Create and sustain in a major professional university high quality instruction, research and service in professional fields relevant to Eastern Province, the nation, the GCC, and beyond 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 UODâ&#x20AC;&#x2122;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 1d Complete the plan for the integrated Arts and Education Professions Cluster

4-2

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.

Objective 2a Objective 2b Objective 2c Objective 2d Objective 2e

Develop a framework for system-to-campus and intra-campus delegation of responsibility and authority among executive and academic officers Define the executive/managerial role of Deanships, campus leaders, cluster leaders and 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

4-3

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; ; support Quality Systems Unit in collection of data for UOD Quest and UOD Metrics

Objective 3b

Ensure that the scope of Quality Management (QM) is comprehensive and relates to all clinical, educational and research programs, administration and other business units of UOD

Objective 3c Objective 3d

Develop policies, structures and formal operating plans to assure efficient and effective administration of the QM process 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 evidence-based key performance indicators (KPI's).

4-4

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 sacrificing 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

Develop or Strengthen first year programs(“Prep Year”) in all clusters(tracks) to ensure quality of student preparation

Objective 4d

Design and implement mechanisms to assess graduates’ attainment of skills specified in National Qualification Framework (NQF)

Objective 4e

Establish a procedure for a regular cycle of review of existing academic programs

4-5

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. UODâ&#x20AC;&#x2122;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 studentsâ&#x20AC;&#x2122; academic choices and career placement

Objective 5d

Expand facilities and programs for student recreation as well as and cultural clubs

Objective 5e Objective 5f

professional

Create more opportunities for students to switch between programs at UOD Create an option to allow very high-performing high school graduates to test out of the Prep Year and enter directly into a College

4-6

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 UOD’s mission. Objective 6a Develop full campus and off campus strategic learning resources Objective 6b Delivery of excellent comprehensive Library and learning resources

4-7

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. UODâ&#x20AC;&#x2122;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

Develop and implement a 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

Objective 7i

Develop expanded support facilities and policies to enhance campus life and environment

4-8

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

Develop a transparent annual budgeting and revenue/expenditure tracking system to enhance accountability in all units of UOD.

Objective 8b

Implement systems in UOD to comply with generally accepted accounting practice and standards to accurately track all significant financial transactions. Develop a diversified portfolio of internal revenue generation to reduce dependence on a single funding source. Examine the full possibilities for the use of the Self â&#x20AC;&#x201C;Operating Unit approach in the University

Objective 8c Objective 8d

Objective 8e

Integrate strategic planning with financial planning

4-9

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 fair and transparent performance evaluation system for Objective 9d faculty and professional staff. Design and implement effective professional development programs for faculty and Objective 9e 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 UOD Objective 9g efficiency and effectiveness. Objective 9h

Design and implement a fair and transparent system for incentives, recognition and rewards for faculty and staff, based on merit and performance

4-10

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 multi- professional 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 revenue-generating 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 Objective 10c

Objective 10d Objective 10e

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 Faculty positions in the COREs for students and other trainees 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 UODâ&#x20AC;&#x2122;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

Formulate and implement robust policies and programs to consistently ensure high ethical standards in the conduct of research at UOD.

Objective 10j

Generate knowledge related to the complex nature of our world by engaging in research in the humanities to address dynamic changes and rapid developments

Objective 10k

Develop and market a scientific publishing initiative in the CRMC 62

4-11

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

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 & continued 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 UOD engagement in community service

CHAPTER 5 STAGES OF VISION REALIZATION-INITIATIVES

5-1

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 our vision in three related stages to be shown below. Many of the initiatives fall into the â&#x20AC;&#x153;Deep Strategyâ&#x20AC;? category, and, in a real sense, are never completed. We will reach milestones along the way. The eleven Strategic Goals and their related 69 Objectives list initiatives that will be translated into implementation plans. This section of our plan elevates key parts of the Goals and Objectives to a high level Staging Plan that will serve, together with the Immediate UniversityWide 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 importance of this significant teaching, research and clinical resource and have Strategic Planning for the hospital and its impact as one of 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. W e will ask these Colleges 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 possible at present. 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 up the Engineering Professions, Science & Management Professions and Arts & Education resources which complement the Health Professions will increase the states.

5-2

IMPACT OF THE CAMPUS MASTER PLAN ON STAGING

The administration in the new buildings they come to occupy, 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 the new campus development in the following significant ways: •

The completion of the new Health Professions Cluster megastructure will enhance major 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-furbished 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 the time to rethink clinical education and plan for interdisciplinary clinical and health services research programs.

5-3

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 65

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

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.

CHAPTER 6 EXECUTING THE PLAN

6-1

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 clusters 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. 6-2-1

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

• • •

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

•

6-2-2

Fulfill our vision by working to initiate, approve and implement new programs which are oriented to economic development and diversification

Structure mechanisms to communicate with industrial and business communities, alumni, parents and other friends to build a base of advocacy for the University

INSTITUTIONAL PERFORMANCE METRICS

We are and will be a unique institution in 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. 67

6-2-3

PLANNING ASSUMPTIONS

Our design for UOD and our deep strategies contain several major elements that will drive new and more complex planning assumptions:

6-2-4

•

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. MULTI-YEAR FORMAT

UOD must master heavy agenda on organizational, programming, facilities-construction and campus community-building. This cannot be managed in 12-monthly periods. We must think about the future in multi-year terms. This is because, by their nature, the activities by nature 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 on 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.

6-2

PREPARING FOR CONTINUOUS PLANNING

The expectation is that UOD will have a continuous planning process in operation from September 2014.

6-2-5

PROCESS DESIGN

Our current planning process which produced this strategic plan was designed purposely as a transitional step to full implementation of continuous planning. 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. The process also will reach outside the university to industry and government, with the expectation that one party’s planning efforts will influence the other.

6-2-6

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 continuous attention and work. In addition, the continuous planning agenda will deal with 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 deep- strategy meets strategic initiatives deals with the specific degree programs and sizes of the colleges in the technical professions. In order to avoid the 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. •

Chapter 7: GANTT CHART’S

February 2015

Strategic Goal #1 Create and sustain in a major professional university high quality instruction, research and service in professional fields relevant to Eastern Province, the nation, the GCC, and beyond (NCAAA Standards Area 1: Mission, Goals and Objectives) 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 UODâ&#x20AC;&#x2122;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 Objectives 1a, 1b, 1c and ld represent the major elements of mission-fulfillment.

Objective 1a: Complete the plan for the integrated Health Professions Cluster (HPC) Aim: To create cohesion and collaboration among the respective disciplines and colleges of the health professions. The Health Professions Cluster (HPC) can set the stage for UODâ&#x20AC;&#x2122;s future academic distinction in all professional fields that it offers. With the approval of two new colleges, and in partnership with the Engineering, Science & Management Professions and Arts & Education Clusters, HPC has the opportunity to be a strategic leader in the Health System for the Eastern Province and the nation. The planning for and the opening of the new Hospital and Clinics facilities provide a unifying force for all of the colleges, together and singly. OVERVIEW Duration

7 years

Cost

TO BE DETERMINED

Starting Date

CONSTRUCTIONS IN PROCESS

Responsibility for Implementation

Vice President, UOD; and Deans of HPC Colleges

METRICS (a) Increase of 100% in the total enrollment and graduates in the Health Professions Colleges. (b) Improvement of 10 % per year in retention rates in all Colleges and in total (c) Ranking number one for national (external) licensing examinations in all HPC Colleges where available (d) Establish five effective long-term partnerships with international universities or academic health centers (e) Recruitment of new faculty in the existing and new HPC Colleges that meet national and international criteria (f) External Advisory Boards for each HPC College in place

Project Calendar (7 years) Start and Ending Years

TASKS and Input Metrics 1. Complete new academic facilities for Medicine, Dentistry, Nursing and Allied Medical Sciences, Clinical Pharmacy and, renovate academic & housing facilities for Womenâ&#x20AC;&#x2122;s Programs 2. Complete in the Eastern Province, market studies on the needs for professions strategic work force and focused research in all health areas (in concert new UOD Health Colleges) 3. Official approval for the Colleges of Basic Medical Sciences (BMS) 4. Launch of Common First Year Program and Student Flow process 4. Appointment of Deans for new Colleges: including Public Health and Basic Medical Sciences (BMS). Complete new college strategic plans; Launch new colleges 5. Complete Plan for Health Professions Colleges & Clusters

Ongoing 2015 2014 and ongoing 2015 Ongoing Ongoing 2015 2015-2016

6. Complete plans and construction of buildings for new Colleges

Ongoing 2015 Ongoing 2015 ongoing 2014

7. Complete strategic plan for Womenâ&#x20AC;&#x2122;s Health Professions 8. Complete new hospital (2016) and strategic plan for clinical education

2014

2015

2016

2017

2018

2019

2020

Objective 1b: Complete the plan for the integrated Engineering Professions Cluster (EPC) Aim: To create cohesion and collaboration among the respective disciplines and colleges of the engineering professions. The Engineering Professions Cluster has the advantage of a beginning strategic movement in the creation of a Common First Year program. With a strong existing college in Architecture and Planning, the emerging retooled College of Design, and the College of Engineering, the EPC can coordinate important market studies for strategic work force and needs for industry research and consultation. In addition, there can be collaboration in the establishment of a field experience network. OVERVIEW Duration

7 years

Cost

TO BE DETERMINED

Starting Date

CONSTRUCTIONS IN PROCESS

Responsibility for Implementation

Vice President, UOD; and Deans of EPC Colleges

METRICS (a) Increase of 100% in the total enrollment and graduates in the Engineering Professions Colleges. (b) Improvement of 10 % per year in retention rates in all EP Colleges with the goal being an 80% overall retention rate (c) Ranking number one for national (external) licensing examinations in all EPC Colleges where available (d) Establish three effective long-term partnerships with international universities or academic health centers (e) Recruitment of new faculty in the existing and new EPC Colleges that meet national and international criteria (f) External Advisory Boards for each EP College in place

