Oman Academic Accreditation Authority · 2018. 7. 3. · Academic Accreditation Authority (OAAA) of...

Oman Academic Accreditation

Authority

Report of an Audit of

Oman Dental College

October 2010

HEI Quality Audit Report Oman Dental College

© Oman Academic Accreditation Authority

Audit Report Number 012

©2010 Oman Academic Accreditation Authority

P.O. Box 1255

P.C. 133

Al-Khuwair

Sultanate of Oman

Ph +968 24614361/2

Fax +968 2461 4364

http://www.oac.gov.om

Oman Dental College HEI Quality Audit Report

Page 1 of 43 © Oman Academic Accreditation Authority

CONTENTS

Overview of the Quality Audit Process......................................................................................................3

How to Read This Report ...........................................................................................................................4

Conclusions ..................................................................................................................................................5

Executive Summary of Findings ..............................................................................................................5

Summary of Commendations...................................................................................................................6

Summary of Affirmations ........................................................................................................................7

Summary of Recommendations ...............................................................................................................8

1 Governance, Leadership and Management .......................................................................................10

1.1 Mission, Vision and Values .........................................................................................................10

1.2 Governance .................................................................................................................................11

1.3 Management................................................................................................................................12

1.4 Institutional Affiliations for Programmes and Quality Assurance ..............................................12

1.5 The Strategic Plan .......................................................................................................................13

1.6 Operational Planning...................................................................................................................13

1.7 Financial Management ................................................................................................................13

1.8 Risk Management........................................................................................................................14

1.9 Policy Management.....................................................................................................................14

1.10 Entity and Activity Review Systems...........................................................................................14

1.11 Student Grievance Process ..........................................................................................................15

1.12 Health and Safety ........................................................................................................................16

1.13 Oversight of Associated Entities (e.g. owned companies) ..........................................................16

2 Student Learning by Coursework Programmes................................................................................17

2.1 Graduate Attributes and Student Learning Objectives ................................................................17

2.2 Curriculum ..................................................................................................................................17

2.3 Student Entry Standards ..............................................................................................................18

2.4 Foundation Programme...............................................................................................................19

2.5 Teaching Quality .........................................................................................................................19

2.6 Plagiarism....................................................................................................................................20

2.7 Student Placements .....................................................................................................................20

2.8 Assessment Methods, Standards and Moderation.......................................................................21

2.9 Academic Security and Invigilation............................................................................................21

2.10 Student Retention and Progression .............................................................................................21

2.11 Graduate Destinations and Employability...................................................................................21

3 Student Learning by Research Programmes .....................................................................................23

4 Staff Research and Consultancy .........................................................................................................24

4.1 Research Planning & Management .............................................................................................24

4.2 Intellectual Property ....................................................................................................................24

5 Industry and Community Engagement ..............................................................................................25

5.1 Industry and Community Engagement Planning & Management...............................................25

5.2 Relationships with Industry and Employers................................................................................25

5.3 Relationships with Professions....................................................................................................25

5.4 Relationships with Other Education Providers ...........................................................................25

5.5 Alumni ........................................................................................................................................26


© Oman Academic Accreditation Authority Page 2 of 43

5.6 Relationships with the Community at Large...............................................................................26

6 Academic Support Services .................................................................................................................27

6.1 Academic Support Services Planning & Management ...............................................................27

6.2 Registry (Enrolment and Student Records).................................................................................27

6.3 Library.........................................................................................................................................27

6.4 Information and Learning Technology Services .........................................................................28

6.5 Academic Advising .....................................................................................................................28

6.6 Student Learning Support............................................................................................................28

6.7 Teaching Resources.....................................................................................................................29

7 Students and Student Support Services .............................................................................................30

7.1 Students and Students Support Services Planning and Management..........................................30

7.2 Student Profile.............................................................................................................................30

7.3 Student Satisfaction and Climate ................................................................................................30

7.4 Student Behaviour .......................................................................................................................31

7.5 Career and Employment Services ...............................................................................................31

7.6 Student Finances .........................................................................................................................31

7.7 Accommodation, Catering and Transport ...................................................................................31

7.8 Medical and Counselling Facilities .............................................................................................31

7.9 International Student Services.....................................................................................................31

7.10 Social and Recreational Services and Facilities ..........................................................................32

8 Staff and Staff Support Services .........................................................................................................33

8.1 Human Resources Planning & Management ..............................................................................33

8.2 Staff Profile .................................................................................................................................33

8.3 Recruitment and Selection ..........................................................................................................34

8.4 Induction .....................................................................................................................................34

8.5 Professional Development ..........................................................................................................34

