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SZABIST

Dubai Campus

SELF-ASSESSMENT REPORT Master of Business Administration

36 Credit Hours

Spring 2016

Table of Contents

Executive Summary I

Program Team Report II

Program Self-Assessment

Checklist

III

Assessment Team Report IV

Program Team Registration

Forms V

Assessment Team Registration

Forms VI

I

SZABIST


36 Credit Hours

Executive Summary

Executive Summary Page 1

Quality Enhancement Cell

Institutional Research Department

Self-Assessment Report

Executive Summary

Master of Business Administration 36 CH-SZABIST Dubai Campus

Introduction

SZABIST- Quality Enhancement Cell (QEC) since its inception has been active in promoting its

core function of bringing standardization to SZABIST’s academic programs in line with the

guidelines enunciated by the Higher Education Commission. In this regard, till Spring 2017,

majority (58 of 62) programs offered at SZABIST were selected for Self-Assessment process.

QEC conducted a number of workshops to create awareness of the Self-Assessment process and

its significance in further improving the quality of education at SZABIST. In Dubai Campus, Self-

Assessment process of all the programs was simultaneously initiated. In this regard, six programs

from Management Sciences, two programs from Computer Sciences, and one program was from

Media Sciences department. The highlights of MBA-36 credit hours Self-Assessment process

were as follows:

1. Nomination of Program Team (PT)

The PT was nominated by the Head of Campus Dubai Campus, Dr. M. N. Brohi on March 31,

2016. Following were the members of the PT:

(i) Dr. Nasreen Khan

(ii) Mr. Farhan Larik

(iii)Mr. Shahid Hussain

(iv) Mr. Jesus Tangonan

(v) Ms. Shaista Hanif

2. Submission of PT Report

The PT submitted the report on July 1, 2016. The QEC examined the report, identified

shortcomings and communicated the same to the PT. After incorporating QEC suggestions, the

report was finalized on May 4, 2017.

3. Nomination of Assessment Team (AT)

The AT was nominated by the Head of IR/QEC, Dr. Muhammad Altaf Mukati and Ms. Faryal

Shahabuddin on May 5, 2017 from SZABIST Karachi Campus. Following were the members of

the AT:

(i) Mr. Sheeraz Yar Khan


(ii) Dr. Muhammad Aqil

(iii)Mr. Farrukh Qureshi

4. Date of Submission of AT Report

The AT Report was submitted on June 1, 2017.

5. AT Findings and Recommendations

Following are the some of the recommendations made by the AT to overcome the major

shortcomings in the program:

(i) The number of research publication is found to be insufficient in Impact factor Journal. To

overcome this deficiency, the suggested corrective action should include:

A better incentive policy for Publication should be introduced.

Researchers should be motivated by reducing teaching workload up to a reasonable

extent so that they may produce quality research.

(ii) No. of Enrollments Declined drastically. To overcome this deficiency, the suggested

corrective action should include:

A committee should be formed to find out the causes and remedies

Competitors should be studied

(iii) Need to Introduce New areas of specialization. The suggested actions are;

Supply Chain Management

Other Relevant Areas according the trends prevailing in local market

(iv) Improvement in Pedagogy. The report contains that the future plan is to shift from traditional

method to case based study (Page 10), so suggestion to fulfill this need should include:

Rapid shift from traditional to modern technique.

A set of international case studies can be obtained from SZABIST Karachi Campus

Teachers’ Training and Development is required for modern pedagogy.

6. Preparation of Assessment Results Implementation Plan Summary

The AT prepared the Assessment Results Implementation Plan Summary by highlighting the

weaknesses of the program and suggesting remedial measures. The Management Sciences

Department plans to implement the suggested corrective measures in the near future to improve

the quality of education delivered at SZABIST.

SZABIST

Dubai Campus


36 Credit Hours

Program Team Report

Spring 2016

Program Team Report MBA-36CH-SZABIST Dubai Page i

Contents Criterion 1: Program Mission, Objectives and Outcomes ............................................................................................. 2

Standard 1-1 Program Measurable Objectives .......................................................................................................... 2

a. Mission Statements ...................................................................................................................................... 2

b. Program Objectives ...................................................................................................................................... 2

c. Program Outcomes ....................................................................................................................................... 3

d. Describe how each Objective is aligned with the Program, and Institution Mission Statements ................. 3

e. Outline the main elements of the strategic plan to achieve the program mission and objectives ................. 4

Standard 1-2 Program Outcomes ............................................................................................................................... 7

a. Program Outcomes and Objectives Matrix .................................................................................................. 7

b. Employer Survey .......................................................................................................................................... 7

c. Alumni Survey ............................................................................................................................................. 8

d. Graduating Student Survey .......................................................................................................................... 8

Standard 1-3 Assessment Results and Improvement Plans........................................................................................ 9

a. Describe the action taken based on the periodic assessments ...................................................................... 9

b. Describe major future program improvement plans based on recent assessments ....................................... 9

c. Strengths and weaknesses of the program .................................................................................................... 9

d. Significant future plans for the program .................................................................................................... 10

Standard 1-4 Overall Performance Using Quantifiable Measures ......................................................................... 10

a. Indicate the CGPA of successful students per semester, time required to complete the program, and

dropout ratio of students per semester (last 3 years) ............................................................................................ 10

b. Indicate the percentage of employers that are strongly satisfied with the performance of the department’s

graduates. Use Employer’s survey. ...................................................................................................................... 11

c. Percentage of Student Evaluation/Assessment results for all the courses and faculty. Use Teacher

Evaluation Results. .............................................................................................................................................. 11

d. Percentage/List/Number of research activities i.e. journal publications, funded projects, conference

publications per faculty and per year, and the faculty awarded excellence in research ....................................... 12

e. Number of short courses workshops, seminars organized on community service level ............................ 14

f. Faculty and student surveys results to measure the administrative services provided ............................... 16

Criterion 2: Curriculum Design and Organization ....................................................................................................... 18

Standard 2-1 Courses vs. Objectives ....................................................................................................................... 18

a. Title of Degree Program: ........................................................................................................................... 18

b. Definition of Credit Hour: .......................................................................................................................... 18

c. Curriculum Plan ......................................................................................................................................... 18

d. Curriculum Course Requirements .............................................................................................................. 19

e. Describe how the program content (courses) meets the program Objectives ............................................. 20

f. Courses versus Outcomes .......................................................................................................................... 20

Standard 2-2 Theory, Problem Analysis / Solution and Design .............................................................................. 21

Standard 2-3 Major Requirements by Accreditation Body ...................................................................................... 21

Program Team Report MBA-36CH-SZABIST Dubai Page ii

Standard 2-4, 2-5, 2-6, 2-7 indicate how courses within the program satisfy requirements of the Accreditation

Bodies ...................................................................................................................................................................... 22

Criterion 3: Laboratories and Computer Science Facilities ......................................................................................... 24

Standard 3-1 Lab Manuals/Documentation/Instructions ..................................................................................... 25

a. Explain how students and faculty have adequate and timely access to the manuals/documentation and

instructions .......................................................................................................................................................... 25

b. Resources sufficient ................................................................................................................................... 25

Standard 3-2 Adequate Support of personnel for labs ............................................................................................. 25

Indicate for each laboratory, support personnel, level of support, nature and extent of instructional support..... 25

Standard 3-3 Adequate Computer Science Infrastructure and Facilities ................................................................. 26

a. Describe how the Computer Science facilities support the Computer Science component of your program

26

b. Are there any shortcomings in the Computer Science infrastructure and facilities? .................................. 26

Criterion 4: Student Support and Advising .................................................................................................................. 28

Standard 4-1 Sufficient Frequency of Course Offering ........................................................................................... 28

a. Provide the department’s strategy for course offerings .............................................................................. 28

b. Explain how often core courses are offered. .............................................................................................. 28

c. Explain how often elective courses are offered. ......................................................................................... 28

d. Explain how required courses outside the department are managed to be offered in sufficient number and

frequency ............................................................................................................................................................. 28

Standard 4-2 Effective Faculty / Student Interaction ............................................................................................... 29

Describe how you achieve effective student / faculty interaction in courses taught by more than one person such

as two faculty members, a faculty member, and a teaching assistant or a lecturer. ............................................. 29

Standard 4-3 Professional Advising and Counseling ............................................................................................... 29

a. Describe how students are informed about program requirements ............................................................ 29

b. Describe the advising system and indicate how its effectiveness is measured ........................................... 29

c. Describe the student counseling system and how students get professional counseling when needed ...... 30

d. Indicate if students have access to professional counseling; when necessary ............................................ 30

e. Describe opportunities available for students to interact with practitioners, and to have membership in

technical and professional societies. .................................................................................................................... 30

Criterion 5: Process Control ........................................................................................................................................ 32

Standard 5-1 Admission Criteria ............................................................................................................................. 32

a. Describe the Program Admission Criteria and Process .............................................................................. 32

b. Admission Process Flowchart .................................................................................................................... 33

c. Describe policy regarding program/credit transfer. .................................................................................... 34

d. Indicate how frequently the admission criteria are evaluated and if the evaluated results are used to

improve the process ............................................................................................................................................. 34

Standard 5-2 Registration and students.................................................................................................................... 35

a. Describe how students are registered in the program ................................................................................. 35

b. Describe how student Academic progress is monitored and how their program of study is verified to

adhere to the degree requirements ....................................................................................................................... 35

Program Team Report MBA-36CH-SZABIST Dubai Page iii

c. Indicate how frequently the process of registration and monitoring are evaluated and if the evaluation

results are used to improve the process ............................................................................................................... 36

Standard 5-3 Faculty Recruitment and Retention Process ....................................................................................... 36

a. Describe the process used to ensure that highly qualified faculty is recruited to the program ................... 36

b. Flowchart ................................................................................................................................................... 38

c. Indicate methods used to retain excellent faculty members ....................................................................... 39

d. Indicate how evaluation and promotion processes are in line with institution mission statement ............. 39

e. Indicate how frequently this process is evaluated and if the evaluation results are used to improve the

process ................................................................................................................................................................. 40

Standard 5-4 Effective Teaching and Learning Process .......................................................................................... 40

a. Describe the process and procedures used to ensure that teaching and delivery of course material is

effective and focus on students learning .............................................................................................................. 40

b. Describe when this procedure is evaluated and whether the results of this evaluation are used to improve

the process. .......................................................................................................................................................... 41

Standard 5-5 Program Requirements Completion Process ...................................................................................... 41

a. Describe the procedure used to ensure that graduates meet the program requirements ............................. 41

b. Describe when this procedure is evaluated and whether the results of this evaluation are used to improve

the process ........................................................................................................................................................... 42

Criterion 6: Faculty ...................................................................................................................................................... 44

Standard 6-1 Program Faculty Organizations and Number ..................................................................................... 44

a. Faculty resumes in accordance with the format ......................................................................................... 44

b. Table 4.6 Faculty distribution / program .................................................................................................... 44

Standard 6-2 Current Faculty Scholarly Activities and Development ..................................................................... 44

a. Describe the criteria for faculty to be deemed current (updated in the field) in the discipline and based on

these criteria and information in the faculty member‘s resumes, what percentage of them is current. The criteria

should be developed by the department. .............................................................................................................. 44

b. Describe the means for ensuring that full time faculty members have sufficient time for scholarly and

professional development .................................................................................................................................... 45

c. Describe existing faculty development programs at the departmental and university level. Demonstrate

their effectiveness in achieving faculty development. ......................................................................................... 45

d. Indicate how frequently faculty programs are evaluated and if the evaluation results are used for

improvement. ....................................................................................................................................................... 45

Standard 6-3 Faculty Motivation & Job Satisfaction ............................................................................................... 45

a. Describe programs and processes in place for faculty motivation ............................................................. 45

b. Indicate how effective these programs are. ................................................................................................ 46

c. Obtain faculty input using faculty survey (Appendix C) on programs for faculty motivation and job

satisfaction ........................................................................................................................................................... 46

Standard 6-4 Management Sciences Faculty ........................................................................................................... 47

Criterion 7: Institutional Facilities ............................................................................................................................... 50

Standard 7-1 New Trends of learning ...................................................................................................................... 50

a. Describe infrastructure and facilities that support new trends in learning ................................................. 50

b. Indicate how adequate the facilities are ..................................................................................................... 50