Project Calendar (7 years)

TASKS and Input Metrics

Start and Ending Years

1. Complete new academic facilities for Architecture and Planning, Engineering and Design, renovate academic & housing facilities for Women’s Programs

Ongoing – 2015

2. Complete in the Eastern Province, market studies on the needs for Engineering Professions strategic work force and focused research in all relevant current and future technical areas

2014 and Continuing

3. Complete Strategic Plans for all current EPC Colleges and EP Cluster, including common year, research, library, learning resources, strategic partnerships and new field experience models for each College

2015-2016

4. Launch Common First Year Program and Student Flow process

2015-2016

5. Launch College of Engineering

2015-2016

6. Launch a new strategic model for the College of Design including enrollment increases for women and men

2015-2016

7. Complete Engineering Professions Cluster Plan

2015 ongoing

8. Complete EP Cluster and College Management Structure

2015-2019

9. Develop a strategic plan for Women’s Engineering Professions (2015)

2015-2016

2014

2015

2016

2017

2018

2019

2020

Objective 1c: Complete the plan for the integrated Science & Management Professions Cluster (SMPC) Aim: To develop and sustain science & management profession resources for the Eastern Province and beyond. This Science and Management Professions clusters entirely new mission area for UOD will start with/without an existing institutional base. This clusters leaders to be engaged in market studies, strategic planning and program planning, including facilities programming. The new colleges are management, computer science; applied studies and community colleges are to be strengthened. OVERVIEW Duration

7 years

Cost

TO BE DETERMINED

Starting Date

CONSTRUCTIONS IN PROCESS

Responsibility for Implementation

Vice President, UOD; and Deans of SMPC Colleges

METRICS (a) Reach targeted enrollments for new Science & Management Professions Colleges.(completion of first undergraduate cycle ) (b) Ranking number one for national (external) licensing examinations in all SMPC Colleges where available (c) Establish at least 10 industry field experience arrangements for health and technical management sites (d) Establish three effective long-term partnerships with international universities (e) Recruitment of new faculty in the existing and new SMPC Colleges that meet national and international criteria (f) External Advisory Boards for each SMP College in place (2016)

Project Calendar (7 years)

TASKS and Input Metrics

Start and Ending Years

1. Complete programming, design, tender and construction for new academic facilities for Management and Computer Science, community colleges, Applied studies renovate academic facilities for Women’s Programs 2. Complete in the Eastern Province, market studies on needs for Management Professions Colleges strategic work force and focused research in current and future health professions and technical areas 3. Complete Strategic Plans for all SMPC Colleges, including Women’s programs and SMP Cluster, including common year, and (in concert with University administration) research (CRMC), library, learning resources, strategic partnerships and new field experience models for each College

2015 Ongoing 2015 & Continuing

2015-2016

4. Conduct Joint Strategic planning with Eastern Province Chamber of Commerce 5. Plan/Launch of Common First Year Program and Student Flow process;

2014-2015 2014-2015

6. Launch of College of Management 7. Launch of College of Computer Science

2015-2016

8. Complete Science & Management Professions Cluster Plan

2014-2015

9. Complete SMP Cluster and College Management Structure

2014-2015

10. Review long-term relationships with College of Applied Studies & Community Services 11. Complete planned women’s academic facilities and housing

2015-2016

2014-2016 2015-ongoing

2014

2015

2016

2017

2018

2019

2020

Objective 1d: Complete the plan for the Arts & Education Professions Cluster (AEPC) Aim: To develop and sustain humanities profession resources for the Eastern Province and beyond. This Arts & Education Professions Clusters a new mission area for UOD will start with an existing institutional base. College has to be engaged in market studies, strategic planning and program planning, including facilities programming. OVERVIEW Duration

METRICS 7 years

Cost

TO BE DETERMINED

Starting Date

CONSTRUCTIONS IN PROCESS

Responsibility for Implementation

Vice President for Branch Affairs UOD; and Deans of AEP Colleges

(a) Increase of 100% in the total enrollment and graduates in the Arts & Education Profession Colleges. (b) Improvement of 10 % per year in retention rates in all AEP Colleges with the goal being an 80% overall retention rate (c) Ranking number one for national (external) licensing examinations in all AEP Colleges where available (d) Establish three effective long-term partnerships with international universities or academic centers (e) Recruitment of new faculty in the existing and new AEP Colleges that meet national and international criteria (f) External Advisory Boards for each AEP College in place

Project Calendar (7 years)

TASKS and Input Metrics

Start and Ending Years

1. Complete new academic facilities for Arts and Education and renovate academic facilities for Womenâ&#x20AC;&#x2122;s Programs 2. Complete in the Eastern Province, market studies on the needs for professions strategic work force and focused research in all humanities cluster areas (in concert new UOD Arts & Education Colleges)

2014-2019

2014-2015

3. Complete Strategic Plans for all current AEPC Colleges including strategic partnerships

2015

4. Launch of Common First Year Program and Student Flow process

2015 & Continuing

5. Complete Plan for Arts & Education Professions Cluster

2015-2016

6. Complete plans and construction of buildings for new Colleges 7. Complete plans for womenâ&#x20AC;&#x2122;s academic facilities and housing for Arts & Education Professions Cluster

2015-2016 2014-2015

2014

2015

2016

2017

2018

2019

2020

Strategic Goal # 2 Build a new organizational model of management system, infused with quality, to handle the future size and complexity of UOD (NCAAA Standard Area 2: Governance and Administration) Achieving the strategic vision for UOD as an excellent Professional University with four strong academic clusters in the Health Professions, Engineering Professions, Science & Management Professions and 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 new university design and academic and administrative strategies. Decision-making and accountability will be necessary throughout the University.

Objective 2a: Develop a framework for system-to-campus and intra-campus delegation of responsibility and authority among executive and academic officers Aim: Delegate authority from central campus to UOD in order to significantly modernize and expand administrative structures and functions OVERVIEW Duration

12 months and ongoing

Cost

TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October, 2014 VP, Academic Affairs VP, Administration Dean, Faculty Affairs

METRICS (a) Strategic Management Plan approved by internal and external authorities (b) Job descriptions for new administrative officers developed & approved (c) At least 50% vacancies filled with qualified individuals (d) Orientation and training sessions conducted (e) Ongoing professional development program in place through third level of management

Project Calendar TASKS 1. Complete the design of the Strategic Management Plan for UOD System and gain internal approvals, including delegation and responsibility 2. Negotiate with UOD/ Ministry of Higher Education any needed changes in job titles, reporting lines 3. Develop job descriptions for new positions and begin recruiting 4. Orient new administrators to institutional vision and plan 5. Conduct professional development activities for new administrators

Duration (Months)

6 6 Ongoing Ongoing

Objective 2b: Define the executive/managerial role of Deanships, campus leaders, cluster leaders and academic deans Aim: Transform the office of Academic Dean to an administrative leader of academic units (colleges). OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Compilation of “best practices” for academic leadership (b) Job descriptions that empower Deans (c) Recruitment and appointment to new positions (d) Periodic leadership workshops conducted (e) Professional Development Program in place

9 months & ongoing TO BE DETERMINED 01 October 2014 VP, Academic Affairs, Dean, Faculty Affairs, Dean, Education Development/ College Deans

Project Calendar TASKS 1. Study “best practices” in comparable university systems for Cluster Leaders, Deanships, campus leaders and academic deans 2. Develop job descriptions that provide delegated authority to Cluster leaders, campus leaders and Academic Deans by widening their decision-making scope 3. Recruit/appoint new Deans, where vacancies exist 4. Conduct periodic workshops/professional development programs on leadership for Deans and senior management

Duration (Months)

4 Ongoing Ongoing

Objective 2c: Coordinate deployment of academic and administrative support functions to enhance efficiency and effectiveness Aim: Identify, recruit, and train 40-50 key administrative and academic support positions to report to the Vice President or to his designee in order to modernize university management and eliminate the practice of â&#x20AC;&#x153;management by committeeâ&#x20AC;? OVERVIEW Duration

METRICS (a) List of support positions needed for each of 14 major institutional systems (b) Assignment of supervisory responsibility (c) Job descriptions (d) New personnel recruited and appointed (at least 50%)

18 months and ongoing

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED 01 October 2014 VP, Academic Affairs Dean, Faculty Affairs Dean of all colleges

(e) Training sessions conducted

Project Calendar TASKS 1. De-construct the list of 14 institutional systems, and enumerating for each system the required support positions 2. As a preliminary measure, assign a number of support positions as the supervisory responsibility of each of the Cluster leaders 3. Develop job descriptions for new academic and administrative support positions 4. Develop budget impact analyses for all of the changes-consider competitive salaries to attract new talent 5. Advertise, recruit, appoint support personnel 6. Conduct training activities to prepare academic & administrative support personnel for their responsibilities

Duration (Months)

3 3 4 6 6 Ongoing

Objective 2d: Invest in strong, senior-level academic management capacity; implement in full the new Deanship for Quality and Academic Accreditation (DQAA) in relation to Management. Aim: In relation to Management, develop a capacity for ongoing professional development and assessment of the quality of performance at UOD OVERVIEW Duration

METRICS (a) Manual of best practices in developing and assessing quality management (b) New staff appointed (at least 50%) (c) Calendar of training programs established (d) Assessments conducted, with ratings of management performance; (e) Integrate strategic and continuous planning processes into work of DQAA as well as "Institutional Research"

18 Months

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED 01 October 2014 VP, SDCS Supervisor General, DQAA

Project Calendar TASKS 1. Supervisor General of DQAA to travel to other campuses and do workshops to devise a document on best practices in developing and assessing quality management 2. Recruit and appoint additional staff to DQAA 3. Develop an annual calendar of training programs 4. Conduct annual assessments of management performance 5. Complete design and implement ongoing strategic planning and continuous planning processes

Duration (Months)

12 6 3 Ongoing Ongoing

Objective 2e: Establish and implement systems for performance appraisal, award and reward in all Units. Aim: Develop a systematic approach to enhance a positive organizational climate. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Immediate feedback on appraisal provided (b) New award & reward systems acknowledged (c) Customer & job satisfaction surveys conducted (d) Opinion of faculty & staff sought and documented

9 Months TO BE DETERMINED 01 March 2015 Dean, Faculty Affairs Director, Public Relations & Information

Project Calendar TASKS 1. Provide immediate feedback on performance appraisal of faculty and administrative staff. 2. Improve award systems for students. 3. Award and reward systems for faculty and staff should include service to UOD and the community. 4. Customer Satisfaction Surveys should be performed regularly, targeting both internal and external customers. 5. Seek the opinions of faculty and staff on major initiatives.