8.6 Performance Planning and Review .............................................................................................35

8.7 Promotion and Other Incentives..................................................................................................35

8.8 Severance ....................................................................................................................................35

8.9 Staff Organisational Climate and Retention................................................................................35

8.10 Omanisation ................................................................................................................................35

9 General Support Services and Facilities.............................................................................................37

9.1 General Support Services and Facilities Planning and Management..........................................37

9.2 Public Relations and Marketing ..................................................................................................37

9.3 Communication Services ............................................................................................................37

9.4 Facilities Management ................................................................................................................37

Appendix A. Audit Panel.......................................................................................................................39

Appendix B. Abbreviations, Acronyms and Terms.............................................................................40



OVERVIEW OF THE QUALITY AUDIT PROCESS

This Quality Audit Report (the ‘Report’) documents the findings of a Quality Audit by the Oman

Academic Accreditation Authority (OAAA) of Oman Dental College (ODC). It comments on ODC’s

Mission and Vision, and the appropriateness and effectiveness of its systems for achieving that Mission

and Vision. Quality Audit is the first stage in Oman’s institutional accreditation process. It is designed to

provide a level of assurance to the public about the quality of ODC’s activities and constructive feedback

to ODC to assist with its ongoing improvement efforts.

The Quality Audit commenced with ODC undertaking a self study of its Mission, Vision and systems.

The results were summarized in their Quality Audit Portfolio (the ‘Portfolio’). This document was

submitted to the OAAA by the due date of 6 October 2009.

The OAAA appointed an external Audit Panel (the ‘Panel’), comprising suitably qualified and

experienced local and international reviewers, to conduct the Quality Audit. For membership of the Panel

see Appendix A. The Panel met (international members by telephone) on 7 November 2009 to consider

ODC’s Portfolio. Following this, the Audit Panel Chairperson and Executive Officer undertook a

planning visit on behalf of the Panel to ODC on 21 December 2009 to clarify certain matters, request

additional information and make arrangements for the Panel’s audit visit.

Prior to the audit visit, the Panel invited submissions from the public about the quality of ODC’s

activities. No submissions were received.

The audit visit took place over 24 – 26 January 2010. During this time, the Panel spoke with

approximately 82 people, including governing authorities, staff, students and external stakeholders. They

also visited a selection of venues and examined additional documents.

No documents created after 26 January 2010 (being the last day of the audit visit) were taken into

consideration for the purposes of this audit.

The Report contains a summary of the Panel’s findings, together with formal Commendations where good

practices have been confirmed, Affirmations where ODC’s ongoing quality improvement efforts merit

support, and Recommendations where there are significant opportunities for improvement not yet being

adequately addressed. The Report aims to provide a balanced set of observations, but does not comment

on every system in place at ODC.

The Panel’s audit activities and preparation of this Report were governed by regulations set by the OAAA

Board. This Report was approved for release by the OAAA Board on 25 October 2010.

The OAAA was established by Royal Decree No. 54/2010 to replace the Oman Accreditation Council.

Its responsibilities include conducting quality audits of higher education institutions (HEIs) in the

Sultanate of Oman. For further information, visit the OAAA website (http://www.oac.gov.om). Full

details of the quality audit process are available in OAAA’s HEI Quality Audit Manual (available from

http://www.oac.gov.om/qa/HEI/).



HOW TO READ THIS REPORT

Each OAAA Audit Report is written primarily for the institution being audited. The Report is specifically

designed to provide feedback to help that institution better understand its own strengths and opportunities

for improvement. The feedback is structured according to nine broad areas of activity and presented as

formal Commendations, Affirmations and Recommendations, or as informal suggestions, each

accompanied with explanatory paragraphs. It is expected that the institution will act upon this feedback

as part of its continuous efforts to provide the best possible education to students.

The Report is made public because it also may be of interest to students and potential students, their

families, employers, government, other higher education institutions in Oman and abroad, and other

audiences. Students, in particular, may find this Report useful because it provides some independent

comment on the learning environment at this institution (particularly Chapters 2, 6 and 7 below).

However, prospective students should still undertake their own investigations when deciding which

higher education institution will best serve their particular learning needs.

Quality Audit is the first stage in Oman’s two-stage process for institutional accreditation. Its focus is

formative (developmental) rather than summative. In other words, although the audit addresses nine

areas of activity which are common to all institutions, it does not measure the institution against

externally set standards of performance in those nine areas. Instead, it considers how well the institution

is attending to those areas in accordance with its own Mission and Vision and in the context of relevant

legal regulations. Therefore, Quality Audit recognises that each institution has a unique purpose and

profile; it does not directly compare one institution with all the other institutions in Oman.

