Preamble

Teaching and learning constitute the core mission of Jouf University as an academic institution, alongside research and community service. The University recognizes the importance of delivering distinguished higher education, including high-quality program design and clearly defined learning outcomes and graduate attributes that meet labor market needs. Accordingly, the University commits to applying quality assurance standards for teaching and learning across all academic programs.

Policy

Jouf University implements a Teaching and Learning Quality Monitoring Policy focused on the following:

I. Ensuring the quality of academic program design and development

• Strategic program planning: Programs are planned strategically in alignment with the University’s vision and mission and labor market needs, with participation from public and private stakeholders.
• Alignment of learning outcomes: Learning outcomes are clearly defined for each program and designed to meet labor market needs and the National Qualifications Framework; professional licensing requirements are observed for professional programs.
• Assessment of learning outcomes: Learning outcomes are assessed periodically and objectively using diverse assessment tools, with results benchmarked against national and international standards.
• Faculty competence: Rigorous standards are applied for recruiting and developing faculty, with continuous professional development opportunities.
• Excellence in teaching: Student-centered, innovative, and effective teaching strategies are applied; educational technology is encouraged; faculty teaching performance is evaluated periodically.
• Student empowerment: A supportive learning environment and services are provided, such as academic advising, student services, the library, and e-learning resources.
• Monitoring academic progress: Student progress is followed up regularly; support is provided for students facing difficulties; high-achieving students are encouraged.

II. Ensuring the quality of the educational process

• Linking programs to the labor market: Practical experience is integrated through field training to enable students to apply knowledge and skills in real work environments.
• Quality of practical training: High-quality training opportunities are provided across disciplines, with oversight through monitoring and evaluating student performance.
• Community service: Students are encouraged to participate in community service activities and are provided with volunteer opportunities in various fields.

III. Ensuring the quality of student and program assessment systems

• Fair and transparent assessment system: A fair, transparent assessment system is applied that accommodates different learning styles and focuses on measuring learning outcomes.
• Program self-evaluation: Academic programs are encouraged to conduct periodic self-evaluation to measure goal attainment and the quality of outcomes.
• External program evaluation: Programs undergo periodic evaluation by specialized external bodies to assure quality and alignment with national and international standards.

IV. Continuous improvement

• Culture of continuous improvement: A culture of continuous improvement is embedded across all activities, with encouragement of innovation and development.
• Total quality management system: A TQM system is applied to ensure the quality of all operations, including teaching and learning.
• Monitoring performance indicators: Key performance indicators related to teaching and learning quality are monitored and used to make informed decisions to improve programs and services.

V. Leadership and excellence

• Leadership in higher education: Jouf University seeks national and regional leadership by offering distinguished academic programs, conducting innovative research, and serving the community.
• Academic accreditation: The University pursues accreditation for its programs from the Education & Training Evaluation Commission (ETEC) and seeks specialized international accreditations.
• International cooperation: The University strengthens international cooperation through partnership agreements with distinguished universities.

Policy Implementation Procedures

A. Monitoring at the faculty-member level

• Receive the approved course specification from the course coordinator.
• Before the semester begins, design a course curriculum map; no changes to officially approved learning outcomes are permitted when designing the map.
• Inform students at the start of each semester about the course specification, objectives, requirements, teaching strategies, and assessment methods and schedule via Blackboard and the first-week briefing.
• Align weekly topics with the course learning outcomes, teaching strategies/methods, and assessment methods per the predesigned curriculum map.
• Minor adjustments to teaching or assessment may be made, when necessary and with department approval, based on the previous course report to better achieve outcomes.
• Submit a learning-outcomes verification form to the coordinator upon submitting final exam results.
• Submit a course report per ETEC templates, ensuring completion of current and previous improvement plans.
• Provide continuous feedback to students on their performance and assessment results.
• Complete the course file per the approved template in coordination with the quality unit and course coordinator.
• Attend training on modern, effective teaching strategies and apply them.
• Attend training on modern, effective assessment methods and apply them.
• Participate in continuous professional development.
• Perform academic advising duties, maintain scheduled office hours, keep advising files, and submit a termly advising report to the department.
• Be familiar with student support services and refer students as needed.
• Respond to evaluations of teaching performance and implement recommended improvements.
• Regularly advise on instructional resources and their quality.
• Advise on procurement of essential equipment suitable for instructional needs.
• Participate in user surveys on the adequacy and quality of learning resources and services.