Duration

Ongoing Ongoing Ongoing Ongoing Ongoing

Strategic 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 (NCAAA Standards Area 3: Management of Quality Assurance & Improvement) 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 UOD Vice Presidents; 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; support Quality Systems Unit in collection of data for UOD Quest and UOD Metrics Aim: To create a culture that assures a high level of quality management throughout the institution OVERVIEW Duration Starting Date

12 months and continuous 01 October 2014

Responsibility for Implementation

Supervisor General,DQAA

METRICS (a) Install system for Institution-wide engagement in QM (b) System of QM programs in all Colleges for seeking accreditation set up (c) Reward Systems in QM applied

Project Calendar

TASKS

Duration (Months)

1. Develop support systems in the DQAA to assist main UOD units develop actionable and measurable plans in response to their assessment collected QM data

9 Ongoing

2. Develop reward systems and means of institutional recognition for units achieving measurable Quality Improvements in their scope of activities 3. Ensure that planning processes in major units of UOD satisfy the standards required by the University

ongoing

Objective 3b: Ensure that the scope of Quality Management (QM) is comprehensive and relates to all clinical, educational and research programs, administration and other business units of UOD Aim: Ensure that QM system reaches all aspects of professional activities at UOD OVERVIEW Duration

12 Months and continuous

METRICS (a) Manual of QM Policies and Procedures is approved.

Cost

TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October 2014 Vice President for Studies, Development and Community Services & Supervisor General, DQAA

(b) Over-arching and Unit reports produced, approved and distributed. (c) Evaluation indicators for input, process and, especially, outcomes are approved.

Project Calendar TASKS 1. Create mechanisms to assure that all academic and administrative units participate in QM processes 2. Create and approve a comprehensive QM Policies and Procedures Manual 3. Carry out regular evaluations and provide reports that give an overview of performance for: (a) UOD as a whole; and, (b) each constituent unit 4. Create evaluation indicators that consider inputs, processes and outcomes, with particular attention to quality of outcomes

Duration (Months)

3& Continuous

4 Annual and Ongoing 4

Objective 3c: Develop policies, structures and formal operating plans to assure efficient and effective administration of the QM process Aim: To assure effective and efficient conduct of QM administration. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Space plan for DQAA approved (b) DQAA Organizational Chart approved (c) Approved Position for all QM line and staff personnel (d) Recruit 80% staff for QM programs, including College and other Units (e) Internal review program for DQAA itself is in place

12 Months and continuous TO BE DETERMINED 01 October 2014 Supervisor General, DQAA

Project Calendar TASKS

Duration (Months)

1. Set up a regularly performed evaluation system to review all operating procedures of the QM program and establish reliable means of communication of QM results between DQAA and Deans, and between Deans, Vice Deans, and Faculty Boards and Curriculum Committees

2. Set up unit specific and college specific QM evaluations and processes that are fully integrate QM into all activities across UOD

12 and Ongoing

Objective 3d: 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 evidence-based key performance indicators (KPI's). Aim: To create a university-wide commitment to QM. OVERVIEW Duration Cost

METRICS (a) Set of “best practices” and benchmarks for each KPI approved (b) An evidence based verification system to cross check validity of results from self-evaluations and internal opinions is in place

12 months TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October 2014 Vice President, SDCS Supervisor General, DQAA

Project Calendar TASKS 1. Develop evidence based verification system to check quality of self-evaluation surveys 2. Identify and use external and independent: (a) “best practice” goals; (b) external benchmarks (including those supplied by MOHE Observatory Center); and (c) recognized expert advisors (in those Colleges that have not already established Advisory Boards) to verify opinions of internal stakeholders and results of internal Customer Satisfaction Surveys 3. Develop mechanisms to monitor achievement in areas identified as needing improvement, and report results to senior management and stakeholders 4. Enter data into UOD Metrics and provide metrics to Decision Support Unit for dashboard display and distribution to President and University Council

Duration (Months)

Ongoing 3

Strategic Goal # 4 Expand opportunities for student learning and engagement to support realization of their academic and career aspirations (NCAAA Standards Area 4: Learning and Teaching) 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, engineering, science and humanities and management professions . While maintaining international standards, UOD will develop, monitor quality, and continuously improve the curriculum, teaching and assesment methods, to maximize successful learning and student progress towards graduation, in accordance with Islamic values.

Objective 4a: Implement contemporary and innovative curriculum design, teaching and learning strategies which allow integration and critical enquiry Aim: To prepare students for effective entry into the world of work, they must be given opportunities to be more than passive receptors of information; classroom and clinical experiences must emphasize active learning, creative problem-solving and team work OVERVIEW Duration Cost Starting Date Responsibility for Implementation

12 months & ongoing TO BE DETERMINED 01 October 2014 VP, Academic Affairs, Dean of Colleges, Dean of Education Development,UOD

METRICS & (a) Workshops held, conferences attended (b) New courses designed (c) Surveys of pilot courses (d) Number of faculty supported in adoption of new instructional approaches

Project Calendar TASKS 1. Expand participation in workshops for faculty development that explore modern instructional techniques 2. Formalize cluster-wide Curricullum Committees to design new courses and intructional styles 3. Assess the new programs & courses, and new techniques as well as their results 4. Assess results of new programs & courses, new techniques 5. Give support to faculty and provide infrastructure for the implementation of the new approaches

Duration (Months)

8 4 4 2 Ongoing

Objective 4b: Expand curricular options to meet the identified needs of the community Aim: To maximize the human capital (including women) that can contribute to the Kingdomâ&#x20AC;&#x2122;s development, consistent with its Islamic values. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Survey of opportunities conducted (b) Plans for new curricula approved (c) New programs for women launched

10 months & ongoing TO BE DETERMINED 01 October 2014 VP, Academic Affairs, College Deans, Department Chairs, Director of Public relations & Information Department

Project Calendar TASKS 1. Design and conduct an updated study of economic opportunities and other aspects of the external environment in relation to the existing and proposed new educational programs 2. In cooperation with Advisory Boards, perform needs assessment of resources to support the identified expanded curricullar options 3. Devise implementation plans in Departments and Colleges to launch new programs 4. Launch new programs

Duration (Months)

4 7 Ongoing

Objective 4c: Develop or Strengthen first year programs(“Prep Year”) in all clusters(tracks) to ensure quality of student preparation Aim: To close the gap between the current level of English proficiency in the basic science disciplines and that expected by UOD’s Colleges. OVERVIEW Duration Cost

METRICS (a) Revised admissions standards (b) Innovative first-year curricula, pairing English and subject instruction (c) Numbers of faculty trained to offer new team-based program

6 months & ongoing TO BE DETERMINED

Starting Date

01 October 2014

Responsibility for Implementation

Dr. Mona Al-Sheikh Head, Examination Center Dean, Preparatory year & Supporting Studies

(d) Results of continuous assessment showing improved student proficiency in English and basic sciences

Project Calendar TASKS 1. Continuously monitor and improve the rigorous English-intensive first-year program for the clusters and expand the use of English in other Prep Year classes 2. Design and implement a Prep Year program for colleges in the Arts & Education clusters 3. Strengthen advisory systems for students in all first year programs and continuously monitor their effectiveness in acquainting students with all options. 4. Continuous to assess students’ English Language abiliites in year two and beyond and where needed, monitor consistent use of English in classrooms and/or introduce supplemental courses to reinforce English Language Skills 5. Design and implement a pilot program to introduce integration among the different components of the curricullum, namely English, Science subjects and Communication skills

Duration (months)

2 3 Ongoing

Ongoing

Objective 4d: Design and implement mechanisms to assess graduatesâ&#x20AC;&#x2122; attainment of skills specified in National Qualification Framework (NQF) Aim: To satisfy the national requirement that all university graduates must demonstrate skills in four or five domains of learning (knowledge; cognitive skills; interpersonal skills; psychomotor skills) whichever as applicable OVERVIEW

METRICS

Duration Cost Starting Date Responsibility for Implementation

9 months & ongoing TO BE DETERMINED 01 March 2015 Vice President, Academic Affairs College Deans Dean, Education Development

(a) Outcomes of domain of learning (b) Implement assessment mechanisms (c) Instructional modules and techniques are developed and approved

Project Calendar TASKS 1. Design assessment Mechanisms 2. Assist faculty in developing instructional modules and techniques that reinforce the skills 3. Conduct the skills assessments of students

Duration (Months)

4 Ongoing 6 Ongoing

Objective 4e: Establish a procedure for a regular cycle of review of existing academic programs Aim: To ensure that all existing academic programs at UOD regularly demonstrate the currency of their curricula and the effective preparation of their graduates for jobs that promote the economic development of the Eastern Province OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS â&#x20AC;&#x201C; In relation to each College (a) Policies & procedures to be developed and approved (b) List the number of program reviewed in annually (c) Benchmark comparison data on programs in KSA (d) List program specifications & reports

12 Months TO BE DETERMINED 01 October 2014 VP, Academic Affairs, Deans of each College

Project Calendar TASKS 1. Design policies and procedures (including use of external examiners) for systematic review of academic programs on a 5-year cycle 2. Select programs to be reviewed in the first and subsequent years of the cycle 3. Gather internal evaluation data, external data relating to labor market conditions in the province, and data for benchmarking against comparable programs in the Kingdom and beyond 4. Launch new program review cycle

Duration (Months)

3 4

Ongoing

Strategic Goal # 5 Provide access and support for all qualified students, while establishing a vibrant and interactive campus environment to create a university community and foster loyalty (NCAAA Standards Area 5: Student Administration and Support Services) 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, engineering, science and humanities an management profession. While maintaining international standards, UOD will develop, monitor quality, and continuously improve the curriculum, teaching and assessment methods, to maximize successful learning and student progress towards graduation, in accordance with Islamic values.