Program Team Report MBA-36CH-SZABIST Dubai Page iv

Standard 7-2 Library Collection and Staff ............................................................................................................... 50

a. Describe the adequacy of library’s technical collection ............................................................................. 50

b. Describe the support rendered by the library ............................................................................................. 51

Standard 7-3 Class-rooms & Offices Adequacy ...................................................................................................... 51

a. Describe the adequacy of the classrooms ................................................................................................... 51

b. Describe the adequacy of faculty offices ................................................................................................... 51

Criterion 8: Institutional Support ................................................................................................................................. 64

Standard 8-1 Sufficient support and financial resources for faculties ..................................................................... 64

a. Describe how your program meets this standard. If it does not explain the main causes and plans to

rectify the situation .............................................................................................................................................. 64

b. Describe the level of adequacy of secretarial support, technical staff and office equipment ..................... 64

Standard 8-2Number and Quality of GSs, RAs and Ph.D. students ........................................................................ 65

a. Provide the number of graduate students, research assistants and Ph.D. students for the last three years . 65

b. Provide the faculty: graduate student ratio for the last three years ............................................................. 65

Standard 8-3 Financial Support for Library and Computer Science Facilities ........................................................ 65

a. Describe the resources available for the library ......................................................................................... 65

b. Describe the resources available for laboratories ....................................................................................... 65

c. Describe the resources available for computing facilities .......................................................................... 66

Program Team Report-MBA 36 CH SZABIST Dubai Page 1

Criterion 1: Program Mission, Objectives and

Outcomes

Standard 1-1 Program Measurable Objectives

Standard 1-2 Program Outcomes

Standard 1-3 Assessment Results and Improvement Plans

Standard 1- 4 Overall Performance Using Quantifiable Measures


Criterion 1: Program Mission, Objectives and Outcomes

Standard 1-1 Program Measurable Objectives1

a. Mission Statements

Mission Statement of Shaheed Zulfikar Ali Bhutto Institute of Science and Technology

The Shaheed Zulfikar Ali Bhutto Institute of Science and Technology has been established with

the objectives of producing highly qualified, scientific and technical personnel to meet the

country's requirements; of conducting state-of-the-art scientific and technological research and

development in support of the private and public sector; of providing hi-tech scientific and

technological assistance to the Pakistan industry to enable it to compete with the world industries

in global trading; of providing highly trained scientific and technological personnel to be able to

attract the growth of high-tech industries and foreign and Pakistani investment; and of providing

a sound socio-economic and scientific base and infrastructure to Pakistan to be able to meet the

economic and technological challenges of the 21st century.

Mission Statement of Department

We are committed to nurturing business professionals by facilitating inquisitive minds in the

field of business operations and development through qualified and dedicated faculty and staff

without discrimination in the learning process on the basis of financial or physical constraints.

Our business management program aims to be the flagship of SZABIST by staying ahead in

terms of course development and application leading to excellence in the practical world. We

also believe in building a strong alumni network that serves as a beacon to our graduating

students.

Mission Statement of Program

The program aims to develop and enhance strategic knowledge, high level critical thinking skills

and business acumen through quality classroom teaching, real world cases, and research projects

to transforms the individuals to work at tactical and strategic level decision making positions in

the business world in their specialized fields.

b. Program Objectives

Master of Business Administration (MBA) 36 Credit Hour program is intended to:

1. Provide theoretical knowledge of functional areas at strategic level of local and global

organizations of UAE and Pakistan.

2. Equip with tools for efficient, effective and ethical decision making in a diverse global

business environment of UAE and Pakistan.

1 Source of information is Program Manager


3. Enhance the knowledge and skills in the specialized field of interest.

4. Acquaint with advanced research tools and report writing.

5. Develop teamwork, leadership and entrepreneurial skills.

c. Program Outcomes

By fulfilling the educational objectives of the MBA program, the department set the following

measurable outcomes. Graduates of the program will be able to:

1. Acquire, assimilate, process and interpret complex information for strategic level

decision making.

2. Critically develop solutions for typical business problems while recognizing the

opportunities and challenges of globalization

3. Understand and balance costs and benefits, develop alternatives and systematically apply

tools of analysis by choosing among alternative policies.

4. Work within teams and in multi-disciplinary environments.

5. Utilize analytical tools for decision making in a business world of complex business

issues and problems.

6. Apply the body of knowledge in the functional areas of business at strategic level

7. Recognize the need for, and an ability to engage in, continuing professional

development.

8. Appreciate the importance of diversity issues and opportunities in business.

9. Identify the business research problems and suggest viable solutions through scientific

research.

10. Prepare and present research project report in diverse academic and business forums

d. Describe how each Objective is aligned with the Program, and Institution Mission

Statements

Objective Alignment with program, and institution

mission statement

Provide theoretical knowledge of

functional areas at strategic level of local

and global organizations of UAE and

Pakistan.

Strategic knowledge and high level critical

thinking, business acumen

Equip with tools for efficient, effective

and ethical decision making in a diverse

Quality classroom teaching, real world cases,

and research projects


global business environment of UAE and

Pakistan.

Enhance the knowledge and skills in the

specialized field of interest.

Real-world cases in the specialized fields of

business and economics

Acquaint with advanced research tools

and report writing.

Conducting state of the art of research in real

world organizations by using scientific tools

and compete in innovative organizational

environment

Develop teamwork, leadership and

entrepreneurial skills.

Transforming the individuals to work at

tactical and strategic level decision making as

the change agent in socio-economic areas.

Table 1.1: Objective alignment with the Program, and Institution Mission Statements

e. Outline the main elements of the strategic plan to achieve the program mission and

objectives

Our academic strategic plan is based on our mission to be a student-centered department that

prepares broadly educated, technologically proficient and highly productive citizens.

1. An Integrated Academic Experience: An integrated academic environment fosters

connections among disciplines, between faculty and students, and with campus and

community. Such an integrated experience is rich in opportunities for exploration,

discovery and learning. It provides diverse perspectives, and it prepares students to be

thoughtful competent citizens able to contribute to the common good. We achieve this

goal through ongoing collaborative efforts that involve administration, faculty, students

and staff.

2. Diverse Curriculum: Keeping in mind that a well-designed academic curriculum needs

not only to be comprehensive and effective but also flexible. Therefore, global changes

emerge and demands of the field evolve, the curriculum is revised without losing its

commitment to quality. For this purpose, a wide range of core and electives courses are

offered to ensure that the curriculum is responsive to the ever changing needs of business

field.

3. Research and Development: Student research, especially which is connected to real

world concerns, not only enhances critical thinking and analytical skills for students, it

also enriches research scholarship and benefits the country. The Management Sciences

department engages students as researchers by integrating research opportunities into the

curriculum (particularly through fieldwork, projects and internship-based learning

opportunities), by providing training for graduate students in research methodology and


conducting ethical research and by involving graduate students in multi-disciplinary

research carried out at SZABIST.

4. Professional Career Building: Executive Development Center (EDC) facilitates

arranging Internships for all students and acts as a liaison between the industry and the

students. Every semester, renowned national and multinational companies contact the

EDC to conduct their employment tests, interviews and other on-campus recruitment

activities to directly induct SZABIST graduates into their organizations. Additionally, at

least once a year, a ‘Job Fair’ is held at the college campus where many leading

companies are invited to explain their recruitment procedures and the scenario about

present and future vacancies. A graduate directory is published, once a year. It is a

compendium which gives CVs of all students who have graduated during the year and it

is distributed free of charge to all leading companies, where it serves as a useful reference

book to find appropriate candidates for present and future vacancies.

5. Co-curricular Learning: In order to promote learning that is active, self-motivated,

exploratory and attentive, a wide range of learning opportunities, both curricular and co-

curricular are used. It includes student research, internships, recreational and athletic

programs, and co-curricular opportunities, such as, academic societies and student

councils. It should be noted that an 8 week internship with a reputable company is a

compulsory pre-requisite for graduation. This is to give the students a foretaste of what

actually happens in industry, an effort to bridge the gulf between the classroom and the

industry. Furthermore, an annual dinner is held with its leading alumni and adjunct

faculty, particularly those who are gold medalists or are working in top multinational

organizations, to network with the corporate world for innovative curriculum

development, internships, placements, sponsorships and joint activities.


f. Program Objectives Assessment

Objective How Measured When

Measured

Improvement

/Issues

Improvements

Made

1. Provide theoretical

knowledge of

functional areas at

strategic level of local

and global

organizations of UAE

and Pakistan.

Course Outline,

midterm

examination, final

examination,

assignments and

reports

Every

Semester

Curriculum has been

updated.

2. Equip with tools for

efficient, effective and

ethical decision

making in a diverse

global business

environment of UAE

and Pakistan.

Course Outline,

midterm

examination, final

examination,

assignments and

reports

Every

Semester

Need more

focus on ethical

decision

making

concepts and

applications

This is embedded in

the course contents

3. Enhance the

knowledge and skills

in the specialized field

of interest.

Practical Reports,

Projects and

Assignments

Every

Semester

Projects should

be more

practical and

industry

oriented

More electives have

been added in the

program

4. Acquaint with

advanced research

tools and report

writing.

Final Report Every

Semester

Students in the

36-credit hour

program do not

have an

outstanding

deficiency in

this area.

No specific

facilitation is being

given to improve

technical and report

writing

5. Develop teamwork,

leadership and

entrepreneurial skills.

Group assignments,

final reports and

presentation

Every

Semester

Course assignments

focus on developing

these skills

Table 1.2: Program Objectives Assessment2

2 Table 1.2 of PT Report is the Table 4.1 (Program Objectives Assessment) of AT Report


Standard 1-2 Program Outcomes

a. Program Outcomes and Objectives Matrix

PROGRAM

OBJECTIVES

PROGRAM OUTCOMES

1 2 3 4 5 6 7

1 S S S X S M X

2 S M M M S S S

3 S S X M S S S

4 M S S S S S S

5 M S S S S S S

6 X M M X M S S

Table 1.3: outcomes versus objectives3

Legend:

S = Substantial contribution to the objectives

M = Moderate contribution to the objective

X = No contribution to the objective

b. Employer Survey

Figure 1.1

3 Table 1.3 of PT Report is the Table 4.2 (Outcomes versus Objectives) of AT Report

73% 73% 80%

67% 73%

27% 27% 20%

33% 27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Communication

Skills (Oral, Written

and Presentation)

Knowledge of the

Subject

Professionalism Personal

Management

Management and

Leadership Skills

Res

po

nse

s

Skills

Employer Survey

Very Good Good Fair Poor Very Poor


c. Alumni Survey

Figure 1.2

d. Graduating Student Survey

Figure 1.3

74 82

70

23 17

23

3 1 7

0102030405060708090

Knowledge Skills Communication Skills Interpersonal Skills,

Management and Leadership

Skills

Res

po

nse

s in

per

cen

tag

es

Skills

Alumni Survey


60 60

40 40 40

60

0

10

20

30

40

50

60

70

The environment is conducive to

learning

There are enough co-curricular

and extra curricular activities

available

Scholarships, financial assistance

and grants are available

Per

cen

tag

e o

f R

esp

on

den

ts

Questions

SZABIST Graduating Student Survey

Very Satisfied Satisfied Uncertain Dissatisfied Very Dissatisfied


Standard 1-3 Assessment Results and Improvement Plans

a. Describe the action taken based on the periodic assessments

SZABIST has a very strong tradition of assessing the programs through ‘Student evaluation of

course instructors and the course’ in 5th

and 6th

week (from the resumption of a semester) in

order to identify any possible “gaps” in the overall learning processes employed, on course by

course basis.