For these reasons, a Quality Audit does not result in a pass or fail; nor does it provide any sort of grade or

score. It should also be noted that the precise number of Commendations, Affirmations and

Recommendations that an institution receives in its Audit Report is not as important as the substance of

those conclusions. For example, some Recommendations may focus on critical issues such as assessment

of student learning, whereas others may focus on issues such as the maintenance of teaching equipment in

classrooms which, while important, is clearly less critical. Therefore, it is neither significant nor

appropriate to compare the Audit Reports of different HEIs solely on the numbers of Commendations,

Affirmations and Recommendations.

The second stage in the institutional accreditation process is Standards Assessment. Unlike the Quality

Audit, this stage, which will take place about four years after the Quality Audit, does provide a

summative assessment against external standards in the same nine areas of activity. It should be noted

that Oman also operates a system of accreditation/recognition for academic programmes, separately from

the institutional accreditation process. For more information on Oman’s System of Quality Assurance in

Higher Education please visit www.oac.gov.om.

This Report contains a number of references to source evidence considered by the Audit Panel. These

references are for the HEI’s benefit in further addressing the issues raised. In most cases this evidence is

not in the public domain.



CONCLUSIONS

This section summarises the main findings and lists the Commendations, Affirmations and

Recommendations. They are listed in the order in which they appear in the Report, and are not

prioritised. It should be noted that other favourable comments and suggestions for improvement are

mentioned throughout the text of the Report.

Executive Summary of Findings

Oman Dental College (ODC), the first and only dental college in the Sultanate of Oman, was established

in Muscat in May 2006, and admitted its first student cohort in September 2006 into the six-year Bachelor

of Dental Surgery (BDS) programme. It is currently affiliated to the AB Shetty Memorial Institute of

Dental Sciences (ABSMIDS), which is based in Mangalore, India. Inherent in ODC’s Mission is the

College’s wish to provide dental education of the highest international standards. ODC also aims to

address Oman’s national shortfall in dental clinicians as well as the Omanisation imbalance in the dental

profession.

In terms of this Quality Audit, it needs to be stressed that ODC is currently at a relatively early stage of

development; the College has not yet delivered the full BDS programme and key physical resources to

support this delivery are not yet fully in place. Although many quality processes have been developed,

these are still at the early stages of implementation, and in many cases ODC has not yet been in a position

to fully evaluate the results of these initiatives. ODC will be in a position to conduct a full ADRI based

self-assessment addressing all relevant areas of the Quality Audit scope only after the first student cohort

graduates.

In terms of the Portfolio, the Panel found the ODC submission to the OAAA to be a well-written and

coherent document resulting from a comprehensive and evaluative self-study of ODC’s operations. The

manner in which the Portfolio was prepared showed diligence, attention to detail and integrity. This is

consistent with the Panel’s conclusion that ODC has a sincere desire to develop a culture of continuous

quality improvement and to offer a high quality BDS programme.

ODC has established a strong foundation for its operations and is being guided by a comprehensive

Strategic Plan. In its start-up phase, although the Panel is of the view that ODC has received limited

support from its academic affiliate, the College has received a high level of support from renowned

experts in the field of dentistry and also from international quality assurance experts. As a result, ODC

has developed a strong framework for its quality management systems and has established an institutional

culture supportive of review activities and responsive to feedback. The Panel found the Dean and his

staff to be clearly committed to building a college with robust quality systems and processes, and one

which has standards that are benchmarked to international dental colleges. Internal and external

stakeholders whom the Panel met have high praise for the management’s commitment and determination

to make ODC succeed.

The Board of Directors, which founded and now governs ODC, has achieved success in establishing the

College as a viable entity. However, the Panel believes that the establishment of the Board of Trustees,

which is an expectation of the Ministry of Higher Education, must now commence as a matter of priority.

In addition, roles at governance and management level positions need to be reviewed to ensure

appropriate independence of advisory, strategic and operational practices.

ODC’s BDS curriculum is based on the British and Indian BDS curricula. It is now important for ODC to

implement its planned curriculum review process. There is a culture of small-group seminar-based

teaching at ODC and the learning experience of students is enhanced by ODC’s International Keynote

Faculty programme. ODC operates an external examiner system which, in the Panel’s view, is set to be



further strengthened by the implementation of more rigorous appointment and reporting procedures. At

the time of the audit, construction of a purpose-built new dental college and teaching hospital building for

ODC was underway. Prior to completion of this, ODC has made interim plans to meet the delivery

requirements for the clinical component of the BDS programme. These plans need to be underpinned by

formal operational agreements with the organizations involved.