Objective 5a: Revisit continously the Strategic Enrollment Plan to manage effectively the flow of enrolled students throughout UOD Aim: To develop capacity for effectively managing student flow, in the face of projected large increases of applicants, expanding educational access and options available to students without sacrificing quality OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Strategic enrollment plan (b) Public relations plan for secondary schools (c) Successful enrollment of first-year students into clusters (d) Successful enrollment of students into Colleges

12 months TO BE DETERMINED 01 October 2014 Dean of Admissions and Registration, Cluster Leaders, College Deans

(e) Volume of applications and distributions among Colleges and programs

Project Calendar TASKS 1. Provide current projections for enrollments by College, develop a model for managing UOD enrollments that not only projects future volumes of applicants but also takes into account both expanding and declining needs for graduates in particular occupations in the Eastern Province 2. Expand the practice of enrolling first cohort of students to a cluster in the Prep. Year by designing and implementing a track for Arts & Education Colleges.

Duration (Months)

Objective 5b: Expand the Implementation of effective counselling of students on academic and career choices Aim: To maximize opportunities for student academic success and to broaden student knowledge of program at UOD and career opportunities in the GCC region so that students select programs best suited to their skills and abilities and employment prospects OVERVIEW Duration

METRICS (a) Orientation programs for new students at UOD

5months and ongoing

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED OCTOBER 2014 College Associate Deans Dean, Prep.Year and Supporting Studies Director, University Counselling center

(b) Student retention rates by college and degree programs (c) Rates of participation at Workshops for student success (d) Staffed offices providing support services to students (e) Surveys of student satisfaction and continuous improvement of service

Project Calendar TASKS 1. Optimize the effectiveness of the mandatory orientation program for students entering UOD and ensure that students are ready to access (in print and on the website) the statements of Rights and Responsbilities and of ethical standards 2. Facilitate opportunities for students in all colleges for involvement in national and international professional societies 3. Expand the participation of students in study/learning-skills workshops 4. Use results of surveys to target improvements in student counseling services and expand the number of qualified professional counseling staff 5. Improve counseling during the Prep Year to ensure that students are well aware of all of the career options within the various tracks

Duration (Months)

Continuous

Continuous Continuous

Continuous

Objective 5c: Build linkages to support networks for students’ academic choices and career placements Aim: To broaden students’ awareness of academic options and career possibilities and to assist in finding suitable employment for graduating students and alumni OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS 6 months and ongoing TO BE DETERMINED 01

(a) (b) (c) (d)

October 2014

Dean of Student Affairs, College Deans Director, Alumni and Career Development Center

Appointment of “practice” faculty in various programs On-campus career fairs for students Programs presented by alumni “mentors” Rates of participation in career fairs and alumni programs

Project Calendar TASKS 1. Actively pursue the recruitment of “professors of practice” honorary or adjunct faculty in various programs 2. Evaluate and enhance the collaboration with various National Institutions including the Chamber of Commerce to organize and conduct career fairs in the colleges 3. Develop an effective web page for UOD alumni and recruit them in various educational fields to serve as career mentors to undergraduates

Duration (Months)

100

Objective 5d: Expand facilities and programs for student recreation as well as professional and cultural clubs Aim: To enrich the sense of campus community, to enhance opportunities for out-of-classroom learning, and to deepen studentsâ&#x20AC;&#x2122; bonds with the institution OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Proportion of programs creating slots for activity periods (b) Student satisfaction rate, as shown by surveys (c) Proportion of staff willing to enroll as sponsors (d) Annual increase in numbers of clubs

6 months TO BE DETERMINED 01 October 2014 Dean of Student Affairs, Dean of Admissions and Registration, General Supervisor of University Projects in D

(e) Dedicated funds received for studentsâ&#x20AC;&#x2122; co-curricular activities

Project Calendar TASKS 1. Ensure more rapid funding and time lines for construction of the residences and recreation and activities center for female students 2. Identify and equip club and recreational activity space usable on interim basis (pending completion of new campus facilities) 3. Provide additional incentives for faculty and staff to serve as sponsors of clubs and activities and to participate in other activities with students 4. Create additional physical indoor and outdoor spaces to allow more student and faculty interaction

Duration (Months)

Ongoing 7 3 Ongoing

101

Objective 5e: Create more opportunities for students to switch between programs at UOD Aim: To improve the matching of student abilities or interests with program requirements in program selection. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Volume of student transfers between programs (b) Volume of student attrition (â&#x20AC;&#x153;wastageâ&#x20AC;?) (c) Student surveys: rate of satisfaction with program choices

12 months and continuous TO BE DETERMINED 01 October 2014 Dean of Admissions and Registration, Cluster Leaders, College Deans

Project Calendar TASKS 1. Restructure curricula to allow seamless transfer to another program within the same field of education 2. Create an outlet at community colleges or in a technical programs for students who are unable to enroll in a college after the Preparatory Year 3. Provide opportunities for low performing students to transfer to other programs

Duration (Months)

10 8 9

102

Objective 5f: Create an option to allow very high-performing high school graduates to test out of the Prep Year and enter directly into a College Aim: To encourage the brightest high school graduates, who may now view the Prep Year as “wasted time,” to apply for an accelerated placement at UOD OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List of cohorts of honored students

12 months TO BE DETERMINED 01 October 2014 Dean of Admissions and Registration, Cluster Leaders, College Deans & Prep.year

Project Calendar TASKS 1. Survey advanced high school students to determine the extent of interest in the honors track 2. Design a battery of tests to allow “credit by examination” as for Prep Year courses 3. Admit the first cohort of Honors students directly into a UOD college

Duration (Months)

3 6 5

103

Strategic Goal # 6 Establish “state-of-the-art” libraries and related learning resources. (NCAAA Standards # 6: Learning Resources) Given the major investments at new campuses already made in telecommunications infrastructure, UOD has the opportunity to create a model library/learning resources system that will support teaching and learning and give greater reach to the University’s intellectual resources. Provision of unimpaired access to all learning resources, libraries and assistance to meet needs of both teachers and students engaged in the respective academic activities critical to the successful pursuit of UOD’s mission

104

Objective 6a: Develop full campus and off campus strategic learning resources Aim: To create user-friendly, state-of-the-art in and off campus learning and information resources. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Evaluate the existing condition of the old library facilities (b) Develop and approved the upgrading plan (c) Approved list of all resources to be available in library (d) Successful creation of internal campus electronic information and communication network (f) Commission strategic partner agreements.

37 months TO BE DETERMINED 01 October 2014 Dean, Library Affairs

Project Calendar TASKS 1. Continuously pursue ongoing agreements with strategic university partners and vendors 2. Perform internal review and consider potential for use of contracted library services 3. Maintain and update the comprehensive strategic and business plans for all Learning Resources, including the e-learning 4. Develop rehabilitation plan for the existing libraries (e.g. Womenâ&#x20AC;&#x2122;sâ&#x20AC;&#x2122; Library) 5. Extent state-of-the-art interactive campus electronic networks to upgrade the existing link of the library services to entire campus 6. Monitor and appropriately update policies, procedures and security systems, advisory infrastructure to maintain excellence in provision of library services. 7. Maintain appropriate institutional repository 8. Monitor the implemented plans to extend library/learning service to UOD communities

Duration (Months) Ongoing Ongoing 4 4 4

ongoing ongoing ongoing

105

Objective 6b: Delivery of excellent comprehensive library and learning resources Aim: To create user-friendly, state-of-the-art in and off campus learning and information resources. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List of Professional qualifications for selecting employment (b) Fully operable library/learning information systems. (c) Portfolio implemented for in-service training programs (d) List of international library standards implemented.

24 months TO BE DETERMINED 01 October 2014 Dean, Library Affairs

TASKS 1. Employ professionally qualified and experienced staff 2. Provide physical facilities appropriate for the needs of staff and clients(students, faculty and community) 3. Provide current (up-to-date) information resources and proactive information services 4. Develop, implement and maintain a staff in-service training program 5. Maintain compliance with international library standards and continuous improvement 6. Develop and implement state-of-the-art subject guide

Project Calendar Duration 0 (Months) Ongoing 6& Ongoing 12 Ongoing Ongoing Ongoing Ongoing

106

Strategic Goal # 7 Develop sustainable modern facilities, equipment and related infrastructure to serve high quality teaching and learning, research and community service programs. (NCAAA Standards Area 7: Facilities and Equipment) A new dimension brought to UOD by the Campus Master Plan is the maximum utilization of the campus through the large presence of student and faculty housing and the impact of the new hospital. UODâ&#x20AC;&#x2122;s focus will be continuous attention to the need for upgrading and modernizing facilities to keep pace with new developments in academia and professions.