Instructors with weak evaluations for instance, issues in lecture delivery, use of various course

materials for effective course delivery, etc… are asked to improve course delivery or any other

area of deficiency known through these surveys. Instructors are counseled by the respective

Program Manager and given a fixed time for improvement and then re-evaluated. If this fails,

such course instructors are not retained for the program.

b. Describe major future program improvement plans based on recent assessments

Enhancing the Project Management Tools related courses

Employing some senior level faculty with more exposure across various industries

Integrating final project with industry by seeking actual problems and issues or tasks

for project work

Introducing new specialization areas

Changing course delivery from traditional classroom teaching to case-based teaching

pedagogy/methodology

All of the above interventions depend on the availability of the human and other resources, while

integration of project with industry is to be discussed and approved at department level followed

by Board of Studies.

c. Strengths and weaknesses of the program

Strengths:

Faculty from diverse industry/corporate backgrounds

Seminars and workshops conducted on a regular basis

Weaknesses:

Need to develop practical lab-related skills building exercises in areas of Accounting

and finance

Remedial courses are not being offered to students in their weak areas


d. Significant future plans for the program

Changing course delivery from traditional classroom teaching to case-based teaching

methodology

Standard 1-4 Overall Performance Using Quantifiable Measures

a. Indicate the CGPA of successful students per semester, time required to complete

the program, and dropout ratio of students per semester (last 3 years)

In the MBA 36 CH program average CGPA stands as follows:

Year Semesters CGPA

2013 Fall 13 3.02

2014 Spring 14 2.94

Fall 14 2.93

2015 Spring 15 2.82

Fall 15 2.94

Table 1.4: Average CGPA

Year Dropouts Enrolled students Dropout ratio

2013 9 62 0.145 :1

2014 7 57 0.123 :1

2015 5 28 0.179 :1

Table 1.5: Drop-out Ratio


b. Indicate the percentage of employers that are strongly satisfied with the

performance of the department’s graduates. Use Employer’s survey.

Figure 1.4

c. Percentage of Student Evaluation/Assessment results for all the courses and faculty.

Use Teacher Evaluation Results.

Faculty and Course Evaluations

Year Semester

Faculty & Courses Rating

Excellent Very

Good Good Satisfactory

Not

Satisfactory Poor

2013 Fall 75% 25% 0% 0% 0% 0%

2014 Spring 75% 0% 0% 25% 0% 0%

Fall 50% 0% 50% 0% 0% 0%

2015 Spring 66.66% 33.33% 0% 0% 0% 0%

Fall 100 0% 0% 0% 0% 0%

2016 Spring 100 0% 0% 0% 0% 0%

Table 1.6: Faculty & Courses Rating

73% 73% 80%

67% 73%

27% 27% 20%

33% 27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Communication

Skills (Oral, Written

and Presentation)

Knowledge of the

Subject

Professionalism Personal

Management

Management and

Leadership Skills

Res

po

nse

s in

per

cen

tag

es

Skills

Employer Survey



d. Percentage/List/Number of research activities i.e. journal publications, funded

projects, conference publications per faculty and per year, and the faculty awarded

excellence in research

List of Publications (Journal)

Sameera Rafiq, Sofia Khurshid, Marium Ahmed, Zahran and Dr. Hummayoun Naeem (2014)

Recruitment and Selection Practices: An Analysis of higher Secondary Schools in UAE,

European journal of Scientific Research, Volume 28, No.2

Rija Murtaza, Sofia Khurshid, Fazeela Shah, Kulsoom Safdar, Hiba Amjad, Mateen Rabbani and

Dr. Hummayoun Naeem (2015) “Institutional Initiatives to promote entrepreneurial ventures in

U.A.E” European Journal of Scientific Research, Vol. 132, No. 4

Habib, A., & Azam, Z. (2015), “Determinants of Employee Happiness: A Causal

Research.” European Journal of Scientific Research, 131(3).

Shaikh, N.A. Dr.; Shah, Perveen, Dr. (2014) “Price effects of trade openness on traded and

nontraded goods in Pakistan using H-O-S 2x2x2 Model” International Journal of Economics,

Commerce and Management, Volume 2, Issue 8, August. Impact Factor: SJIF 3.357; GIF(0.291)

Shaikh, N.A, Shah, P. & Shah, N. (2015) Empirical Estimation of GDP determinants,

Household Consumption Expenditure and the Consumption Multiplier in Pakistan (1985-2011),

Vol. 2, No. 2, Journal of Economics and Political Economy, September

Zeeshan Aslam and Dr. Hummayoun Naeem (2016) Quality Issues in Branch Banking

Operations. Proposing an Enhanced conceptual Perspective. Journal of Business and

Management, Volume 18, Issue 5

Trivedi, P., & Purohit, H. (2016). A framework on E-banking sustainability and Market

orientation. Paper is in process of publication at Journal of Independent Studies and Research,

Management Sciences, Social Sciences and Economics (JIST-MSSE)

Khan, N., & Trivedi, P. (2015). Gender Differences and Sustainable Consumption

Behavior: British Journal of Marketing Studies, 3 (3).

Mago, B., & Trivedi, P. (2014). Evidence of Customers' perception towards the usage of Social

Networking Sites as E-business mechanism in UAE. European Scientific Journal , 10 (16), 260-

274.

Trivedi, P., &Mago, B. (2013). An empirical analysis of factors affecting the Adoption of E-


payment System from Firm's Perspective; UAE. International Journal of Engineering Research

and Technology IJERT, 2 (7).

Khan N. & Khurshid S. (2016) Workplace Stress and Employee Wellbeing: Case of Health care

Staff in UAE, accepted for publication, European Journal of Scientific Research.

Khan N. & Trivedi P., (2015), Gender Differences and Sustainable Consumption Behavior,

British Journal of Marketing Studies, Vol 3, Issue 3, pp 29-35 APS Impact Factor: 6.80

Khan N.,(2014),Family To Work Conflict Among Working Mothers In UAE, European

Scientific Journal, vol 10, no. 20(2014) Indexed Copernicus

Spillover Effect of Non Standard Work Schedules on Work Family Interface, Work Family

Researchers Network, White paper, 2013

https://workfamily.sas.upenn.edu/wfrn-repo/object/gb2r2o00fe7oj792

Khan N., (2012) Emiratisation: Overview of Public and Private Sector UAE, International

Journal of Marketing and Management

Conferences

Azam, Z. (2015). Demystifying High Performance of Organizations: 33-Year Review. Business

Research conference – 2015, Foundation University, Islamabad, Pakistan.

Shaikh, NA, (2015) Global Skepticism Towards Devaluation of Yuan, Chinese Growth

Strategies and Global Oil Demand, 3rd International Conference on Business & Management in

Connected Era.

Naeem, H. 2015. How do Companies Promote Luxurious Brands in UAE? Foundation

University Business Research Conference

Naeem, H. 2016. Business Analysis in NPD: An updated Perspective. SMIC 2016. SZABIST

Dubai Campus.

Trivedi, P. (2015). Generating Business Value by meeting Consumer Expectation through

Sustainable marketing strategies. 3rd International Conference on Emerging Research

Paradigms in Business and Social Sciences (ERPBSS Middlesex University- Dubai).

Trivedi, P. (2015). Harnessing Mindful Consumption: An Emerging Mega trend in

Marketing. Emerging Market Conference 2015 (pp. 20-25). Dubai: Institute of Management

Technology.


Trivedi, P. (2014). A study on the use of Social Media as E-business tool to Develop

Relationship by Companies in UAE. International Conference on Technology & Business

Management (ICTBM) (pp. 80-89). Dubai: American University in the Emirates.

Family involvement and organizational commitment: Family to work spillover, paper presented

at ICTBM, March 2014, held at American University in the Emirates, Dubai, UAE.

Work Family Enrichment and Constructive Deviance, presented at Third International

Conference ERPBSS, Middlesex University, Dubai, 24-26 November, 2015.

Exploring the Determinants of Deviant Workplace Behavior among employees in UAE, The

Fourth National Conference of Applied Psychological Research in UAE and Gulf Region,

Middlesex University, Dubai, 10th March, 2016.

e. Number of short courses workshops, seminars organized on community service level

SHORT COURSES/ WORKSHOP

On 28th

November, 2013 a workshop was organized by BBA Morning students for their

course, Recruitment and Selection.

On 25th

January, 2014 Partner’s in Education Workshop on ‘Leadership in Academic

Sector’ was held at Campus. The workshop aimed to focus, share and evaluate the

educational needs of higher secondary schools in the UAE. The workshop focused on the

specific needs of School Principals, Vice Principals & School Leaders, and helps them in

advancing and comprehensively enhancing their academic, administrative and personal

competencies by including various tools and techniques especially designed according to

their needs.

On 3rd

July, 2014 the student placement cell organized a workshop lead by Mr. Jonas

Boll on “How to build strong resumes”

From 20th – 23rd August, 2014 a 3 day workshop was organized at SZABIST Dubai for

Grade 11-12 students. The workshop was free of cost. The Summer Workshop had 3

segments for students: Communication skills, Photography & Animations. The workshop

was attended by students from various schools. Certificates were distributed on the last

day of the workshop. Mr. Zahoor Hussain Shujra was the chief guest on the last day.

On 14th October, 2014 Students of the course Financial Markets and Institutions,

participated in the workshop arranged by Dubai Financial Market (Dubai stock

exchange). Where students learnt about the practical working of stock exchange and the

current state of UAE securities market.

In October 2014 Media Science Students attend workshop at Al Jawahir Convention

Centre with their instructor, Mr. Muhammad Imran.


On 5th

April, 2015 a workshop was organized for the students. Ms. Bushra Zaidi having

more than 16 years’ experience in Human Resource Management, Customer Service and

Training in United Kingdom, UAE and Pakistan lead the workshop on “Interview

techniques”.

On 3th

May, 2015 a workshop was organized for the students. Ms. Kusum Choppra has

been writing for over two decades as a Senior Journalist and Gujrat correspondent for

Rajastan Patrika, she lead the workshop on “Idea Development and Story Writing”.

On 8th December 2015 a group of students from SZABIST attended a Creative

Workshop organized by Knowledge and Human Development Authority.

On the 22nd, 23rd and 24th of August 2015 summer workshop was organized on campus

for grade 11 and 12 students, following its success from last year. The summer workshop

included sessions for Communication Skills, Photography and Web Development.

On 6th

April 2016 a workshop on " Career Exploration: Developing Competencies for

Success", was organized through the Student Placement Cell. Dr. Rommel Sergio who is

an academician and a corporate trainer, conducted the workshop.

I. SEMINARS

On 5th January, 2015 a Group of 20 undergraduate business students and two professors

from the University of Southern California, Marshall School of Business led visited the

SZABIST Dubai Campus to attend a seminar on ‘The Sustainability of the Travel and

Tourism Industry of UAE’. Informative presentations were made by Dr. Hummayoun

Naeem - Professor at SZABIST Dubai, Dr Reji Johnson – an expert on the travel and

tourism industry of UAE and a group of students (Nida Tanveer, Paras Shahzad, Erum

Ali and Mehreen Shah) from SZABIST Dubai. The US team exchanged ideas of mutual

interest with the students, faculty members and staff of SZABIST Dubai and thanked the

management for their hospitality and contributions towards their study tour.

On 23rd May, 2015 a seminar on Leadership and Motivation was held at SZABIST

Dubai. The seminar was organized for World Memon Organization (WMO) as part of the

initiative Partners in Education.

In May 2015 Media Sciences department organized a seminar with Mr. Wusatullah Khan

from BBC Urdu and Dr. Ayubas the main speakers. The seminar was titled

“Responsibility of Journalists and Rating oriented News Channel Crises in Media

Industry in developing countries (Special reference to Pakistan)”.


f. Faculty and student surveys results to measure the administrative services provided

Administrative Services (Faculty Survey)

Figure 1.5

Administrative Services (Graduating Students’ Survey)

Figure 1.6

50

83

67 67

50

33

17

33

0

10

20

30

40

50

60

70

80

90

Teaching aids

available

Availability of

office equipment

Support of faculty

members (friendly

departmental

environment)

Collegial work

environment at

SZABIST

Per

cen

tag

e o

f th

e R

esp

on

den

ts

Areas in which feedback was solicited

Very Satisfied

Satisfied

Uncertain

Dissatisfied

Very Dissatisfied

36

41

50

55 55

45

9

5 5

0

10

20

30

40

50

60

The environment is

conducive to learning

There are enough co-

curricular and extra

curricular activities available

Scholarships, financial

assistance and grants are

available

Per

cen

tag

e of

Res

pon

den

ts


Very Satisfied

Satisfied

Uncertain

Dissatisfied

Very Dissatisfied


Criterion 2: Curriculum Design and

Organization

Standard 2-1 Courses vs. Objectives

Standard 2-2 Theory, Problem Analysis / Solution and Design in Program

Standard 2-3 Mathematics & Basic Sciences Requirements

Standard 2-4 Major Requirements as Specified by Accreditation Body

Standard 2-5 Humanities, Social Sciences, Arts, Ethical, Professional & Other

Requirements

Standard 2-6 Information Technology Content Integration throughout the Program

Standard 2-7 Communication Skills (Oral & Written)


Criterion 2: Curriculum Design and Organization

Standard 2-1 Courses vs. Objectives

Detailed course plan of MBA 36 credit hours and course outlines of all MBA courses are

attached in appendix.

a. Title of Degree Program:

Master of Business Administration (36 Credit Hours)

b. Definition of Credit Hour:

All courses in the program are equal to 3 credit hours. On the whole the MBA-36 credit hours

program is of 36 CH. Breakup of the credit hours is illustrated in the degree plan provided

below.

c. Curriculum Plan

Semester – I Semester – II Semester – III

Advanced Research

Method

Strategic Marketing

Management International Business

Strategic Management

Strategic Human Resource

Management Strategic Finance

Elective – I Elective – III

Business Research

Project/Academic Research

Project/Thesis

Elective – II Elective – IV

Table 2.1: Degree Plan

Arrow shows the pre-requisite course.