B. Monitoring at the program level

• Optionally form a program advisory committee of experts in the field.
• Prepare program and course specifications per ETEC templates and the University’s handbook for program/plan development.
• Ensure compliance with program and course specifications across branches and both male and female tracks where programs are mirrored.
• Assign a coordinator for each course to oversee delivery with peers, adhere to specifications, and apply the stated teaching, learning, and assessment strategies.
• The course instructor prepares a course report for each section in both tracks; the course coordinator consolidates a single report approved by the program coordinator.
• Prepare program-level survey reports (program evaluation, course evaluation, learning experience, employers, alumni, field-training students, field-training supervisors, learning resources, student services, academic/career/psychosocial advising, facilities and equipment), ensure improvement plans are prepared and implemented, and coordinate with the Measurement and Evaluation Unit on survey updating and psychometrics.
• Ensure course files are updated at the end of each semester.
• A designated program committee prepares program KPIs reports regularly.
• Compile course reports per ETEC templates; program and course coordinators prepare a unified program report for both tracks, approved by the program council.
• Submit the program report, course reports, survey reports, advisory-committee minutes, and program KPI report to the college quality unit for internal review, then to the college council after department council approval.
• At the end of the program cycle (eight successful semesters), the program coordinator prepares a comprehensive program report including measurement of program learning outcomes and submits it to the college plans and programs committee for elevation to the college council for approval and corrective action.

C. Monitoring at the College Quality Assurance Unit level

• Develop three program matrices to verify each course’s contribution to program learning outcomes:
  • Mapping program learning outcomes to offered courses.
  • Mapping program learning outcomes to teaching strategies.
  • Mapping program learning outcomes to assessment methods.
• Verify completeness of program and course specifications using ETEC templates.
• Verify that examinations meet required measurement and evaluation conditions by reviewing random samples of marked scripts via internal and/or external reviewers.
• Upload electronic copies of program and course specifications to the Deanship of Development and Quality at the end of each semester.
• Submit termly course reports with a comprehensive program report, including notes from external and internal reviewers on exams, and faculty proposals to address gaps; include department council decisions on those reports.
• Department councils submit discussion outcomes, improvement requirements, and advisory-committee minutes to the quality unit, which forwards them to the college council to ensure improvements are in place before the next term.
• Prepare college-level survey reports (programs, courses, learning experiences, employers, alumni, field training students, field training supervisors, learning resources, student services, academic/career/psychological advising, facilities and equipment), ensure improvement plans are prepared and implemented, and coordinate with the Measurement and Evaluation Unit on survey updates and psychometrics.
• Prepare college-level KPI reports regularly.
• Prepare the periodic Teaching and Learning Quality Assurance report per ETEC accreditation guidelines, focusing on strengths, areas for improvement, a clear improvement plan (objectives, outputs, implementation mechanism, timeline, and responsibility), progress on the prior year’s plan, decisions taken, good practices, and key recommendations to improve teaching and learning.
• Submit program reports, survey reports, advisory-committee minutes, and KPI reports for programs and the college to the Deanship of Development and Quality.

D. Monitoring at the Deanship of Development and Quality level

• Establish an electronic archiving system to facilitate tracking of course files, annual course/program reports, survey reports, and college decisions.
• Provide support to colleges in teaching and learning quality assurance, training, and development.
• Monitor KPIs related to teaching and learning quality across University programs and sectors.
• Prepare KPI reports at the University level, including branches and both tracks, on a regular basis.

Metadata Template

• Policy Title: Policy for Monitoring the Quality of Teaching and Learning at Jouf University
• Policy Code: VPEA–2 (Arabic code: و ج ش ت – 2)
• Policy Owner/Preparer: Deanship of Development and Quality
• Reference Authority: Vice Presidency for Educational Affairs
• Implementing Entities: Colleges and academic departments – Alumni Administration – Deanship of Development and Quality
• Policy Version: Second Edition
• Next Review Date: October 2026
• Stakeholders: Faculty members, students, individuals and community institutions, alumni, employers
• Keywords: Academic Programs, Learning Outcomes, Quality of Education, Employment, Employers, Program/Course Reports, Performance Indicators, Surveys

Approved by the Authorized Official
Vice President for Educational Affairs

Dr. Alaa bin Saleh Al-Arjan