107

Objective 7a: Develop and implement a central system for space assignment and management Aim: To develop and implement inventory tools that will assist in proper allocation and use of space OVERVIEW Duration Starting Date Cost

METRICS (a) Software program showing space allocation and utilization. (b) Electronically based master space plan for UOD (c) Annual update report showing institutional use of space (d) Building Management System

36 months and continuous 01 October 2014

Responsibility for Implementation

TO BE DETERMINED Vice President for Administration, and/or his delegates, Dean, Information & Communication Technology(ICT) Manager of University City- Projects

Project Calendar TASKS 1. Design software programs to cross reference space use with respective categories (e.g. clinical, education, research, administration, etc.) 2. Develop and maintain up-to-date master space plan for all components of UOD 3. Develop user-friendly regular interval reports on space allocation and its utilization (at least quarterly)

Duration (Months)

12 24 & Continuous Continuous

Starting after 30 month

108

Objective 7b: Prepare strategic plan for operation and maximum utilization of campuses and related facilities. Aim: To create vibrant campus environments that continuously supports students, faculties and administration OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List of factors ready and presented

15 months TO BE DETERMINED

01 October 2014 Vice President for Administration, and/or his delegates, Dean, Information & Communication Technology Manager of University City- Projects

TASKS 1. Identify all factors preventing maximum utilization of campuses 2. Develop work plans to address preventing factors 3. Develop and implement policies creating maximum utilization of campuses

Duration (Months)

4 4 7

109

Objective 7c: Develop program for continuous facility maintenance and change to keep pace with evolution of facility needs of UODâ&#x20AC;&#x2122;s colleges and programs Aim: To create and maintain sustainable campus facilities that provide students, faculties and administration an optimal environment for maximum accomplishment and productivity OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Monitoring system to plan facility upgrade needs. (b) Preventive maintenance schedule

9months and continuous TO BE DETERMINED 01 OCTOBER 2014 VR and his delegates and Director, Office of Facilities. Project and Maintenance Department will be responsible

TASKS 1. Develop and implement facilities evaluation monitoring system to plan for projected future needs, upgrades and replacements. 2. Develop and implement routine preventive maintenance schedules on all major equipment and facilities

Duration (Months)

9 4 Continues

110

Objective 7d: Develop mechanisms to identify and interact with ongoing development of land bordering UOD campuses Aim: To develop an interactive relationship with the bordering â&#x20AC;&#x153;neighborsâ&#x20AC;? to minimize undesired development and maximize joint benefits of future development of surrounding landmass OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List of neighboring property owners surrounding UOD campuses (b) List of land use (current & planned) by land owners surrounding UOD campuses (c) Need to meet with the surrounding neighbors

Continuous TO BE DETERMINED 01 October 2014 Vice President, Administration University Campus Department Manager, University City Projects

Project Calendar TASKS 1. Develop master list of neighboring landmass owners and usage 2. Meet with each neighboring landmass owner to determine current and planned long-term use of land 3. Develop and maintain ongoing regular interactions with neighboring land owners

Duration (Months)

3 6 Continuous

111

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. Aim: To provide faculty and their family with an optimal campus environment to live and work OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Locating schools in the Universities Master Plan. (b) Business plan for development of campus schools including Internal Generated Funds (c) Construction Plan for schools (d) Enrollment

48 months and ongoing TO BE DETERMINED 01. October 2014 Vice President, Administration University Campus Administration â&#x20AC;&#x201C; Manager, University City Projects

Project Calendar TASKS

Duration (Months)

1. Develop student volume projections

2. Create Business plan for development of an outstanding model school

3. Develop Construction Plan for development of an outstanding model school

4. Accomplish campus schools construction, start enrolment.

112

Objective 7f: Develop and implement a total safety & security management system Aim: To provide responsible security for UOD and its complex and diverse structures and systems.

OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Total safety &security management systems plan installed (b) Number of safety & security management system awareness program conducted in the campus (c) Number of safety and security management systems internally & externally contracted.

12 months and ongoing TO BE DETERMINED 01. November 2014 Vice President, Administration University Campus Administration

Project Calendar TASKS 1. Determine whether created internally Or externally contracted 2. Develop plan for total safety & security management system 3. Implement plan for total safety & security management system

Duration (Months)

3 3 6 Ongoing

113

Objective 7g: Establish and upgrade state-of-the-art IT Systems. Aim: To Build high capacity IT capabilities to support the staff and students both for administration, academia activities OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) At least 50% of the planned personnel to be on-site (b) Number of IT training programs are conducted for the users (c) Establish collaboration with other Deanships and Departments to support academia and research.

36 Months and ongoing TO BE DETERMINED 01 October 2014 Dean of ICT

Project Calendar TASKS

Duration (Months)

1. To have an adequate and professional staffing with competitive offer 2. Provide IT training programs for the users of ICT services. 3. Deanship of ICT will collaborate with IT and computer science services in graduation projects, research and technical consultations.

Ongoing Ongoing

114

Objective 7h: Develop a commitment towards environmental friendly and sustainable campuses Aim: To provide students, faculty and their family with an optimal campus environment to live and work OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Explore alternative sustainable solutions to consumption of water and electricity (b) Develop a â&#x20AC;&#x153;greenâ&#x20AC;? transportation system on campuses (c) Implement paperless campuses (d) Promote recycling culture

12 months and ongoing TO BE DETERMINED 01 November 2014 Vice President, Administration University Campus Dept.

Project Calendar TASKS

Duration (Months)

1. Conduct benchmarking studies on other comparable institutions.

2. Identify areas of improvements

3. Consider, adopt and implement environment friendly campuses (existing and future expansions)

Ongoing

115

Objective 7i: Develop expanded support facilities and policies to enhance campus life and environment Aim: To provide students, faculty and their family with an optimal campus environment to live and work OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List the number of Health centers for the campus occupants are planned (b) Install centralized Project Management office (c) Improve equipmentâ&#x20AC;&#x2122;s of classrooms for special needy peoples (d) List the number of toilets are planned for special need peoples (e) Number of ICT policies & procedures implemented

12 months and ongoing TO BE DETERMINED 01 November 2014 Vice President, Administration University Campus Dept. Manager, University City, Projects Dean, ICT

Project Calendar TASKS

Duration (Months)

1. Formulate a Higher Committee to govern the University City

2. Plan and establish a Health Centre for the campus occupants

3. Develop centralized university wide Project Management Office

Ongoing

4. Improve the equipment of Classrooms & toilets for use of people with special needs

Ongoing

5. Effectively implement Policy & Procedures in the DICT

Ongoing

6. Prepare a code of Conduct (DICT) 7. Develop and Implement proper code of conduct in student residences.

6 Ongoing

116

Strategic Goal # 8 Develop and implement a robust financial planning and management system to serve all academic and administrative programs of UOD (NCAAA Standards Area 8: Financial Planning and Management) The efficient and effective implementation of the ambitious university 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 both academic and administrative support programs of UOD.

117

Objective 8a: Develop a transparent annual budgeting and revenue/expenditure tracking system to enhance accountability in all units of UOD Aim: To develop a culture of fiscal accountability and responsibility throughout all academic, administrative and service units of UOD OVERVIEW Duration

METRICS (a) Standard template for creating annual capital and operating budgets for each UOD academic, administrative and service units is approved (b) Approved UOD annual capital and operational budgets

9 months and continuous

Starting Date Responsibility for Implementation

01 October 2014 VP, UOD or Designate and Director, Office of Financial Management

Project Calendar TASKS 1. Develop standard UOD template for annual capital and operational budget creation for all academic, administrative and services units 2.Develop approved consolidated UOD annual operating budget

Duration (Months)

3 6

118

Objective 8b: Implement systems in UOD to comply with generally accepted accounting practice and standards to accurately track all significant financial transactions Aim: To develop a fiscal environment that fosters both accuracy, transparency and verifiability OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Implementation of Standard Accounting Practices (b) Implementation of Internal Audit processes

6 months and continuous TO BE DETERMINED 01 October 2014 VP, Administration and/or designate and Director, Office of Financial Management

Project Calendar TASKS 1. Develop and implement tracking system to monitor and assure financial compliance with all UOD approved capital and operating revenue and expenditure budgets 2. Develop and implement processes to provide accurate and complete internal audits of all financial transactions throughout UOD

Duration (months)

6 & continuous 6& continuous

119

Objective 8c: Develop a diversified portfolio of internal revenue generation to reduce dependence on a single funding source Aim: To broaden sources of institutional income by creating a broader spectrum of mission compatible and internal revenue generating business activities OVERVIEW Duration Cost

METRICS (a) Business plan for tuition-generating education programs (b) Business plans for faculty service contracts with regional businesses (c) Rental facilities on New Campus commissioned.

16 months TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October 2014 VP, Administration Director, Budget & Financial Planning

Project Calendar TASKS 1. Develop business plans for tuition generating education programs 2. Develop business plans for faculty service contracts with regional businesses 3. Plan and develop facilities (eg. Conference Center, etc) for rental on New Campus

Duration (Months)

6 6 24

120

Objective 8d: Examine the full possibilities for the use of the Self Health Operating Unit approach in the University Aim: Provide flexibility and accountability for revenue-earning units as the university becomes more comprehensive OVERVIEW Duration Cost Starting Date

METRICS (a) Business Plan for Self â&#x20AC;&#x201C;operating Unit programs (b) Install policies and procedures for self-operating unit (c) Research plans for sponsored research agreements with selected industries (d) Number of research plan implemented and studies conducted.