All courses are of 3 credits except research project which is of 6 credits.


d. Curriculum Course Requirements

Semester Course Number Category (credit hours)

Core Courses Elective Courses

1

BA5501 Applied Research Method

(3)

BA5104 Strategic Management (3)

BA5xxx Elective – I (3)

BA5xxx Elective – II (3)

2

BA5203 Strategic Marketing

Management (3)

BA5601 Strategic Human Resource

Management(3)

BA5xxx Elective – III (3)

BA5xxx Elective – IV (3)

3

BA5308 International Business (3)

BA5208 Strategic Finance(3)

BA5319

Business Research

Project/Academic Research

Project/Thesis(6 )

Total Credit Hours 24 12

Minimum

Requirements 24 12

Table 2.2: Curriculum Course Requirements4

All courses are of 3 credits except research project.

4 Table 2.2 of PT Report is the Table 4.3 (Curriculum Course Requirements) of AT Report


e. Describe how the program content (courses) meets the program Objectives

Group of Courses Objectives

1 2 3 4 5

Strategic Business Courses X X X

Organizational Development X X

Specialization / Electives X

Research X X X

Table 2.3: Courses versus Objectives

Strategic Business Courses: Strategic Management, Strategic Marketing Management,

Strategic Finance and Strategic HRM

Organizational Development: International Business

Specialization: Four elective courses under specialization of Marketing, Finance, HRM or

General Management

Research: Applied Research Methods and Advanced Research Project/Business Research

Project/Thesis

f. Courses versus Outcomes

OUTCOMES

COURSES 1 2 3 4 5 6 7 8 9 10

Strategic Business Courses X X X X

Organizational Development X X X X X X X X

Specialization / Electives X X X X X X X X X

Research X X X X X X X X

Table 2.4: Courses versus Outcomes5

Strategic Business Courses: Strategic Management, Strategic Marketing Management,

Strategic Finance and Strategic HRM

Organizational Development: International Business

Specialization: Four elective courses under specialization of Marketing, Finance, HRM or

General Management

Research: Applied Research Methods and Advanced Research Project/Business Research

Project/Thesis

5 Table 2.4 of PT Report is the Table 4.4 (Courses versus Outcomes) of AT Report


Standard 2-2 Theory, Problem Analysis / Solution and Design

The courses comprise of theoretical knowledge and practical applications. In almost all courses

students undergo through rigorous projects to apply the knowledge and skills they acquire in a

course. Also these diverse projects help them to equip various skills like team building, conflict

resolution, and ethical decision making etc., which are necessary for today’s complex

organizations.

Element Courses

Theoretical Background BA5104, BA5203, BA5601, BA5308

Problem analysis and solution BA5208

Research & Applications BA 5501, BA5609, 5109, BA5509

Table 2.5: Standard 2-2 Requirements6

Standard 2-3 Major Requirements by Accreditation Body

Major requirements of HEC as specified in “Business Education Plan” July 2007 are met. This

document is available at HEC website.

Standards 2-3, 2-5, 2-6 and 2-7 are already specified in the curriculum course requirements and

program requirements tables. The course conduct plan is also given in the course outlines.

6 Table 2.5 of PT Report is the Table 4.5 (Courses versus Outcomes) of AT Report


Standard 2-4, 2-5, 2-6, 2-7 indicate how courses within the program satisfy requirements of

the Accreditation Bodies

Program

Strategic

Business

Courses

Organizational

Development

Courses

Specialization

Courses

Research

Courses

MBA 36 Credit

Hours

BA5104,

BA5203,

BA5601,

BA5208

BA5308 BA 5112

BA 5114

BA 5115

BA 5213

BA 5214

BA 5117

BA 5118

BA 5128

BA 5216

BA 5215

BA 5119

BA 5131

BA 5132

BA 5133

BA 5135

BA 5137

BA 5231

BA 5232

BA 5233

BA 5234

BA 5121

BA 5122

BA 5123

BA 5124

BA 5129

BA 5227

BA 5228

BA 5501,

BA 5609,

BA 5509,

BA 5109

Table 2.6: Standard 2-3, 2-4 and 2-5 Requirements

Strategic business courses are offered in first two semesters (please see curriculum plan), and

organizational development courses are offered in third semester. Specialization courses are also

offered in first two semesters along with strategic business courses. Research project is offered in

last semester that is based on the specialization and strategic courses taken prior to this course.


Criterion 3: Laboratories and Computing

Facilities

Standard 3- 1 Lab Manuals / Documentation / Instructions

Standard 3- 2 Adequate Support Personnel for Labs

Standard 3- 3 Adequate Computing Infrastructure and Facilities


Criterion 3: Laboratories and Computer Science Facilities

SZABIST possesses all the contemporary facilities and infrastructure of computing. It

has adequate lab facilities, internet networks of high bandwidth and Wi-Fi system. Labs

are powered by UPS to evade abrupt electricity outage or voltage fluctuation. They

have five-minute power back up available to all the computers.

Every student has his/her own user ID and password to ensure access to ZABDESK

and electronic networks. This helps them getting connected with their class mates,

facilitators, and online world. It enables them to complete their assignments and

academic cum research undertakings.

Computer labs are equipped with integrated systems and printing services (in color and

black and white). The labs remain open from 8.00 am to 10.00 pm from Monday to

Saturday and from morning to evening (9.00 am to 6.00 pm) on Sundays. The printing

charges appear nominal and far less than market rates.

Anti-virus software are installed in every PC to safeguard them from cyber-attacks.

Students are not permitted to install software of their choice until they seek prior

consent, usually in writing, which enables them to undertake specific assignments.

A Lab Schedule is chalked out and is maintained to make sure that every student gets

the benefit from the common facilities. Some classes have pre-scheduled lab sessions

during which they remain reserved for them only. Otherwise, during open hours, labs

are available to all the pupils on the rule of first-come-first-serve basis.

Labs 1 and 2 have 30 workstations.

Lab Title Lab 1 and 2

Location Dubai Campus

Objectives Used for holding lab sessions and course related sessions or

exams for classes with less than 45 students.

Used for Internet usage

Used for printing of reports and assignments

Used for accessing HEC Digital Library link and SZABIST e-

library

Adequacy for

instruction

Adequate for 30 students at a time; desktops systems and two

white boards available; projector available from Academics

office on request by course instructor

MBA courses taught Applied Research Methods, Strategic Finance

Software available Microsoft Visual Studio 2013, Microsoft SQL Server 2008R2,

Microsoft.Net Framework 4.5, Adobe Photoshop Suite CS6,

Microsoft Office Suite 2010, IBM SPSS 20, Net Beans IDE 7,


Java & Java SE Development Kit 7, Team Viewer 9, Windows

Defender up to date, Turbo C++ 3, Dev C++, KasperskyAnti-

Virus, VMware Workstation 10, Primavera and all other usual

software are installed

Major equipment 2 Black Printers, 1 Color Printer, 1 Scanner, 45 Desktops, 2

Network Switches with 24 ports each; WiFi available; UPS

installed

Safety regulations Available and communicated

Table 3.1: Computer Lab Information

Standard 3-1 Lab Manuals/Documentation/Instructions

a. Explain how students and faculty have adequate and timely access to the

manuals/documentation and instructions

Instructions are clearly written on the Notice boards pertaining to:

a. Internet usage proxy setting

b. Proxy setting to use HEC Digital Library

c. Instructions and settings to use printer

d. Rules and regulations for lab usage

e. Lab classes schedule

f. ZABDESK proxy settings

g. Verbal one-to-one guidelines available from the lab in charge

b. Resources sufficient

We possess state-of-the-art lab facilities at our campuses, which are parallel to other

well-recognized institutions. The labs do not have a written, easy-to-use manual to

assist students while using ZABDESK, HEC Digital Library, printers and scanners.

However, all instructions are displayed on soft boards and IT help is readily available.

Standard 3-2 Adequate Support of personnel for labs

Indicate for each laboratory, support personnel, level of support, nature and

extent of instructional support

Laboratories are operated and controlled by adequate number of professionals to

provide continuous support to labs, students and faculty. They are constantly guiding

students about:

i) How to use and maintain student accounts’ password privacy and its

importance?


ii) How to use various software and hardware?

New students are given comprehensive guidance by Lab personnel in getting oriented

to ZABDESK usage and online-registrations for their courses.

Table 3.2: Computer Lab Shifts per Lab

Standard 3-3 Adequate Computer Science Infrastructure and Facilities

a. Describe how the Computer Science facilities support the Computer

Science component of your program7

No Particulars No.

1 Servers 7

2 Desktop Computers 123

3 Video Conferencing Facility 1

4 Printer with Scanner 13

5 Virtual Desktop Infrastructure Enabled Computer Lab 19

6 Multimedia Projectors 16

7 CISCO SWITCH 2905 8

8 D Link, Asus, VPN Routers 6

9 KVM and PEO Switches 6

Table 3.3: Support Facilities

b. Are there any shortcomings in the Computer Science infrastructure and

facilities?

Based in the information given above, it can be concluded the computer lab facilities

are adequate and up to par at SZABIST Dubai Campus.

7 Source of information is: Head of IT Department

Shifts Time Slots Personnel(s)

Morning 09.00-05.00 01

Evening 01.30-09.30 01


Criterion 4: Student Support and Advising

Standard 4-1 Sufficient Frequency of Course Offering

Standard 4-2 Effective Faculty / Student Interaction

Standard 4-3 Professional Advising and Counseling


Criterion 4: Student Support and Advising

Standard 4-1 Sufficient Frequency of Course Offering

a. Provide the department’s strategy for course offerings

From the outset of the 1st semester, we offer core courses pertaining to various

subjects, as well as, elective courses whenever needed in the program.

If 8 or more students collectively request/register for repeating a course then, we offer

the same course again in a semester (in which it may not be planned earlier).

However, usually this does not happen.

We continually review courses and curriculum contents in a bid to make them

industry-specific or market-oriented. Generally, the class strength is 20 to 35 students.

b. Explain how often core courses are offered.

All courses are offered as per course plan given in the prospectus.

Usually, every course is repeatedly offered in the alternate semester.

In case of large number of failures in a course, it may be repeated in the subsequent

semester.

In case a certain number of students intend to do a specific elective course, then it can

be offered provided it satisfies the minimum number of students’ enrollment criteria,

which is minimum 15 students per class.

Research project course is offered only in the final semester that is the summer

semester.

c. Explain how often elective courses are offered.

Elective courses are offered for specialization and these are offered from the first semester.

Students select from the given set of electives courses depending on which discipline of

Management Sciences they intend to adopt in future.

d. Explain how required courses outside the department are managed to be offered in

sufficient number and frequency

MBA Students are allowed to take courses in other programs on the basis of defined equivalency

in course catalogue.

All elective courses are offered combined for MBA 36, 72, and 90 credit-hour programs, hence

students are allowed to take these electives from all three programs.

Specific elective courses are co-offered with BBA and in that case BBA and MBA students take

the course simultaneously.


BBA students are also allowed to take courses along with MBA on the basis of equivalency

defined in their course catalogue. Approval of both MBA and BBA program managers is

required in case.

MS students are allowed to take specific elective courses in MBA program on the basis of

approval MS and MBA program managers.

Students of MBA are not allowed to take courses in other departments like computer science,

social science or media science.

