Frequently Asked Questions

Quality assurance primarily focuses on the processes and procedures that improve quality, including establishing systems, training, documentation, monitoring, and auditing, while quality control focuses on the implementation and application of all quality assurance practices as well as detecting and correcting defects with the aim of continuous improvement.

The quality circle, [Plan, Do, Ceck and Act (PDCA)], is a four-step model for implementing change. It is a continuous cycle that should be repeated over and over for continuous improvement. It represents a systematic approach to improving the quality of any activity/initiative/project/program to help ensure the best possible outcomes are achieved

Quality auditing (Internal audit) is an independent and objective activity that follows a systematic and organized approach to ensure the accuracy of the application of practices, and then identify recommendations aimed at improving and adding value, as well as evaluating and enhancing the effectiveness of risk management, control, and governance processes, which helps in achieving objectives.

A Key Performance Indicator (KPI) is a measurable standard that reflects the extent to which results are achieved within an organization for specific activities. It is a way to convert goals into a quantifiable format that can be used to assess the status and direction of performance, make corrective decisions, and ensure continuous improvement. To assess the quality of educational institutions and academic programs and to monitor their performance, the Education and Training Evaluation Commission has identified 44 key performance indicators that align with the updated academic accreditation standards of 2022. These indicators represent the minimum that must be measured, and universities and programs can create additional performance indicators based on their strategic and operational plans.

Evaluation is a judgmental process through which data is collected to understand a specific situation through measurement and observation based on defined criteria, while assessment is a diagnostic process during which feedback is provided using the data collected from the measurements taken during the evaluation process for the purpose of correction and development. In other words, evaluation is a tool of measurement and is a continuous process that ends with assessment.

Educational outcomes, also known as learning outcomes, It is the final outcome of the learning process that defines what is expected from the learner in terms of knowledge and what they can do in the field of learning, as well as how this is reflected in their behavior. It should be measurable using assessment tools that align with the qualification level. It is determined for academic programs (PLOs) and for courses (CLOs) in such a way that a set of knowledge, skills, and values that the student possesses after successfully completing the course is defined at the course level. The outcomes of all courses in the curriculum contribute to achieving a set of knowledge, skills, and values of the academic program.

Benchmarking is a method for improving and developing performance to bring about change in a particular area by sharing information, knowledge, and experiences with distinguished and leading entities in the same field of comparison.

By following the educational outcomes measurement plan for the academic program, the performance level of the program in achieving learning outcomes for students is tracked, and the quality of its management and evaluation is assessed in order to make recommendations for necessary improvement actions to address shortcomings in the processes of developing academic programs and teaching courses. This is done by selecting the appropriate measurement tool according to the nature of the learning outcomes and using various measurement tools for specific learning outcomes.

Beneficiary satisfaction is measured using a number of methods, including surveys with multiple-choice questions, rating questions, open-ended questions, and note-taking, as well as monitoring social media and tracking customer service data, among other methods.

It is a Saudi governmental body known as (NCAAA) and is an entity with legal personality, independent financially and administratively, and is organizationally linked to the Prime Minister. Its main role is to evaluate, measure, and accredit qualifications in education and training in both the public and private sectors; to enhance the quality and efficiency of those qualifications, and to ensure they contribute to serving the economy and national development, The authority works with all relevant national entities to ensure and regulate the quality of educational and training institutions and programs in the Kingdom, as well as to control the quality of their outputs and align them with the labor market. This contributes to achieving the objectives of the Kingdom's Vision 2030 and the Human Capital Development Program.

Institutional accreditation is the recognition that a higher education institution meets the quality assurance and academic accreditation standards set by accrediting bodies, while programmatic accreditation is the recognition that a specific program meets the quality assurance and academic accreditation standards set by accrediting bodies, which can be either national or international.

Graduate attributes are a set of knowledge, skills, traits, values, and abilities that prepare graduates for the future. It has been defined in accordance with the strategic direction of the university after consulting with internal and external stakeholders. It is determined at both the university level and the level of academic programs. Meanwhile, learning outcomes, also known as educational outcomes, are a set of statements that accurately describe what is expected of the learner in terms of knowledge, skills, and values after undergoing a specific educational experience. These outcomes are defined at both the academic program level and the course level. A consistency matrix should be created between the graduates attributes of a specific program, the  university graduates attributes, and the learning outcomes of the program.

The stakeholders benefiting from the university's services are of two types: internal, such as students, faculty members, and administrative staff, or external, such as graduates, employers, students' families, and the community.