16 months TO BE DETERMINED 01 March 2015

Responsibility for Implementation

VP, Administration Director, Budget & Financial Planning

Project Calendar TASKS 1. Implement business plan for self-health operating unit model to bring the Hospital and Clinics to develop policies and principles to assess other possible uses. 2. Create plans for appropriate use in research studies and other appropriate operations including corporate philanthropy

Duration (Months)

121

Objective 8e: Integrate strategic planning with financial planning Aim: Provide a stronger decision-discipline for strategic planning and provide tools to test strategic scenarios OVERVIEW Duration

METRICS Percentage of annual expenditures for: a. Teaching faculty b. Quality programs c. Co-curricular activities d. Scientific research e. Training and development of staff

12 months

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED 01 March 2015 VP, Administration Director, Budgeting & Financial Planning

Project Calendar TASKS 1. Commission Finance Department to develop (using new AAFAQ and MOF systems) to develop a new multi-year financial model to test strategic scenarios 2. Design implementation planning and continuous planning processes with financial planning and analysis elements

Duration (Months)

122

Strategic Goal # 9 Increase human resource capacity to accomplish its teaching, research and service missions more effectively (NCAAA Standards Area 9: Faculty and Staff Employment Processes) 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.

123

Objective 9a: Design and implement a strategic model for faculty and professional staff development recruitment and retention Aim: To create a desired staffing profile appropriate to the mission of UOD in order to allow regular monitoring of progress by means of comparisons of current staffing levels with the desired profile OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Electronic database of existing personnel completed (b) Long-term recruitment plan submitted (c) Annual recruitment plans submitted (d) Maintain desirable student: faculty ratios in face of rising student enrollment

10 months TO BE DETERMINED

01 October 2014 VP, Administration, Cluster Leaders, Deans and Chairmen Dean, Faculty Affairs

(e) Reports on Recruitment efforts submitted to University Council

Project Calendar TASKS 1. Construct electronically-managed human resources database showing age, gender, nationality, education, etc. for current personnel 2. Prepare annual plans for recruitment activity in 2014-15, drawing on department faculty expertise and contacts 3. Devise long-term recruitment plans for each department and College in light of existing and planned programs 4. Prepare annual report for University Council on Recruitment results

Duration (Months)

3 6 6 1

124

Objective 9b: Design and implement recruitment procedures that maximize opportunities for successfully attracting the best candidates for the faculty and staff Aim: To enhance prospects for reaching out to highly-qualified prospective employees with attractive and honest information about the university and to maximize the likelihood that, once hired, they will be retained at UOD OVERVIEW Duration Cost Starting Date

METRICS (a) Improved record of faculty recruitment prepared (b) Position/Job descriptions for faculty and staff compiled (c) Annual orientation program for new employees & families implemented (d) UOD Public Relations Plan and re-design Website

12 months TO BE DETERMINED

01 October 2014

Responsibility for Implementation

College Deans, Dean of Faculty Affairs, Dean, ICT and Director, Public Relations & Information

Project Calendar TASKS 1. Prepare public relations plan for widening positive awareness of UOD among sources of prospective recruits 2. Design and implement new university web site that is more attractive and informative 3. Prepare clear position/job descriptions and information about conditions of employment for prospective employees 4. Conduct personal interviews of finalists: oncampus for senior faculty, in country of origin for others 5. Design and conduct orientation to UOD for new employees and their families

Duration (Months)

3 3 3 6 & Ongoing 3

125

Objective 9c: Design and implement a competitive salary and compensation package for faculty and professional staff Aim: To maximize opportunities for recruiting and retaining outstanding faculty and staff OVERVIEW Duration Cost Starting Date

METRICS (a) New compensation plan/package compiled (b) New package submitted to University Council (c) Keep faculty & staff informed the submission to University Council (d) Submit to University Council promotion criteria other than publications.

10 months TO BE DETERMINED

01 October 2014

Responsibility for Implementation

VP, Administration Dean, Faculty Affairs

Project Calendar TASKS 1. Conduct benchmarking studies on salaries and benefits in GCC universities and industry 2. Using benchmarking evidence, gain approval from MOHE for revision of salary scale and elimination of detrimental distinctions between genders and nationalities 3. Prepare and secure approval for promotion criteria other than publications

Duration (Months)

3 6 2

126

Objective 9d: Design and implement a fair and transparent performance evaluation system for faculty and professional staff. Aim: To create fair processes of evaluation to encourage and support improvements in performance and recognize outstanding achievement OVERVIEW Duration

9 months

Cost

TO BE DETERMINED

Starting Date

01 October 2014

Responsibility for Implementation

Dean of Faculty Affairs, supervisors

METRICS (a) Statement of procedures for performance evaluation developed (b) Self-assessments and performance objectives for each member of faculty and professional staff compiled (c) Performance evaluations for each member of faculty and professional staff implemented (d) Moved under New Objective

Project Calendar TASKS 1. Devise and approve procedures for annual performance evaluation 2. Design and initiate cycle of self-assessments and setting of annual performance objectives 3. Conduct initial set of annual evaluations of employee performance 4. Conduct survey to assess perceived fairness

Duration (Months)

2 3 3 1

127

Objective 9e: Design and implement effective professional development programs for faculty and staff Aim: To maximize performance and professional efficiency. OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Expanded numbers of support staff secured (b) Expanded numbers of professional development activities (c) Implementation of incentives for faculty begins

10 months TO BE DETERMINED

01 October 2014 VP, Administration, Dean of Education Development and Dean, Faculty Affairs

Project Calendar TASKS

Duration (Months)

1. Design, secure funding, and initiate plan for expansion of support staff (secretarial, lab and teaching assistants, etc.)

2. Hire and allocate additional staff

3. Design and conduct professional development workshops for faculty, staff and administrators 4. Secure approval for incentive pay for professional development participation

Continuous 3

128

Objective 9f: Ensure that all policies and procedures regarding faculty and staff are transparent and published in updated charters Aim: To make available to all Faculty and Staff Employees a transparent and comprehensive set of policies and procedures governing rights and responsibilities, procedures for grievance, dispute resolution, and discipline OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) New Manual of Policies and Procedures (P&P) compiled (b) New manual of P & P submitted to the President, UOD (c) New manual of P & P posted on Website of UOD

10 months TO BE DETERMINED

01 October 2014 Dean of Faculty Affairs

Project Calendar TASKS

Duration (Months)

1. Develop new manual of Policies & Procedures

2. Conduct open forums to discuss draft policies with faculty and staff

3. Gain approval of University Council

4. Publish manual in print form and on UOD web site (Bi-lingual)

129

Objective 9g: Develop and improve all facilities and services for faculty and staff to enhance UOD efficiency and effectiveness Aim: To develop in-depth support staff positions, functions and associated staffing standards that enhance UOD productivity OVERVIEW Duration

10 months

Cost

TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October 2014

METRICS (a) Standards for support staff serving each academic and administrative line position (b) Business plan for achieving compliance with Institutional staffing standards (c) Feasibility study for school completed & published

VP, Administration UOD and/or designate, Dean of Faculty Affairs

Project Calendar TASKS

Duration (Months)

1. Establish Policy Standards for provision of support staff serving each level of line administrative and academic position throughout institution

2. Develop GAP analysis between current levels of support staff and size needed for compliance with institutional staffing standards

3. Develop business plan for achieving institutional compliance with support staffing standards for all administrative and academic line positions

4. Implement business plan

5. Conduct feasibility study for creation of oncampus school for children of faculty and other staff.

130

Objective 9h: Design and implement a fair and transparent system of incentives, recognition and rewards for faculty and staff, based on merit and performance Aim: To develop and implement incentive system based on merit and performance OVERVIEW Duration Cost

METRICS (a) Develop & Approve incentive system (b) Implement incentive system

9 months TO BE DETERMINED

Starting Date Responsibility for Implementation

01 October 2014 VP, UOD and/or designate, Dean of Faculty Affairs

Project Calendar TASKS

Duration (Months)

1. Develop a set of incentives that are based on merit and performance

2.Approve set of incentives that has been developed

3. Implement the incentive system

131

Strategic 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 wellbeing and welfare of the community. (NCAAA Standards Area 10: Research) A key goal for any educational institution should be to instill intellectual curiosity and professional ethics in its student s 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 multi-professional and multidisciplinary research programs in the Center for Research and Medical Consultations (CMRC) to serve as a nucleus to spawn a culture of intellectual curiosity and accomplishment across the full research continuum that includes basic laboratory, clinical, population-based and translational research. In addition, programs to educate students and faculty to instill the practice of professional ethics will be a vital part of the research experience.

132

Objective 10a: The First CORE[Centre of Research Excellence] Aim: To create an operational model of excellence in research for the remainder of CRMC and the entire UOD research enterprise to emulate OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Approved business plan for development of first CORE

3 months

DONE 01 October 2014 VP, Scientific Research and Delegates Director ,CRMC

Project Calendar TASKS 1. Create & approve business plan for first CORE

Duration (Months)

133

Objective 10b. Develop Centers of Clinical Excellence (COCE) linked to the CORE to enhance health education, research and care delivery for the Eastern Province Aim: Select and develop one clinical area geared to excellence in clinical and clinical research mission & tied to the first CORE OVERVIEW Duration

METRICS (a) Institutional policy for standards required for recognition as COCE (b) Compliance with criteria

5 months and ongoing

Cost Starting Date Responsibility for Implementation

DONE 01 January 2015 VP, Scientific Research & Delegates Research Advisory Committee and Dean, College of Medicine

Project Calendar TASKS 1. Transform learning to template for future COCEs

Duration (Months)

134

Objective 10c: 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 Aim: To develop internal examples of high standards of multidisciplinary ethical research excellence within the CRMC OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Number of basic laboratory research faculty FTE’s (b) Number of Clinical research faculty FTE’s (c) Number of applied research studies faculty FTE’s (d) Extramural funding of research/faculty FTE in CORE’s

12 months/cohort TO BE DETERMINED

March 2015 VP, Scientific Research and/Delegates Director of CRMC

(e) Publications in refereed scientific journals

Product Calendar TASKS

Duration (Months)

1. Identify “benchmark” levels of capital, startup & ongoing intramural funding in areas selected to become focused areas of research (CORE’s)

135

Objective 10d: Establish Junior Research Faculty positions in the COREs for students and other trainees Aim: To create an environment that attracts promising students and fellows to a career of research and discovery OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Volume and quality of applications (b) Distribution of applications among colleges (c) Number of applications by degree programs

12 months

01 October 2014 VP, Scientific Research and/Delegates Director of CRMC

Project Calendar TASKS

Duration (Months)

1. Develop campaign to market research Junior faculty positions to all universities in KSA

2. Create and implement annual assessment committee and implement performance review process for junior research faculty

136

Objective 10e: Create a reward system that includes incentives for extramurally funded research and promotion criteria that recognize collaborative investigations Aim: To appropriately recognize and reward highly productive investigators OVERVIEW Duration Cost

6 months 100,000 SR

Starting Date

01 January 2014

Responsibility for Implementation

METRICS (a) Extramural research funding by principal investigator (b) % of research funding obtained through extramural sources (c) Total % of Research FTE faculty salary that is extramurally funded listed by individual, department & college (d) Number of collaborating investigators funded on each extramurally and/or extramurally funded grant listed by principal investigator for each funded project

VP, Scientific Research and/Delegates Director of CRMC

Project Calendar TASKS 1.