Standard 4-2 Effective Faculty / Student Interaction

Describe how you achieve effective student / faculty interaction in courses taught by more

than one person such as two faculty members, a faculty member, and a teaching

assistant or a lecturer.

Courses in the major area of study are structured to ensure effective interaction between students,

faculty and teaching assistants. Student-faculty interaction is ensured through class room

discussions and faculty members spare exclusive counseling time for individual students. By

default, they are supposed to depict 1-hour per week, per course counseling hour in their course

outline and schedule. Every class of a course is taught by one teacher or facilitator only (but not

two) and the facilitators do not have any teaching assistants.

Standard 4-3 Professional Advising and Counseling8

a. Describe how students are informed about program requirements

Students are informed about program requirements through advertisements, prospectus,

brochures, student hand book, admissions department, program heads, during orientation,

SZABIST website and ZABDESK guidelines.

b. Describe the advising system and indicate how its effectiveness is measured

Students can access Students Placement Cell (SPC), student advisors and faculty. We also

arrange professional seminars for students in order to interact with market professionals. The

advising services are provided through student placement cell, professional seminars,

orientations, workshops, teachers, and Managers.

After completing all course and program requirements students register for the upcoming

graduation. The registration process includes a Graduating Student’s Survey which is mandatory

to submit. The survey questionnaire takes input from the graduates pertaining to experience at

SZABIST and seeks feedback for continuous improvement.

8 Source: Program Managers and Student Handbook 2015


c. Describe the student counseling system and how students get professional

counseling when needed

Each faculty member posts counseling hours on their office doors and also uploads the same in

the course outline on Zabdesk for assisting students. Thus, a student can visit his/her respected

faculty member during the counseling hours or by appointment. Students can also discuss their

problems with Program Manager when and if needed.

d. Indicate if students have access to professional counseling; when necessary

Students can access student placement cell, student advisors and faculty during official timings

communicated to students in Student handbook, course outlines, etc. Further, SZABIST also

arranges professional seminars for students to increase and encourage interaction with market

professionals.

e. Describe opportunities available for students to interact with practitioners, and to

have membership in technical and professional societies.

Students interact with practitioners in guest speaker sessions, seminars, workshops, summits, or

conferences arranged by the faculty members, student placement cell, or student societies. The

student placement cell is dedicated to enhance such opportunities. Such support may include

academic guidance, career counseling, professional grooming, and student support.SPC regularly

holds workshops with industry practitioners. We have collaborated with Microsoft and our

students have access to all the Microsoft programs, as well as, regular training.


Criterion 5: Process Control

Standard 5-1 Admission Process

Standard 5-2 Registration and Students

Standard 5-3 Faculty Recruitment and Retention Process

Standard 5-4 Effective Teaching and Learning Process

Standard 5-5 Program Requirements Completion Process


Criterion 5: Process Control

Standard 5-1 Admission Criteria

a. Describe the Program Admission Criteria and Process9

The Master of Business Administration degree requirements is distributed in accordance with the

credit hours, to be fulfilled by the student(s).

MBA Program Criteria

MBA 36 credit hours 4 year BBA degree/ relevant degree, From HEC

recognized university

Minimum 55% marks/ CGPA of 2.5

Table 5.1: Eligibility Criteria

All candidates are required to go through the multi-step admission process that has been

illustrated in the flowchart on the following page.

Re-admission after Dismissal:

For re-admission after dismissals, only B grades and above is transferrable.

9 Sources of information are Manager Admissions, Student handbook 2016, SZABIST Prospectus 2015.


b. Admission Process Flowchart

Figure 5.1

Fill online application form for desired program

Application accepted?

Submit past educational documents, NIC copies and passport size pics in

Admissions Department

Take the computer-based online admission test on scheduled date, on-

campus

Cleared the entrance test ?

Appear in Interview by a Panel comprising of Program Manager,

and Faculty

Cleared the interview?

Name appears in Final selection list on noticeboards on campus.

Acceptance/rejection is sent via mail to applicants e-mail IDs

Letter of admission with Semester Fee details and payment deadline mentioned. Payment to

be made before Orientatuin

Orientation and then classes begin for 1st semester

End of process. Apply next

year.

Apply for certificate courses. Will

not belong to the regular program

End of process. Apply next

year.

Apply for certificate courses. Will

not belong to the regular program

N

N

Rejected - not meeting

criteria

GPA not mentioned. Asked to

give complete information

N


c. Describe policy regarding program/credit transfer.

External Transfer policy:

Transfer into SZABIST can only be accepted for candidates who have studied or are currently

studying at HEC recognized universities. Transferring credits must have a minimum letter grade

of B or above (or 80% marks). The request for transfers must be made at the time of admissions;

the maximum time limit to transfer courses is two years. Candidates will be required to clear all

SZABIST admission requirements.

The below mentioned policies is followed for transfer cases:

For 36 Credit hour MBA Program A maximum of up to 6 credits (or 2 courses)

may be considered for transfer. Research

project course is not transferable.

Table 5.2: External Transfer Policy

Internal Transfer policy: For transfer candidates from other SZABIST campuses, the

candidates must fulfill the admission requirements of the local campus they wish to transfer into.

All courses / grades are transferable. A transfer admission fee will be applicable for students

transferring from any other SZABIST Campus. The candidate is required to fill the Campus

Transfer Form.

For transfer candidates from the SZABIST Certificate Programs all courses having a letter grade

C or above for the MBA program are transferable. No transfer courses are allowed in the EMBA

Program. However, the EMBA Program from SZABIST is transferable into the regular MBA

program at SZABIST.

d. Indicate how frequently the admission criteria are evaluated and if the evaluated

results are used to improve the process

Admission Criteria and processes are reviewed in the Academic Council meeting, which is held

at least twice a year and as frequently as twice a month.

Some of the positive changes in the Admission process during the last year are:

i) Extended office hours from 9am to 9pm to facilitate applicants during May and June

ii) Form for MBA Admission has been improved to allow for easy indication of credit

hour program given to each candidate based on his past qualification.

iii) Storage facility for Admission department has been provided with plans to extend it

further in the future.


Standard 5-2 Registration and students

a. Describe how students are registered in the program

Students must register through ZabDesk, the automated SZABIST Online Registration System.

The Academics department sends an email to the committee, messages all students on their

cellphones through an SMS, emails to student e-groups, and puts up notices on boards all over

campus, explaining the ZABDESK registration process, the last date for registration and the fine

for late registration.

Course registration is started one week before the semester starts and is closed one week after

semester begins. In the 3rd

week a list is generated of students attending courses cross-sectionally

and those attending courses with incomplete requisites. The same are asked to deregister from

the incorrectly opted course.

Online registration is closed one to two weeks after semester begins and then manual registration

is allowed from the main Academic’s office upon payment of a late registration fine of AED

100. A deadline for late registration is maintained after which no registration is be allowed.

Students who have not registered are not allowed to attend classes. Registered Students who

have paid the fee but have remained absent for three classes are forced to de-register from the

course during the fourth week.

The request for withdrawal has to be approved by the Academic Controller, Program

Coordinator and Records Department. In case of withdrawal, a letter grade of W (with no grade

points) is awarded.

b. Describe how student Academic progress is monitored and how their program of

study is verified to adhere to the degree requirements

Monitoring Student Progress:

Attendance: Students are required to maintain 80% attendance throughout the semester in order

to qualify for the final exam. Maximum 3 absences are allowed per semester per course. Two

late arrivals are equal to 1 absence. In case of non-compliance of attendance rules, a letter grade

F will be given in the course.

Midterm and Final Examination Policy: A mid-term exam for the MBA program is

administered in the 8th

session. The mid-term exams account for 20-25 per cent of the final grade

and the maximum duration is 2 hours.

The Final Exam is generally of two-and-half to three hours duration. Please note that depending

on the course content, Test/Examinations could be a combination of written and practical or

multiple choice questions.

Term papers and Projects can be 10-20%, depending on the course content while a deviation of

10% is permissible at the faculty’s discretion.


Passing Grades: Minimum passing grade in each course is C minus for MBA program courses.

F grade in a course does not count as having met the pre-requisite for taking an advanced course.

Student with ‘repeat grades’ such as D, F must take the course next time as it is offered.

Student may get attendance waiver in D grades, provided the same faculty member is teaching

the course. Otherwise, attendance waiver approval is required from the Coordinator/Dean.

Probation & Dismissal on Academic Grounds: Students securing a CGPA below 2.50 will be

put on probation and a warning letter will be issued. Unless the semester GPA is brought to 2.50

by the end of the next semester, the student will be dropped from the program.

c. Indicate how frequently the process of registration and monitoring are evaluated

and if the evaluation results are used to improve the process

Evaluation of Registration and Student Monitoring Process

The Student Registration and Student Progress Monitoring processes are regularly reviewed in

the ZABDESK through Program Managers

Academic Heads meeting, held once a month. Any necessary amendment in policy and resolving

of individual cases is carried out at these meetings.

In the past one year, the course registration process has been improved. The speed and rate of

timely registration by students has been made possible via stringent monitoring of registrations

and maintaining strict deadlines and enforcing a hefty fine for late registration. Due to this

improvement, class allocation is more accurate and records are updated well in time.

Standard 5-3 Faculty Recruitment and Retention Process

a. Describe the process used to ensure that highly qualified faculty is recruited to the

program

Process of Recruiting and Retaining Highly Qualified Faculty Members10

Faculty Recruitment Process

Currently, the practice is that the Human Resource department of SZABIST advertises the

faculty positions every semester through leading newspapers and SZABIST website for online

applicants. Human Resource department sets up a committee for shortlisting the suitable

candidates and then conducts interview calls. The Selection Committee comprises of the Dean of

Program, Program Manager and senior faculty. This committee conducts interviews of

shortlisted candidates and after meticulous scrutiny shortlists suitable candidates for a mandatory

demo lectures. At the end of the lecture and based on the evaluation criteria, faculty is hired and

HR will send them the offer letter for faculty position.

10 Sources of information: Dean of Program, HR Department.


Improvement in Faculty Recruitment Process

Advertisements to recruit new faculty have been rephrased to ensure further self-screening of

applicants. Now 2 years university teaching experience is an eligibility criterion. Also attested

copies of degrees are a mandatory requirement for applying.

This improvement has reduced the applications from 2500 (mostly irrelevant) to approximately

600 relevant, more highly eligible applications.


b. Flowchart

Figure 5.2

Human Resource advertises Faculty position with eligibility

criteria.

HR receives CVs and fill them

HR shortlists candidates and sends out calls for Interview

Interview committee conducts interview

Candidate successful in interview

Yes

Shortlisted candidates called for Demo lecture

Candidate passes criteria for Demo?

Yes

HR sends Offer Letter containing terms and agreements of

Employment

Offer Accepted?

Yes

Officially add the complete documents of the new faculty to to Faculty Records

Inform the candidate

about non-selection. No

Inform the candidate

about non-selection. No

File CV for the record No


c. Indicate methods used to retain excellent faculty members

Faculty Retention Methods and Measures11

Academic committee will evaluate the faculty every semester with assistance of Human

Resource department. If the evaluation of the faculty is deemed satisfactory, he/she will be

confirmed as a full-time faculty member.

SZABIST offers the following valuable intrinsic and extrinsic incentives and rewards for faculty

retention:

i) Highly competitive salary packages.

ii) Newly hired faculty is eligible for the Continuing Education benefit from day one.

iii) While doing MS under Continuing Education benefit, faculty may get promoted and

salary may be revised.

iv) Annual raise to counter inflationary effect.

v) Capacity Development programs/ workshops

vi) Partially funded trip to an international research conference to present a research paper,

(once in 3 years).

vii) Health benefits

viii) Publication honorarium,

ix) Thesis and dissertation advisor / committee member honorarium and much more.

d. Indicate how evaluation and promotion processes are in line with institution mission

statement

The Faculty Evaluation and Promotion Process is duly in line with SZABIST’s Mission

Statement.

In order to support the mission, Dean/Head of department evaluate their faculty members

annually. The faculty member is evaluated in terms of their teaching, student’s feedback,

research work, publications, arranging seminars/guest speaker sessions, attending conferences

and other administrative work.

The evaluation results are used for promoting those faculty members, who are engaged in giving

quality education and sharing industry’s experience with the students to prepare them for

competitive job industry.

The deserving faculty members also get merit increment and appreciation besides promotion.

