National Commission for Academic

Accreditation & Assessment

Kingdom of Saudi Arabia


Program Specification
For guidance on the completion of this template, please refer to Chapter 2, section 2.2 of Part 2 of this
Handbook 2 Internal Quality Assurance Arrangement and to the Guidelines on Using the Template for a
Program Specification in Attachment 2 (b).
Institution
College/Department
A. Program Identification and General Information
1 Program title and code
2. Total credit hours needed Ior completion oI the program
3. Award granted on completion oI the program
4. Major tracks/pathways or specializations within the program (eg. transportation or structural
engineering within a civil engineering program or counselling or school psychology within a psychology
program)


5. Intermediate Exit Points and Awards (iI any) (eg. associate degree within a bachelor degree program)



6. ProIessions or occupations Ior which students are prepared. (II there is an early exit point Irom the
program (eg diploma or associate degree) include proIessions or occupations at each exit point)



7. (a) New Program Planned starting date
(b) Continuing Program Year oI most recent major program review

Organization involved in recent major review (eg. internal within the institution,

accreditation review by ? Other?

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8 Name and position (eg department chair person) oI Iaculty member managing or coordinating the
program.

9. Location iI not on main campus or locations iI program is oIIered in more than one location.
Program Context
1 Explain why the program is needed.
a. Summarize economic reasons, social or cultural reasons, technological developments, national policy
developments or other reasons.




b. Explain the relevance oI the program to the mission oI the institution.



2. Relationship (iI any) to other programs oIIered by the institution/college/department.
a. Does this program oIIer courses that students in other programs are required to take? Yes
No
II yes, what should be done to make sure those courses meet the needs oI students
in the other programs?


b. Does the program require students to take courses taught by other departments? Yes
No
II yes, what should be done to make sure those courses in other departments meet
the needs oI students in this program?



3. Do the students who are likely to be enrolled in the program have any special needs or characteristics
that should be considered in planning the program? (eg. Part time evening students, limited IT or
language skills) Yes No
II yes, what are they?


4. What should be done in the program to respond to these special characteristics?



C. Mission and Goals of the Program

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1. Program Mission Statement






2. List any major changes or strategic new developments planned Ior the program within the next three to
Iive years to help achieve its mission. For each change or development describe the major strategies to be
Iollowed and list the indicators that will be used to measure achievement.
Major Changes or Developments Strategies Indicators

















D. Program Structure and Organization
1 Program Description.

A program or department manual should be available Ior students or other stakeholders and a copy oI the
inIormation relating to this program should be attached to the program speciIication.
This inIormation should include required and elective courses, credit hour requirements and
department/college and institution requirements, and details oI courses to be taken in each year or semester.

2. Development oI Special Student Characteristics or Attributes

List any special student characteristics or attributes beyond normal expectations that the institution, college
or department is trying to develop in all oI its students. ( Normally one or two, up to a maximum oI Iour
that directly reIlect the program mission and distinguish this program Irom others in the same Iield and
make it exceptional. Eg. Graduates particularly good at creative problem solving, leadership capacity,
commitment to public service, high level oI skills in IT). For each special attribute indicate the teaching
strategies and student activities to be used to develop it and the evidence to be used to assess whether it
has been developed in all students.
Special Attributes Strategies or Student Activities to be Used throughout the Program
to Develop These Special Attributes



Strategy

Evidence



Strategy


Evidence


Strategy


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Evidence



Strategy


Evidence



3. Required Field Experience Component (iI any) (Eg. internship, cooperative program, work experience)

Summary oI practical, clinical or internship component required in the program.
Note that a more detailed Field Experience SpeciIication comparable to a course speciIication should also
be prepared in a separate document Ior any Iield experience required as part oI the program.

a. BrieI description oI Iield experience activity



b. List the major intended learning outcomes Ior the program to be developed through the Iield experience




c. At what stage or stages in the program does the Iield experience occur? (eg. year, semester)



d. Time allocation and scheduling arrangement. (Eg. 3 days per week Ior 4 weeks, Iull time Ior one
semester)



e. Number oI credit hours


4. Project or Research Requirements (iI any)

Summary oI any project or thesis requirement in the program. (Other than projects or assignments within
individual courses) (A copy oI the requirements Ior the project should be attached.)

a. BrieI description




b. List the major intended learning outcomes oI the project or research task.





c. At what stage or stages in the program is the project or research undertaken? (eg. year, semester)



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d. Number oI credit hours

e. Summary description oI provisions Ior student academic advising and support.




I. Description oI assessment procedures (including mechanism Ior veriIication oI standards)






5. Development oI Learning Outcomes in Domains oI Learning

For each oI the domains oI learning shown below indicate:

O The knowledge or skill the program is intended to develop and the level oI that knowledge and
skill. (as a guide see general descriptions oI knowledge and skills in the National QualiIications
Framework Ior the qualiIication level oI this program;
O The teaching strategies to be used in courses in the program to develop that knowledge and those
skills. (This should be a general description oI the approaches taken throughout the program but
iI particular responsibility is to be assigned to certain courses this should be indicated.);
O The methods oI student assessment to be used in courses n the program to evaluate learning
outcomes in the domain concerned.