Explore and implement non-financial reward system to highly funded (extramural) research faculty

Duration (Months)

137

Objective 10f: Create a research program in Public Health, housed in CRMC that builds its own research program and supports the COREs (with plans for post-graduate degree programs in the future) Aim: To develop and mature an environment rewarding productive intellectual curiosity and discovery within faculty that can perpetuated in future colleges of UOD OVERVIEW Duration Cost Starting Date

METRICS (a) Number of sectors established within CRMC (b) Number of leaders of Public Health Sciences recruited (c) Number of students enrolled in the Public Health Program

12 months 5,000,000 SR

01 MARCH 2015

Responsibility for Implementation

VP, Scientific Research and/Delegates Director of CRMC, College Deans

Project Calendar TASKS 1. Recruit leader of public health Sciences program to CRMC 2. Develop recruitment and associated business plans for initial public health scientists CORE in the CRMC 3. Development of College of Public Health (College Approval received)

Duration (Months)

6 3 6 (Delayed)

138

Objective 10g: Expand post-graduate research opportunities and increase student participation in research. Aim: To establish and expand the research mission and recognition of UOD for research excellence and accomplishment. OVERVIEW Duration

METRICS

(a) Number of students sponsored by CRMC (b) Number of different types of degrees offered (c) Number of post-doctoral fellows affiliated with CRMC (d) Number of students enrolled in fellowship programs

12 months

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED

01 October 2014 VP, Scientific Research and/Delegates Director of CRMC

SPECIAL NOTE: The development of the College of Basic Medical Sciences is found in the Strategic Goal #1. Objectives developed in this Area (Research) relate to the constituent programs ultimately evolving into the approved education programs of the future Post-graduate School.

Project Calendar TASKS

1. Develop and implement recruitment plans and associated business plans for Basic Medical Sciences research and support programs within CRMC 2. Develop and implement junior research faculty award programs for work with respective research programs of the CRMC

Duration (Months)

3. Develop and maintain marketing plan to advertise research positions for research junior faculty and student fellowships Establish review teams to evaluate applicants for posted positions (research junior faculty and students)

4. Establish and maintain review teams to evaluate applicants for posted positions (research junior faculty and student positions) Select initial cohort of students to UOD Divisions using standardized criteria

139

Objective 10h: Design and implement a technology transfer (commercialization) program that provides both reputational and financial returns on UODâ&#x20AC;&#x2122;s investment in intellectual property-generating research, and, contributes to priorities for economic development and diversification in KSA and the Region. Aim: To develop, nurture and mature a reputation of discovery and technology transfer that produces a financial return on research investments OVERVIEW Duration

12 months

METRICS

Cost

1,000,000 SR

Starting Date

01 October 2014 VP, Scientific Research and/Delegates Director of CRMC

Responsibility for Implementation

(a) Adoption of Patent and Intellectual Property (IP) Licensing Policy (b) Adoption of Policies for Conflict of Interest and Conflict of Commitment (c) Continuous tracking of patent applications & awards, licensing agreements of IP and revenue accruing from IP licensing agreements

Project Calendar TASKS

Duration (Months)

1. Develop and bi-annually review/update Patent Policy and Policy regarding Intellectual Properties

2. Maintain software to track patent applications, awards and licensing agreements of IP

6 ongoing

140

Objective 10i: Formulate and implement robust policies and programs to consistently ensure high ethical standards in the conduct of research at UOD Aim: To become a leader within the GCC in the development, practice, and teaching of high standards in the field of medical ethics OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Policies for Ethical Conduct of Research (b) Faculty Programs to ensure Ethical Conduct of Research

9 months and continuous 200,000 SR

1 October 2014 VP, Scientific Research and/Delegates Director of CRMC

Project Calendar TASKS 1. Develop and approve institutional policies ensuring ethical conduct of research 2. Develop and implement robust programs to ensure ethical conduct of research

Duration (Months)

3 4 & Ongoing

141

Objective 10j: Develop and market a scientific publishing initiative in the CRMC Aim: Develop research projects that generate new knowledge in issues related to humanities OVERVIEW Duration

METRICS (a) Sources and numbers of scientific articles manuscripts submitted for review and publication per year (b) Sources and numbers of book manuscripts submitted for review and publication per year

12 months and continuous

Cost Starting Date Responsibility for Implementation

TO BE DETERMINED November 2014 VP, Scientific Research and/Delegates Director of CRMC

Project Calendar TASKS

Duration (Months)

1. Develop a business plan for the creation and marketing of the “publishing house” within the CRMC

2. Determine and pursue approval from required regulatory agencies 3. Recruit and appoint leadership and staff to administer the programs the “Publishing House”

6& Ongoing

142

Strategic Goal # 11

Develop institutional relationship with the community; and business partnership to expand private sector joint investments.

(NCAAA Standards Area 11: Institutional Relationships with the Community) 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 and will be driven by initiatives that generate returns on investment. It will also create economic growth and prosperity, and, provide service to the region. The specific objectives related to this goal and the associated tasks and timelines are shown in following tables:

143

Objective 11a: 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 Aim: To develop vibrant interactive ties between the broad range of professions at UOD and their counterparts within the community OVERVIEW Duration Cost Starting Date

METRICS (a) Create criteria for “adjunct faculty” category (b) Approve criteria for “adjunct faculty” category (c) Create criteria for faculty sabbaticals within the business/private sector (d) Approve criteria for faculty sabbaticals within the business/private sector

9 months and Continuous TO BE DETERMINED November 2014

Responsibility for Implementation

VP, Administration, and/or designate Dean, Faculty Affairs

Project Calendar TASKS 1. Create and approve “adjunct faculty” appointment, type and criteria (similar to “Affiliated Faculty” appointments in Medical School) 2. Meet selected business leaders to solicit interest in holding “adjunct faculty” positions 3. Meet Chamber of Commerce leadership to solicit interest in “adjunct faculty” positions 4. Identify businesses interested in having faculty pursue “sabbaticals” with their business 5. Market opportunities for “adjunct faculty”, and, Faculty sabbaticals to colleges of UOD

Duration (Months)

6 6 Ongoing ongoing 6

144

Objective 11b: 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 Aim: To dramatically improve the sense of community and partnership between the university and its alumni base OVERVIEW Duration Cost

9 months and continuous TO BE DETERMINED

Starting Date

December 2014

Responsibility for Implementation

VP, SDC / General Supervisor, Public Relations & Information/ Dean, Community & Sustainable Development, Director, Alumni & Career Development Centre

METRICS (a) Create “bylaws” for respective college’s alumni associations (b) Lists of names and addresses of alumni associations members and officers (c) Responses to surveys of alumni and community programs (d) Funds assigned by UOD for Alumni activities (e) Schedule of activities for the year announced

Project Calendar TASKS

1. Create a strategy to identify alumni in respective colleges (male and female) 2. Hire experience staff at both College and University levels 3. Adopt and implement a standard alumni data base system; convert existing lists to the new system 4. Create an alumni advisory board for the University and similar alumni interested in developing alumni association in respective colleges 5. Starting with Colleges with known alumni bodies, create formal organizations that will lead to bylaws and appoint officers of respective alumni associations 6. Determine and apply UOD financial commitment to initially support birthing and initial work of alumni associations 7. Create programs in respective colleges for alumni; measure interest and attendance on a regular basis

Duration (Months)

2 3 2 4

3 Continuous

145

Objective 11c: 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 Aim: To use the talents of a group of recruited scientists to expand UODâ&#x20AC;&#x2122;s service relationship to the community while also advancing its broad research mission OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List of data points to be collected and monitored (b) Appoint faculty and staff (c) Generate reports on regional population, workforce (d) Submit research proposals based on data analyses

24 months and continuous TO BE DETERMINED JANUARY 2015 VP, Scientific Research and/or Delegate plus Dean, Scientific Research/ Director of CRMC/ Dean, Community & Sustainable Development

Project Calend TASKS 1. Recruit and appoint research faculty in Public Health Sciences to CRMC (population scientists, epidemiologists, survey experts, biostatisticians 2. Develop a strategic plan for UOD leadership in Eastern Province population, health, economic and workforce data and analysis. 3. Meetings with public officials, business sector leaders and Ministry officials to review plan and identify data sectors and related sources to be collected 4. Seek financial support from Industry to accelerate the development of vital Provincial data bases and related analytical capacity 5. Collect and analyze data and develop reports with appropriate recommendations 6. Identify and develop research programs as a result of data analyses

Duration (Months)