11 Sources of information: Dean of Program and HR Department


The faculty members who are well qualified but not able to achieve the goals assigned by the

Dean/Head of the department are properly trained.

Hence, Evaluation process at SZABIST helps in promotion, appreciation, and training, proper

counseling of faculty members to prepare them for producing high quality graduates nationally

and internationally.

e. Indicate how frequently this process is evaluated and if the evaluation results are

used to improve the process

Improvements in the Faculty Evaluation and Promotion Process

The Evaluations begin at the end of March and the procedure is well-established. Further,

improvements in the past year have been made in the official procedure of Performance

Appraisal. Forms have been amended. Moreover, training of employees and appraisers is under

consideration by HR department for better understanding of evaluation criteria by all concerned.

The faculty evaluations results are reviewed and the Executive Committee takes the final

decision on promotions.

Standard 5-4 Effective Teaching and Learning Process

a. Describe the process and procedures used to ensure that teaching and delivery of

course material is effective and focus on students learning

Process and Procedures used to ensure Active Learning and that Courses’ Learning

Outcomes are met.

Class size is limited to only 15-20 students, which allows the delivery of high quality education

on an interactive basis. The faculty members pay individual attention to students and encourage

participation and constructive discussion.

All class rooms are air-conditioned and equipped with overhead projectors, wall-mounted

screens, white boards and multi-media projectors, PCs and internet connectivity.

Course related interactive lectures are regularly augmented by co-curricular activities such as:

i) Live projects

ii) Guest speaker sessions

iii) Workshops

iv) Group assignments

v) Term reports based on industrial visits, interviews with company executives and

corporate analysis.

All activities stated above are planned in line with the Learning Outcomes that are clearly stated

in the Course Outline shared at the beginning of the semester.


b. Describe when this procedure is evaluated and whether the results of this evaluation

are used to improve the process.

Every semester in the 5th

week all the faculty members are evaluated by the students for their

methods of teaching and delivery of course material.

The Vice President Academics gives his comments on all the evaluations and then forwards them

to the relevant Program Managers.

If a permanent faculty member scores less the 60% in the evaluation, the Program Mangers

informs him/her about the scores and allots time for improvement. After two weeks they are

reevaluated, unless the score is improved, their case is taken to the Head of Campus Vice

President Academics and his verdict stands.

Whereas, if a visiting faculty scores less than 60% in the evaluation the Program Manger informs

the relevant faculty about the acquired score and allots time for improvement. After two weeks

they are reevaluated, and if no improvement is made, then the faculty member is removed.

Standard 5-5 Program Requirements Completion Process

a. Describe the procedure used to ensure that graduates meet the program

requirements

Standards and Documented Procedures to Ensure Completion of Degree Program

Requirements

Minimum CGPA to graduate is 2.5 for MBA.

MBA Program Requirement for Completion of Degree

MBA 36 credit hours Duration of MBA is 1.5 years

10 MBA courses (30 credits)

Research project (06 credits)

An Internship of 6 weeks

Max duration to complete this degree is 5 years

Table 5.3: Requirement for Completion of Degree

One year is the maximum time allowed to a student for improving grades after completion of

coursework. The maximum time allowed to complete the graduate program is 5 years.

Without completing all degree requirements, including, clearance of financial dues, completing

the required courses, internship and passing of the comprehensive exam, a student will NOT be

allowed to continue on for MBA Program. Completion of prerequisites is a necessary condition

to advance to higher degree programs.


b. Describe when this procedure is evaluated and whether the results of this evaluation

are used to improve the process

Periodic Evaluation of above Procedure and its Improvement

The monthly Academic Heads meeting, the bi-annual Academic Council meeting and the bi-

annual meeting of the newly formed Board of Studies, regularly discuss, evaluate the

procedures that ensure completion of MBA Degree program requirements. These discussions

lead to improvements and amendments in the processes and procedures.


Criterion 6: Faculty

Standard 6-1 Program Faculty Qualifications and Number

Standard 6-2 Current Faculty, Scholarly Activities & Development

Standard 6-3 Faculty Motivation and Job Satisfaction


Criterion 6: Faculty

Standard 6-1 Program Faculty Organizations and Number

a. Faculty resumes in accordance with the format

Launched

b. Table 4.6 Faculty distribution / program

Program area of specialization Courses in the area

and average number

of sections per year

Number of faculty

members in each area

Number of

faculty with

Ph.D. degree

Management Sciences 09 courses / 01 section 03 02

Finance and Economics 07 courses / 01 section 02 01

Marketing 09 courses / 01 section 02 Nil

Table 6.1: Faculty Distribution by Program’s Areas12

Standard 6-2 Current Faculty Scholarly Activities and Development

a. Describe the criteria for faculty to be deemed current (updated in the field) in the

discipline and based on these criteria and information in the faculty member‘s

resumes, what percentage of them is current. The criteria should be developed by

the department.

The criteria for the faculty to be current are stated below:

i. Participating in academic events like seminars/sessions

ii. Participating in academic and industry conferences/workshops

iii. Presenting and publishing papers in conferences/colloquium/

monographs

iv. Publishing research papers in national and international journals

v. Publishing articles in newspapers and magazines

vi. Conducting trainings and workshops

vii. Supervising research at bachelors and masters level

viii. Supervising research at MS/PhD level

12 Table 6.1 of PT Report is Table 4.6 (Faculty Distribution by Program’s Areas) of AT Report


ix. Pursuing further education in their specialized field

x. Incorporating their research and otherwise learning into their teaching

through content and methodology

b. Describe the means for ensuring that full time faculty members have sufficient time

for scholarly and professional development

All full-time faculty members are eligible to enroll in Postgraduate programs free

of charge for the purpose of professional development.

Reduced teaching load may be given as an incentive to encourage faculty

members to carry out research activities.

c. Describe existing faculty development programs at the departmental and university

level. Demonstrate their effectiveness in achieving faculty development.

The Institute is fully committed to faculty training and development by enhancing

their qualification and conducting workshops. Hence, all full-time faculty members

are eligible to enroll in Postgraduate programs free of charge. Additionally, faculty

members are encouraged to actively participate in research activities through an

incentive of reduced teaching load.

Additionally, faculty is encouraged and nominated to attend seminars and workshops

routinely in their core teaching areas so that they could update and enhance their

knowledge about recent and emerging academic trends. The seminars they attend are

usually held within the city, at the national level and even, at international level.

d. Indicate how frequently faculty programs are evaluated and if the evaluation results

are used for improvement.

Every month an academic heads meeting is held involving Deans/Head of

Departments and coordinators of all programs, this meeting is presided by the

President SZABIST. Additionally, regular meetings are scheduled between faculty,

Program Manager and Head of Department to address any academic and

administrative issues, thereby ensuring smooth running of the program. Furthermore,

for each course faculty evaluation is carried out using students’ feedback and in light

of this feedback, the Program Manager interacts with faculty to optimize students’

learning experience.

Standard 6-3 Faculty Motivation & Job Satisfaction

a. Describe programs and processes in place for faculty motivation

The following elements are routinely incorporated to measure faculty motivation:

Quality working environment


Flexible faculty timings

Annual and casual leaves

Performance-based increment and annual bonus

Loan facility

Continuing education with waiver on tuition fees

Annual picnics and social gatherings

50% fee concession for children of employees

b. Indicate how effective these programs are.

Programs are effective in the following areas:

The flexible timing enables employees to manage their time on campus regarding their

scheduled classes and helps them maintain a healthy work life balance also.

Faculty and employees get the opportunity of personal and professional growth by

acquiring education free of cost.

The employees’ children enjoy 50% fee concession facility for a high-quality education.

The performance based increments and annual bonuses are strong driver for employees to

work effectively and efficiently.

c. Obtain faculty input using faculty survey (Appendix C) on programs for faculty

motivation and job satisfaction

Figure 6.1

67

83

67 72

67 67

0

17

33 28

33 33 33

0 0 0 0 0 0

10

20

30

40

50

60

70

80

90

The environment

is collegial

Feedback,

evaluation and

recognition of

accomplishments

by your

supervisor

Effectiveness of

your Supervisor

Effectiveness of

your Program

Manager

Transparency of

faculty promotion

process.

I take pride in

association with

SZABIST

Per

cen

tag

e of

the

Res

pon

den

ts


SZABIST Faculty Survey-Faculty Motivation



Figure 6.2

Standard 6-4 Management Sciences Faculty

The department of management sciences includes the following faculty:

Dr. Hummayoun Naeem

Professor and Program Manager of MPM & MBA Executive

PhD in Management Sciences (Pakistan)

MBA (UK)

MA Sociology (Punjab)

Dr. Naveed Ahmed Sheikh

Faculty Member, Coordinator Research Cell

PhD in International Development Studies (Germany)

M Phil (Pakistan)

Dr. Nasreen Suhail Khan

Faculty Member, PhD in Management Sciences (India)

MBA (India)

Mr. Irfan Ali Larik

Faculty Member and Program Manager of BBA (E), MBA (E)

MS in Management Sciences, MBA, MPM

83

50 50 50

83

67

74

0

50 50

17

0

33

22 17

0 0 0

17

0 4

0

10

20

30

40

50

60

70

80

90

Job security and

stability in the

department

Utilization of

your experience

and knowledge

by the

department

Institutional

support in

gaining research

exposure

Promotional

Opportunities

(Prospects for

advancement

through ranks)

Office structure

and facilities at

SZABIST

I will

recommend

SZABIST to

others to work as

faculty

Benefits: Car

loan, provident

fund, etc

Per

cen

tag

e of

the

Res

pon

den

ts


SZABIST Faculty Survey- Job Satisfaction



Ms. Nabila Arif

Faculty Member and Program Manager of BBA Morning

(MBA (MIS and Finance), IBA, Karachi

Ms. Pooja Trivedi

Faculty Member, and Senior Coordinator Placement Cell

MPhil, M.Com, B.Ed& B. Com (India)

Syed Muhammad Zubair Azam

Faculty Member, Coordinator, Placement Cell,

MS in Management Sciences, SZABIST, Islamabad


Criterion 7: Institutional Facilities

Standard 7-1 New Trends in Learning (e.g. E-Learning)

Standard 7-2 Library Collections & Staff

Standard 7-3 Class-rooms & Offices Adequacy


Criterion 7: Institutional Facilities

Standard 7-1 New Trends of learning

a. Describe infrastructure and facilities that support new trends in learning

The following details the infrastructure that is in place to support the new trends in learning.13

No. Particulars Quantity

1 Servers 07

2 Desktop Computers 123

3 Video Conferencing Equipment 01

4 Multimedia Projectors 16

5

Local Area Network connecting above nodes, CISCO 2600

Series Routers, CISCO 2950 series of switches, Laser

Printers, Color Printers, Finger Print Devices, Multimedia

Equipment and a rich Software Library

YES

Table 7.1: Support Facilities

b. Indicate how adequate the facilities are

Based in the information given above, it can be concluded the computer lab facilities are

adequate.

Standard 7-2 Library Collection and Staff

a. Describe the adequacy of library’s technical collection

No. Particulars Quantity

1 Printed Form

A. Books

i. Management Science 1482

B. Reports

i. Independent Study 59

ii. Thesis 334

iii. Projects 257

iv. Reports 41

C. Journal/Magazines (Subscribed) 6

D. Newspapers (Daily) 3

2 Digital Form

Access to Online Journals Through Digital Resources of HEC

Table 7.2: Library Resources

13 Source of information is Head of IT Department


b. Describe the support rendered by the library

Following are the ways in which the library staff supports the faculty and students

Respond to daily-on-site reissue requests for books.

Train library users to effectively search the Library catalogue, Internet and other

electronic resources.

Book and other reading material lending services

Receiving and persevering all reading material

Information access in digital form

To search newly available books in market and on internet and make a list of required

ones’

Table 7.3: Library Staff Timing

Standard 7-3 Class-rooms & Offices Adequacy

a. Describe the adequacy of the classrooms

All class rooms are well-equipped with a multimedia projector; PCs’ with internet connections,

sound system and air conditioners.

b. Describe the adequacy of faculty offices

Faculty have own cubicles and a well-maintained office area which is appropriate and sufficient.