a. Knowledge

(i) Summary description oI the knowledge to be acquired











(ii) Teaching strategies to be used to develop that knowledge











(iii) Methods oI assessment oI knowledge acquired

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b. Cognitive Skills

(i) Cognitive skills to be developed and level oI perIormance expected









(ii) Teaching strategies to be used to develop these cognitive skills











(iii) Methods oI assessment oI students cognitive skills









c. Interpersonal Skills and Responsibility

(i) Description oI the level oI interpersonal skills and capacity to carry responsibility to be developed










(ii) Teaching strategies to be used to develop these skills and abilities


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(iii)Methods oI assessment oI students interpersonal skills and capacity to carry responsibility












d. Communication, InIormation Technology and Numerical Skills

(i) Description oI the communication, IT and numerical skills to be developed












(ii) Teaching strategies to be used to develop these skills













(iii) Methods oI assessment oI students numerical and communication skills







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e. Psychomotor Skills (iI applicable)

(i) Description oI the psychomotor skills to be developed and the level oI perIormance required






(ii) Teaching strategies to be used to develop these skills






(iii) Methods oI assessment oI students psychomotor skills







6. Admission Requirements Ior the program

Attach handbook or bulletin description oI admission requirements including any course or experience
prerequisites.
7. Attendance and Completion Requirements
Attach handbook or bulletin description oI requirements Ior:
a. Attendance.
b. Progression Irom year to year.
c. Program completion
E. Regulations for Student Assessment and Verification of Standards
1. Regulations or policies Ior allocation and distribution oI grades

II the institution, college, department or program has policies or regulations dealing with the allocation or
distribution oI students grades state the policy or regulation, or attach a copy.





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2. What processes will be used Ior veriIying standards oI achievement (eg check marking oI sample oI tests
or assignments? Independent assessment by Iaculty Irom another institution) (Processes may vary Ior
diIIerent courses or domains oI learning. )






Student Administration and Support
1. Student Academic Counselling
Describe arrangements to be made Ior academic counselling and advice Ior students, including both
scheduling oI Iaculty oIIice hours and advice on program planning, subject selection and career planning
(which might be available at college level)









2. Student Appeals

Attach regulations Ior student appeals on academic matters, including processes Ior consideration oI those
appeals.


G. Text and Reference Material

1. What process is to be Iollowed by Iaculty in the program Ior planning and acquisition oI text, reIerence
and other resource material including electronic and web based resources?







2. What processes are to be Iollowed by Iaculty in the program Ior evaluating the adequacy oI book,
reIerence and other resource provision?










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. aculty and other Teaching Staff
1. Appointments

Summarize the process oI employment oI new teaching staII to ensure that they are appropriately qualiIied
and experienced Ior their teaching responsibilities.











2. Participation in Program Planning, Monitoring and Review

Explain the process Ior consultation with and involvement oI teaching staII in monitoring program quality,
annual review and planning Ior improvement.








3. ProIessional; Development

What arrangements are made Ior proIessional development oI teaching staII Ior:

(a) Improvement oI skills in teaching?






(b) Other proIessional development including knowledge oI research and developments in their Iield oI
teaching?








4. Preparation oI New Teaching StaII

Describe the process used Ior orientation and/or induction oI new, visiting or part time teaching staII to
ensure Iull understanding oI the program and the role oI the course(s) they teach as components within it.




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5. Part Time and Visiting Teaching StaII

Provide a summary oI Program/Department/ College/institution policy on appointment oI part time and
visiting teaching staII. (ie. Approvals required, selection process, proportion oI total teaching staII etc.)








I. Program Evaluation and Improvement Processes

1. EIIectiveness oI Teaching

a. What processes will be used to evaluate and improve the strategies planned Ior developing learning in
the diIIerent domains oI learning? (eg. assessment oI learning achieved, advice on consistency with
learning theory Ior diIIerent types oI learning, assessment oI understanding and skill oI teaching staII in
using diIIerent strategies)







b. What processes will be used Ior evaluating the skills oI teaching staII in using the planned strategies?









2. Overall Program Evaluation

a. What strategies will be used in the program Ior obtaining assessments oI the overall quality oI the
program and achievement oI its intended learning outcomes:

(i) Irom current students and graduates oI the program?








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(ii) Irom independent advisors and/or evaluator(s)?.








(iii) Irom employers and/or other stakeholders.










b. What key perIormance indicators will be used to monitor and report annually on the quality oI the
program?











c. What processes will be Iollowed Ior reviewing these assessments and planning action to improve the
program?











Attachments.

1. Copies oI regulations and other documents reIerred to in template preceded by a table oI contents.
2. Course speciIications Ior all courses including Iield experience speciIication iI applicable.
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Allocation of Responsibilities for Learning Outcomes to Courses

Learning Outcomes Courses
Course Code and
Number

Knowledge
Facts
Concepts, theories
Procedures

Cognitive Skills
Apply skills when asked
Creative thinking and
problem solving

Interpersonal Skills
and Responsibility

Responsibility Ior own
learning

Group participation and
leadership

Act responsibly-personal
and proIessional situations

Ethical standards oI
behavior

Communication IT
and Numerical Skills

Oral and written
communication

Use oI IT

Basic maths and statistics

Psychomotor Skills


\ Major Responsibility x Minor Responsibility

(Note: Add additional sheets iI necessary to provide Ior all required courses in the program including any courses oIIered by other departments)
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