Ongoing

Ongoing 3 3

146

Objective 11d: Draw upon UOD resources to provide research and service to provincial business, industry and government Aim: To enhance the relationship and interdependence between the community and the university OVERVIEW Duration Cost

METRICS (a) List services available for use by region (b) List services being provided to regional businesses, industry and government

12 months and continuous TO BE DETERMINED

Starting Date Responsibility for Implementation

JANUARY 2015 VP, Scientific Research and/or Delegate plus Dean, Scientific Research/ Director of CRMC Dean, Community & Sustainable Development

Project Calendar TASKS 1. Develop relational maps between UOD Colleges/Programs for business, industry and government sectors and identify market potential for UOD research groups and/or individual faculty. Identify external researchers and research groups where partnerships may be forms 2. Meetings with public officials, business sector leaders and Ministry officials to identify data sectors and related sources to be collected 3. Develop joint strategies through the Research and Service Institute for marketing present and future research and service capacities. Early focus on health professions, health sciences and health care 4. Recruit and hire faculty and faculty groups that fit the Provinceâ&#x20AC;&#x2122;s needs

Duration (Months)

6 3 Ongoing

147

Objective 11e: Establish a network of external advisory groups for UOD and its constituent units Aim: To improve the connections and receive input from community leaders in the various fields of university professional activities OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) Names of advisory board members for each college (b) Names of UOD Institutional Board of Advisors (c) Meetings of respective External Advisory Boards held

12 months TO BE DETERMINED OCTOBER 2014 VP Administration and/or delegate Dean, Community & Sustainable Development

Project Calendar TASKS 1. Develop rationale for external advisory structure, including what their work would be, to cover academic, alumni, reputational, student markets, community relations, research , community service institutional UOD Board of Advisors: Set Priorities 2. Develop consistent definitions of policies and approaches to formal advisory groups and a progression of relationship depending on the maturity of the UOD unit(s) involved 3. Determine staff requirements and other costs to properly attend to external groups. 4. Start with the development of UOD system wide advisory groups and then go to others

Duration (Months)

3 6 Ongoing

148

Objective 11f: Develop academic and research programs of UOD to support strategies for provincial growth and workforce Aim: To enhance the relationship with the community while advancing the service mission of the University OVERVIEW Duration

18 months and continuous

Cost

TO BE DETERMINED

Starting Date Responsibility for Implementation

OCTOBER 2014 VP Administration and/or delegate Dean, Community & Sustainable Development

METRICS (a) Data collection instruments to monitor regional workforce needs (b) Develop monitors to measure UODâ&#x20AC;&#x2122;s output of graduates toward these needs (c) Plan for newly identified educational program is approved

Project Calendar TASKS 1. Develop survey and data instruments that forecast Eastern Province workforce needs 2. Develop new education programs to respond to, yet to be determined, unmet workforce needs 3. Develop monitors to measure UOD output response (graduates) to unmet workforce needs identified

Duration (Months)

5 18 4

149

Objective 11g: Jointly develop re-training & continued educational programs with the business sector to address their workforce retention, development and evolving specialization needs Aim: To help businesses support their commitment to current employees and advance employment opportunities of the Eastern Providenceâ&#x20AC;&#x2122;s potential workforce OVERVIEW Duration Cost Starting Date Responsibility for Implementation

METRICS (a) List re-training needs in business sector (b) Re-training & Continued educational programs approved (c) Approved re-training program implemented and assessed.

12 months and Continuous TO BE DETERMINED 01 January 2015 VP, UOD and/or his delegate, Dean, Education Development Dean, Community & Sustainable Development

Project Calendar TASKS 1. Research and develop a strategic plan for educational services to business, government and other external organizations (welfare associations) 2. Research and develop a strategic plan for research and consulting services to business, government and other external organizations 3. Research and develop a strategic plan for community relationships throughout the UOD System 4. Research and develop a strategy for the community impact of UODâ&#x20AC;&#x2122;s leading role in Healthcare and Public Health

Duration (Months)

Continuous

6 2

150

Objective 11h: Jointly create business incubators with investing business partners in selected areas of academic/research focus Aim: To expand UODâ&#x20AC;&#x2122;s portfolio of internally generated funds/revenue while also positively impacting the Eastern Providenceâ&#x20AC;&#x2122;s evolution toward a knowledge based economy OVERVIEW Duration Cost Starting Date

METRICS (a) List of Patented IP (b) List of Licensed IP (c) Policies and guidelines for launching start-up incubator businesses approved

12 months and continuous TO BE DETERMINED October 2014

Responsibility for Implementation

VP, UOD and/or designate, Director of CRMC or designate Dean, Community & Sustainable Development

Project Calendar TASKS 1. Set and achieve internal UOD prerequisites for readiness for Business Incubator success.; research programs and faculty; strategic partnerships; Intellectual Property policies and staffing 2. Create business incubator in dedicated and equipped space within Technology Park (To be developed) 3. Create business incubation fund with coinvestment by selected venture capital partners from the business community 4. Create oversight and selection committee for incubator, including members selected from the venture capital investing partners

Duration (Months)

12 4 4

151

Objective 11i: Create a University Technology Park to attract businesses advantaged by interaction and partnerships with our professional disciplines and their areas of research emphasis Aim: To expand and diversify UODâ&#x20AC;&#x2122;s revenue base while participating in the expansion of the local economy OVERVIEW Duration Cost

METRICS (a) Master Plan for Technology Park approved (b) Comprehensive Business Plan for Technology Park approved (c) Construction Plan for Technology Park approved (d) Funding for development of Technology Park secured.

60 months TO BE DETERMINED

Starting Date Responsibility for Implementation

January 2015 VP, Administration VP, Scientific Research and/or designates

Project Calendar TASKS 1. Set and achieve internal UOD prerequisites for readiness for Technology Park success; research programs and faculty; strategic partnerships; Intellectual Property policies and staffing 2. Create Comprehensive Business Plan for Park 3. Solicit and obtain private capital funding for the Technology Park construction and start up 4. Identify capital funding sources for Park development 5. Solicit and obtain funding for start-up construction and operations of Park 6. Construct initial buildings for Park

Duration (Months)

6 6 12 6 24

152

Objective 11j: Intensify UOD engagement in community service Aim: To expand and diversify university of Dammam engagement in community services OVERVIEW Duration

METRICS (a) Identify areas of community services that the university can engaged. (b) Construction Plan for this engagement (c) Funding for engagement secured (d) Implement the engagement plan

9months

Cost Starting Date Responsibility for Implementation

1,000,000 O1 January 2015 VP, SDCS Dean, Community & Sustainable Development and/or designates

Project Calendar TASKS 1. Identify the communities in which UOD has an interest for service 2. Identify areas of community services within reach of the university capabilities 3. Create and design a plan of engagement that increases UODâ&#x20AC;&#x2122;s service capacity over time 4. Secure funding for the engagement 5. Implement the engagement plan

Duration (Months)

5 3 3 2 4

153

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 have 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, were 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 mini-workshop with our strategic external stakeholders.

154

INTERNAL CONTRIBUTION We acknowledge the contribution of the Higher Quality Committee (HQC) & Quality Permanent Executive Committee [QPEC], 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. HIGHER QUALITY COMMITTEE [HQC] By the Administrative Order, we established the Higher Quality Committee in-charge of 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 HQC 1. President of the University (Chairman) 2. Vice President for Studies, Development and Community Service (Vice Chairman) Members: 3. Vice President of the University Administration 4. Vice President for Branches Affairs 5. Vice President for Academic Affairs 6. Vice President for Post Graduate Studies and Research 7. Dean, College of Medicine 8. Dean, College of Architecture & Planning 9. Dean, College of Arts 10. Dean, Student Admission & Registration 11. Dean, University Studies for Female Affairs 12. Dean, Library Affairs 13. Dean, ICT 14. Dean, Education Development 15. Dean, Community & Sustainable Development 16. General Supervisor, Deanship of Quality & Academic Accreditation (Secretary)

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MEMBERSHIP OF THE QPEC

1. Vice President for Studies, Development and Community Service (Chairman) 2. General Supervisor, Deanship of Quality & Academic Accreditation (Secretary) Members: 3. Vice Dean, Administrative Development 4. Vice Den for Quality, College of Applied Medical Sciences 5. Vice Dean for Quality, College of Architecture & Planning 6. Vice Dean for Quality, College of Arts 7. Vice Dean for Quality, College of Dentistry

8. Vice Dean for Quality, College of Engineering 9. Vice Dean for Quality, College of Medicine 10. Vice Dean for Quality, College of Nursing 11. Vice Dean for Quality, College of Science 12. Vice Dean for Quality, College of Education, Jubail

MEMBERSHIP OF VARIOUS COMMITTEES AT TWO KEY STAGES IN THE DEVELOPMENT OF THE STRATEGIC PLAN STAGE I

DEVELOPING THE PLAN FOR THE STRATEGIC 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

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

1&2

Prof. Abdullah Alkadi

Dr. Ahmed Alkuwaiti

Dr. Sarfaraz Akhtar Prof. Mahmoud Irshidat Dr. Ebtisam Al Mathal

Dr. Fatma Mokabel Dr. Mahmoud Al-Quraan Dr. Arun Vijay

Prof. Basil Al Sheikh

Prof. Emmanuel B. Larbi

Dr.Abdulaziz Almutawa Dr. Ghazi Alotaibi Dr. Mona Al-Sheikh Prof. Mahmoud Irshidat

Prof. Dalal Tamimi

Dr. Raed Bukhari

Dr. Saad Al Amri

Prof. Fahad Al Muhanna

Prof. Adel Al-Afaleq

Prof. Abdulsalam Al Sulaiman

* Kaludis

Dr. Najah Algaraui

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

Consulting Core Team

•……………………………………

Dr. Abdullah Al-Rubaish President, UOD

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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