Shifts Time Slots Personnel(s)

Morning 8.00am – 4.00pm 01

Evening 2.00pm – 10.00pm 01


Criterion: 8 Institutional Support

Standard 8-1 Support and Financial Resources

Standard 8-2 Number and Quality of GSs, Students

Standard 8-3 Financial Support for Library and Computing Facilities


Criterion 8: Institutional Support

Standard 8-1 Sufficient support and financial resources for faculties

a. Describe how your program meets this standard. If it does not explain the main

causes and plans to rectify the situation

The institute hires highly qualified and experienced faculty on permanent basis on a handsome

remuneration package. Further, SZABIST also offers several benefits to its employees. A few of

these benefits are stated below.

On annual basis around 5 to 10 percent increment on basic salary is given to the

employees.

A faculty member is entitled for getting loan facility.

Upon completion of the probation period, the institute offers permanent faculty

members to continue higher studies at SZABIST whilst enjoying regular salary and

perks. However, if he/she intends to study in any other institute besides SZABIST,

anywhere in the world, to fulfill higher study needs, then the faculty member has no

entitlement for payment of regular emoluments.

If utilizing the continuing education benefit, the faculty member must sign an

agreement to serve the institution for FIVE years after completion of the respective

degree with 100% fee waiver.

Employee children are also given 50% waiver in the tuition fee.

Thus, SZABIST provides adequate support and financial assistance to its faculties.

b. Describe the level of adequacy of secretarial support, technical staff and office

equipment

There are dedicated staff members who provide secretarial and technical support to the

Management Science department. The support includes:

Class Management

Attendance Sheet Circulation

Time Table Maintenance

Schedule Circulation

Rooms are allocated for permanent and visiting faculties where the latest Intel Core to Duo PCs

are available with full internet facilities, landline extensions, split air conditioners, shelves

display boards to display their objectives or schedules etc. It is essential for all the faculty

members to display their semester schedules on their doors for consulting of the students by

stating their availability.


Standard 8-2Number and Quality of GSs, RAs and Ph.D. students

a. Provide the number of graduate students, research assistants and Ph.D. students for

the last three years

Number of Graduate Students-MBA-36CH

Particulars No. of Graduates

2013 2014 2015

Graduates 13 31 13

Table 8.1: Number of Graduate Students

b. Provide the faculty: graduate student ratio for the last three years

Graduates: Faculty Ratio

Particulars No. of Graduates and Faculty

2013 2014 2015

Graduates 13 31 13

Total Number of Faculty14

17 13 10

Graduate Student / Faculty Ratio 0.76:1 2.38:1 1.30:1

Table 8.2a: Graduate: Faculty Ratio

Number of Faculty

Particulars Faculty

2013 2014 2015

Total Number of Faculty 17 13 10

Full Time faculty 8 6 6

Adjunct Faculty 9 7 4

Table 8.2b: Number of Faculty

Standard 8-3 Financial Support for Library and Computer Science Facilities15

a. Describe the resources available for the library

Particulars Budgetary Allocation (AED)

2011 2012 2013 2014 2015 2016

Library 75,000 40,000 65,000 50,000 40,000 30,000

Table 8.3: Resources available for the library

b. Describe the resources available for laboratories

Not Applicable on MBA 90 credit hour program

14 Adjunct faculty was divided by 3 and then added to total number of faculty

15 Source of information is: HR Manager, Financial Controller, Library In-charge, and Academic Controller


c. Describe the resources available for computing facilities

Particulars Budgetary Allocation (AED)

2011 2012 2013 2014 2015 2016

Computer Science Facilities 30,000 20,000 60,000 50,000 50,000 40,000

Table 8.4: Resources available for computing facilities

III

SZABIST Dubai Campus


36 Credit Hours

Program Self-Assessment Checklist


Guidelines for Program Team Report and

QEC Review

Program: MBA-36 CH Dubai Campus

Reviewed by QEC Staff:

Ms. Riffat Mughal (Karachi Campus)

Program Self-Assessment Checklist Page 1

PROGRAM SELF ASSESSMENT CHECKLIST

The following is a summary checklist of the main criteria and the associated standards that need

to be addressed in the program self-assessment report.

CRITERIA AND ASSOCIATED STANDARDS Yes/

No

Issue/Observation Possible Evidences

Criterion 1- Program Mission, Objectives, and Outcomes

Standard

1-1

Program Measurable Objectives

a. Document institution, department, and

program mission statements Yes

b. State program objectives Yes

c. State program outcomes Yes

d. Describe how each objective is aligned

with program, college, and institution

mission statements

Yes

e. Outline the main elements of the strategic

plan to achieve the program mission and

objectives

Yes

f. Table 4.1 program objectives assessment Yes

Please find sample of Table 4.1 attached in

Annexure I (i-ii)

Standard

1-2

Program Outcomes

a. Table 4.2 outcomes versus objectives

Please find example of Table 4.2 attached in

Annexure II (iii)

Yes

b. Employer survey Yes

c. Alumni survey Yes

d. Graduating student’s survey Yes

Standard

1-3

Assessment Results And Improvement Plans

a. Describe the action taken on based on the

periodic assessments Yes

b. Describe major future program

improvement plans based on recent

assessments

Yes

c. List strengths and weaknesses of the

programs Yes

d. List significant future plans for the

program Yes


Standard

1- 4

Overall Performance Using Quantifiable Measures

a. Indicate the CGPA of successful students

per semester, time required to complete the

program, drop out ratio of students per

semester (of the last 3 yrs)

Please find example attached in Annexure III

(pg iv)

Yes

b. Indicate the percentage of employers that

are strongly satisfied with the performance

of the department’s graduates. Use

Employer’s survey.

Yes

c. Percentage of Student

Evaluation/Assessment results for all the

courses and faculty. Use Teacher

Evaluation Results.

Yes

d. Percentage/List/Number of research

activities i.e. journal publications, funded

projects, conference publications per

faculty and per year, and the faculty

awarded excellence in research


(pg iv)

Yes

e. Number of short courses workshops,

seminars organized on community service

level


(pg iv)

Yes

f. Faculty and student surveys results to

measure the administrative services

provided

Yes

Criterion 2 – Curriculum Design And Organization

Standard

2-1

Courses Vs. Objectives

a. Title of Degree Program Yes

b. Definition of Credit Hour Yes

c. Degree Plan: Attach a flow chart showing

pre-requisites, core, and elective courses.

Please find example attached in Annexure IV

(pg v-ix)

Yes

d. Table 4.3 curriculum course requirement

Please find example attached in Annexure IV Yes


(pg v-ix)

e. Describe how the program content

(courses) meets the program Objectives. Yes

f. Table 4.4 Courses versus Outcomes. List

the courses and tick against relevant

outcomes.

Please find example attached in Annexure

IV(pg v-ix)

Yes

Standard

2-2

Theory, Problem Analysis/ Solution and Design in

Program Yes

a. Table 4.5 Standard 2-2 requirements

Standard

2-3

Mathematics & Basic Sciences Requirements

Yes

a. Address standards 2-3, 2-4, and 2-5 using

information required in Table 4.4

Standard

2-4

Major Requirements as Specified by Accreditation

Body Yes

Standard

2-5

Humanities. Social Sciences, Arts, Ethical.

Professional & Other Requirements Yes

a. List the courses required by the

Accreditation Body.

Standard

2-6

Information Technology Content Integration

Throughout the Program

Yes


Accreditation Body.

b. Describe how they are applied and

integrated throughout the program

Standard

2-7

Communication Skills (Oral & Written)

Yes


Accreditation Body.

b. Describe how they are applied in the

program.

Criterion 3 – Laboratories and Computing Facilities

Standard

3- 1

Lab Manuals / Documentation / Instructions

a. Explain how students and faculty have

adequate and timely access to the

manuals/documentation and instructions

Yes

b. Are the resources available sufficient for

the program? Yes

Standard

3- 2

Adequate Support Personnel for Labs


Indicate for each laboratory, support

personnel, level of support, nature and

extent of instructional support.

Please find example attached in Annexure V(pg

x)

Yes

Standard

3- 3

Adequate Computing Infrastructure and Facilities

a. Describe how the computing facilities

support the computing component of your

program

Yes

b. Are there any shortcomings in the

computing infrastructure and facilities? Yes

Criterion 4 – Student Support and Advising

Standard

4-1

Sufficient Frequency of Course Offering

a. Provide the department’s strategy for

course offerings Yes

b. Explain how often core courses are offered. Yes

c. Explain how often elective courses are

offered. Yes

d. Explain how required courses outside the

department are managed to be offered in

sufficient number and frequency

Yes

Standard

4-2

Effective Faculty / Student Interaction

Describe how you achieve effective

student/faculty interaction in courses taught

by one or more than one person; such as

two faculty members, a faculty member,

and a teaching assistant or a lecturer

Yes

Standard

4-3

Professional Advising and Counseling

a. Describe how students are informed about

program requirements Yes

b. Describe the advising system and indicate

how its effectiveness is measured Yes

c. Describe the student counseling system and

how students get professional counseling

when needed

Yes

d. Indicate if students have access to

professional counseling; when necessary Yes

e. Describe opportunities available for

students to interact with practitioners, and

to have membership in technical and

professional societies

Yes


Criterion 5 – Process Control

Standard

5-1

Admission Process

a. Describe the program admission criteria at

the institutional level, faculty or

department if applicable.

b. Make a Flowchart

Please find example attached in Annexure VI

(pg xi-xii)

Yes

c. Describe policy regarding program/credit

transfer Yes

d. Indicate how frequently the admission

criteria are evaluated and if the evaluated

results are used to improve the process

Yes

Standard

5-2

Registration and Students

a. Describe how students are registered in the

program Yes

b. Describe how students’ academic progress

is monitored and how their program of

study is verified to adhere to the degree

requirements

Yes

c. Indicate how frequently the process of

registration and monitoring are evaluated

and if the evaluation results are used to

improve the process

Yes

Standard

5-3

Faculty Recruitment and Retention Process

a. Describe the process used to ensure that

highly qualified faculty is recruited to the

program.

b. Make a Flowchart

Please find example attached in Annexure VI

(pg xi-xii)

Yes

c. Indicate methods used to retain excellent

faculty members Yes

d. Indicate how evaluation and promotion

processes are in line with institution

mission statement

Yes

e. Indicate how frequently this process is

evaluated and if the evaluation results are


Yes

Standard

5-4

Effective Teaching and Learning Process


a. Describe the process and procedures used

to ensure that teaching and delivery of

course material is effective and focus on

students learning

Yes

b. Indicate how frequently this process is

evaluated and if the evaluation results are


Yes

Standard

5-5

Program Requirements Completion Process

a. Describe the procedure used to ensure that

graduates meet the program requirements Yes

b. Describe when this procedure is evaluated

and whether the results of this evaluation

are used to improve the process

Yes

Criterion 6 – Faculty

Standard

6-1

Program Faculty Qualifications and Number

a. Faculty resumes in accordance with the

format Yes

Launched

b. Table 4.6 faculty distribution by program’s

areas

Please find example attached in Annexure VII

(pg xiii)

Yes

Standard

6-2

Current Faculty, Scholarly Activities &

Development

a. Describe the criteria for faculty to be

deemed current (updated in the field) in the

discipline and based on these criteria and

information in the faculty member’s

resumes, what percentage of them is

current. The criteria should be developed

by the department

Yes

b. Describe the means for ensuring that full

time faculty members have sufficient time

for scholarly and professional development

Yes

c. Describe existing faculty development

programs at the departmental and

university level. Demonstrate their

effectiveness in achieving faculty

development

Yes

d. Indicate how frequently faculty programs

are evaluated and if the evaluation results

are used for improvement

Yes

Standard Faculty Motivation and Job Satisfaction


6-3

a. Describe programs and processes in place

for faculty motivation Yes

b. Indicate how effective these programs are Yes

c. Obtain faculty input using faculty survey

(Appendix C) on programs for faculty

motivation and job satisfaction

Yes

Criterion 7 – Institutional Facilities

Standard

7-1

New Trends in Learning (e.g. E-Learning)

a. Describe infrastructure and facilities that

support new trends in learning Yes

b. Indicate how adequate the facilities are Yes

Standard

7-2

Library Collections & Staff

a. Describe the adequacy of library’s

technical collection Yes

b. Describe the support rendered by the

library Yes

Standard

7-3

Class-rooms & Offices Adequacy

a. Describe the adequacy of the classrooms Yes

b. Describe the adequacy of faculty offices Yes

Please find examples of Criterion 7 attached in Annexure VIII (pg xiv-xvi)

Criterion 8 – Institutional Support

Standard

8-1

Support and Financial Resources

a. Describe how your program meets this

standard. If it does not explain the main

causes and plans to rectify the situation

Yes

b. Describe the level of adequacy of

secretarial support, technical staff and

office equipment

Yes

Standard

8-2

Number and Quality of GSs, RAs and Ph.D.

Students

a. Provide the number of graduate students,

research assistants and Ph.D. students for

the last three years

Yes

b. Provide the faculty: graduate student ratio

for the last three years Yes

Standard

8-3

Financial Support for Library and Computing

Facilities

a. Describe the resources available for the Yes


library

b. Describe the resources available for

laboratories N/A

c. Describe the resources available for

computing facilities Yes

Please find examples of Criterion 8 attached in Annexure IX (pg xvii-xix)

*Key

Y- Yes N- No N/A- Not Applicable

IV



36 Credit Hours

Assessment Team Report

Assessment Team Report Page 1

Assessment Team Report The AT report is comprised of the following:

A. Review Report

B. Assessment Results Implementation Plan Summary

C. Criteria Referenced (Rubric) Evaluation of SAR

A. The Review Report

1. Names of Assessment Team Members

i. Mr. Sheeraz Yar Khan (Group Leader)

ii. Dr. Muhammad Aqil

iii. Mr. Farrukh Qureshi

2. Date of Nomination

Friday, May 5, 2017

3. Assessment duration (e.g. 7 days or 10 days)

20 days

4. Name of Department and Program being assessed.

MBA 36 Credit Hours, Management Sciences Department, Dubai Campus

5. Shortcomings of the PT report

On Page no. 20 after table 2.4, there is unnecessary repetition of four headings

which have already been mentioned above this table.

Brief Explanation of Graphs and Schedules should be mentioned in order to

improve readability.

6. Comments on:

i. Relevance and the comprehensiveness of the responses to criteria /

standards given in the SA Manual

The comprehensiveness of the responses is aligned with SA Manual criteria

in general.


ii. Authenticity of the information / data provided in the report

To the best of our knowledge and belief and data provided to us, the

information seems authentic. However, some of the numbers require further

verification such as faculty and course rating on page 11 table 1.6 as they

are too high to believe.

iii. Adequacy of the summaries / conclusions drawn by PT on the basis of

various feedbacks / surveys

A brief explanation of graphs and tables should be mentioned in order to

show the number of respondents and other details pertaining to surveys.

iv. Observations made during the assessment

The overall observation is positive with some minor qualifications

mentioned above.

v. Strengths and weaknesses of the Program

Strengths

Diversified Faculty

Co-Curricular

Weaknesses

Lack of Research Environment as number of research papers are not

sufficient.

Number of Students are not adequate

vi. Date of the presentation of AT report in the exit meeting

June 7, 2017


B. Criteria Referenced (Rubric) Evaluation of SAR CRITERIA REFERENCED SELF ASSESSMENT– METHODOLOGY AND EVALUATION

TOOL

Scoring of Criterion Items:-

1. Key areas of each criterion are to be scored normally by considering the approach taken by the

university and the results achieved. Maximum score for each item is 5 and the minimum is1. The visiting

team is required to award the score by encircling one of the entries against each item. The total of the

encircled values (TV) for each criterion will be determined and normalized in percentages. Each criterion

has a weight allocated to it. Scores pertaining to a particular criterion will be the product of TV and its

weightage. Following are the guidelines to be used to awarding score to each key area.

Self-Assessment Report

Criterion 1 - Program Mission. Objectives and Outcomes

Weight = 0.05

Factors Score

1. Does the Program have documented

measurable objectives that support faculty / college

and institution mission statements?

4

2. Does the Program have documented

outcomes for the graduating students?

4

3. Do these outcomes support the program

objective?

5

4. Are the graduating students capable of

performing these outcomes?

4

5. Does the department assess its overall

performance periodically using quantifiable

measures?

5

6. Is the result of the Program Assessment

Documented?

5

Total Encircled Value (TV) 27

SCORE 1 (S1) = [TV / (No. of questions * 5)] *

100 * Weight

4.5


Criterion 2 - Curriculum Design and Organization

Weight = 0.20

Factors Score

1. Is the curriculum consistent? 5

2. Does the department assess its overall

performance periodically using quantifiable

measures?

5

3. Are theoretical background, problem analysis

and solution design stressed within the program’s

core material?

4

4. Does the curriculum satisfy the core

requirements laid down by NBEAC?

5

5. Does the curriculum satisfy the major

requirements laid down by HEC and NBEAC?

5

6. Does the curriculum satisfy the professional

requirements as laid down by NBEAC?

4

7. Is the information technology component

integrated throughout the program?

4

8. Are oral and written skills of the students

developed and applied in the program?

4



100 * Weight

18

Criterion 3 – Laboratories and Computing Facilities

Weight = 0.10

Factors Score

1. Are laboratory manuals / documentation /

instructions etc for experiments available and readily

accessible to faculty and students?

3


2. Are there adequate number of support

personnel for instruction and maintaining the

laboratories?

3

3. Are the university’s infrastructure and

facilities adequate to support the program’s

objectives?

4



100 * Weight

6.667

Criterion 4 – Students Support and Advising

Weight = 0.10

Factors Score

1. Are the Courses being offered in sufficient

frequency and number for the students to complete

the program in a timely manner?

3

2. Are the courses in the major area structured

to optimize interaction between the students, faculty

and teaching assistants?

4

3. Does the university provide academic

advising on course decision and career choices to all

students?

3



100 * Weight

6.667

Criterion 5 - Process Control

Weight = 0.15

Factors Score

1. Is the process to enroll students to a program

based on qualitative and qualitative criteria?

5


2. Is the process above clearly documented and

periodically evaluated to ensure that it is meeting its

objectives?

4

3. Is the process to register students in the

program and monitoring their progress documented?

4

4. Is the process above periodically evaluated to

ensure that it is meeting its objectives?

4

5. Is the process to recruit and retain faculty in

place and documented?

5

6. Are the processes for faculty evaluation and

promotion consistent with the institution mission?

4

7. Are the processes in 5 and 6 mentioned

above are periodically evaluated to ensure that they

are meeting their objective?

4

8. Do the processes and procedures ensure that

teaching and delivery of course material emphasize

active learning and that course learning outcomes are

met?

5

9. Is the process in 8 mentioned above

periodically evaluated to ensure that it is meeting its

objectives?

5

10. Is the process to ensure that graduates have

completed the requirements of the program based on

standards and documented procedures?

4

11. Is the process in 10 above periodically

evaluated to ensure that it is meeting its objectives?

4



100 * Weight

13.091

0.8 84 Criterion 6 - Faculty Weight = 0.15

Factors Score


1. Are there enough full time faculty members

to provide adequate coverage of the program areas /

courses with continuity and stability?

4

2. Are the qualification and interests of faculty

members sufficient to teach all courses, plan, modify

and update courses and curricula?

5

3. Do the faculty members possess a level of

competence that would be obtained through graduate

work in the discipline?

5

4. Do the majority of faculty members hold a

PhD degree in their discipline?

3

5. Do faculty members dedicate sufficient time

to research to remain current in their disciplines?

4

6. Are the mechanisms in place for faculty

development?

5

7. Are faculty member motivated and satisfied

so as to excel in their profession?

4

Total Encircled Value (TV) 30 SCORE 6 (S6) = [TV / (No. of questions * 5)] *

100 * Weight

12.857

Criterion 7 – Instructional Facilities

Weight = 0.15

Factors Score

1. Does the institution have the infrastructure to

support new trends such as e-learning?

4

2. Does the library contain technical collection

relevant to the program and it is adequately staffed?

4

3. Are the class rooms and offices adequately

equipped and capable of helping faculty carry out

their responsibilities?

5




100 * Weight

13

Criterion 8 – Instructional Support

Weight = 0.15

Factors Score

1. Is there sufficient support and finances to

attract and retain high quality faculty?

4

2. Are there an adequate number of high quality

graduate students, teaching assistants and PhD

students?

2



100 * Weight

9

Overall Assessment Score = S1 + S2 + S3 + S4 + S5 + S6 + S7 + S8 = 83.781


C. Assessment Results Implementation Plan Summary-MBA 36 SZABIST Dubai Campus

AT Findings Corrective Actions Imp. Date Resp.

Body Resources Needed

1. The number of research

publication is found to be

insufficient in Impact

Factor Journal (Criterion 1,

Standard 1-4d lists all the

research publications)

To overcome this deficiency, the suggested corrective action

includes:

A better incentive policy for Publication should be introduced.

Researchers should be motivated by reducing teaching

workload up to a reasonable extent so that they may produce

quality research.

Partially

implemented

(Fall 2017)

Head of

Campus

&

Program

Manager

Already in process,

recent publications

are in quality

journals

2. No. of enrollments

declined drastically

(Criterion 1, Standard 1-

4a)

To overcome this deficiency, the suggested corrective action

includes:

A committee should be formed to find out the causes and

remedies

Competitors should be studied.

In process

Head of

Campus

&

Program

Manager

A combination of

various promotion

activities such as

media

advertisement,

personal visits etc.

are already in

practice.

3. Improvement in Pedagogy

The report contains that the future plan is to shift from traditional

method to case based study (Page 10), so suggestion to fulfill this

need includes:

Rapid shift from traditional to modern technique.

A set of international case studies can be obtained from

SZABIST Karachi Campus

Teachers’ Training and Development is required for modern

pedagogy.

Partially

implemented

(Fall 2017)

Head of

Campus

&

Program

Manager

In practice as per

Home Campus

policy

4. Lack of Faculty Faculty Survey (Figure 1.5) shows low level of satisfaction with Fall 2017 Head of A dominating


Satisfaction with

Administrative Services

Teaching aids. The recommendations to meet this requirement

includes:

Improving teaching aids facilities

Proper Supervision of Administrative Services

Campus majority of the

faculty members

have shown their

higher level of

satisfaction towards

admin services.

However, point has

been noted for

future compliance.

5. Lack of Graduating

Students Satisfaction with

environment

Graduating Students Survey (Figure 1.6) shows low level of

satisfaction with environment. The recommendations to

improve this are as follows:

Environment should be made more conducive to learning

Co-Curricular and Extra Curricular activities should be

improved.

Partially

implemented

(Spring 2018)

Head of

Campus,

Program

Manager,

Faculty &

Staff

A dominating

majority of the

graduating students

have shown their

high level of

satisfaction.

However, the

number of extra-

curricular activities

has increased on the

campus as

compared to the

previous semesters.

6. Inadequate measurement

for advanced research tools

Ref: Page no.6 (Table 1.2) objective # 4

The corrective action includes;

Improvement in advanced Research Method by adding it

in the curriculum

Final Report should not be the only criteria to assess the

significance of the research.

Partially

implemented

(Fall 2017)

Head of

Campus

&

Program

Manager

Already in process,

SPSS is an integral

part of Research

Methodology

courses at Dubai

Campus.


Comments : Name & Signature:

VP-Academics: The results of the Self-Assessment Report process will help SZABIST in meeting its

commitment towards excellence in education. This will be done with the timely implementation of the

recommendations of the Assessment Team for enhancing the quality of education in MBA-36 program. I

would like to thank the Program Team, Assessment Team and the IR/QEC staff for their efforts in completing

this exercise.

Dr. Altaf Mukati

HoC: The entire Self-Assessment process is very commendable and applausible. Efforts are there to improve

the situation even better in next round. Journals of international standing will be targeted for future

publications.

Dr. M. N. Brohi

QEC: The initiation and completion of the Self-Assessment process of MBA-36 program was a significantly

arduous task but proved fruitful, as the assessment highlighted areas of the program that require

improvements. The process reached its destination with the support of the Program and Assessment Teams,

and commitment of the IR/QEC staff.

Dr. Hummayoun Naeem (QEC-

Representative Dubai)

Ms. Mahwash Imran (Assistant

Manager-IR/QEC)

President-SZABIST

V



36 Credit Hours

Program Team Registration Forms

Program Team Registration Forms Page 1

VI



36 Credit Hours

Assessment Team Registration Forms

Assessment Team Registration Form Page 1

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