Two of the founding members of ODC (the Chairman of the BoD and the Dean) are active practicing

dentists in Oman. This has put ODC in a strong strategic position to foster cooperation and engagement

with dentistry in Oman and internationally, and success in this area has been a determining factor in

ODC’s success to date.

The Panel found ODC to be supportive and responsive to student needs and to encourage the ‘student

voice’. At the time of the audit, the student population, which is predominantly female, numbered only

223 and these students currently enjoy the benefits of high levels of individual attention from the College

staff. At this stage in its development, ODC lacks social and recreational facilities as well as formal

counseling and medical services; however, the College has plans in place to address these issues.

The Panel had concerns relating to both the overall number of ODC staff and the small percentage of full-

time faculty. Whilst ODC plans to maintain a high percentage of part-time faculty with appropriate

clinical expertise, ODC needs to develop strategies to ensure that it maintains a staffing profile that can

support the College’s Mission. ODC does however boast a high percentage of Omani part-time faculty.

ODC will be better placed to address its staffing challenges when it implements effective systems for staff

recruitment, professional development and staff appraisal.

At this early stage in its development, ODC is still housed in temporary premises and is still developing

its full suite of courses, services, and facilities. One of ODC’s greatest challenges at present is the

completion of its permanent purpose-built dental college within the established timeline. This new

facility is fundamental and critical to the realization of ODC’s Mission. The Panel was satisfied that

every effort is being made to have the building completed by June 2010 when clinical teaching in the

outpatient dental facility is due to commence.

In terms of general support services and facilities, the Panel is of the view that ODC has an organisational

culture and systems in place that will support it in meeting the demands that will arise with the transfer to

the new College building.

The Panel wishes to emphasise that the number of Commendations, Affirmations and Recommendations

in this report cannot be sensibly compared with other higher education institutions (HEIs) audited by the

OAAA, for the reasons usually stated by the OAAA (see ‘How to Read this Report’, p.4) but also because

of ODC’s early stage of development compared with other audited HEIs. ODC is a new institution and

the first cohort of students is not due to graduate from the BDS programme until July 2012. For this

reason, the Quality Audit did not fully cover some important areas which are included in other audits such

as ‘Graduate Destinations and Employability’. In areas where ODC has set up commendable systems, its

challenge will be to ensure that implementation of these is sustained as the College develops.

Summary of Commendations

A formal Commendation recognises an instance of particularly good practice.

1. The Oman Academic Accreditation Authority commends Oman Dental College for having

established an institutional climate of dedication and passionate support for the College that

impacts positively on quality enhancing activities............................................................................10



2. The Oman Academic Accreditation Authority commends Oman Dental College for

establishing an International Advisory Panel which engages in extensive review and

benchmarking of ODC activities and has helped ODC to build a strong foundation for its

activities. ...........................................................................................................................................11


establishing a comprehensive system of strategic and operational planning and review..................13


developed a comprehensive and well-managed policy and document management system. ...........14


establishing a system of external entity and activity reviews that impact positively on quality

assurance and improvement. .............................................................................................................15


implementing an International Keynote Faculty Programme that provides recognized

expertise in specialist areas and impacts positively on the learning experience of the students. ......19


established extensive and sustainable relationships with other education providers which

impact positively on College operations. ..........................................................................................26


establishing comprehensive and effective student satisfaction feedback mechanisms. ....................31

Summary of Affirmations

A formal Affirmation recognizes an instance in which ODC has accurately identified a significant

opportunity for improvement and has demonstrated appropriate commitment to addressing the matter.

1. The Oman Academic Accreditation Authority agrees with Oman Dental College that it needs

to establish a Board of Trustees and strongly supports the steps being taken by the College

towards meeting this need. ................................................................................................................11

2. The Oman Academic Accreditation Authority agrees with Oman Dental College that its

external examiner system will be strengthened by standardizing the reporting requirements

and supports its plans to develop a formal policy and procedures to guide the appointment of

examiners and the operation of the system. ......................................................................................15

3. The Oman Academic Accreditation Authority agrees with Oman Dental College that it has a

need for a formal course review process to streamline and enhance its current activities in

this area and supports the College’s efforts towards implementing such a system...........................18

4. The Oman Academic Accreditation Authority agrees with Oman Dental College that

improved library facilities are required, and in order for the College to be able to provide

services consistent with the its Mission and Vision, it supports the College’s plans to develop

a state-of-the-art library.....................................................................................................................28

5. The Oman Academic Accreditation Authority agrees with Oman Dental College that a

purpose-built dental college and dental clinical teaching outpatient facility with state-of-the-

art equipment is critical for achievement of its Mission and Vision and strongly supports its

efforts towards ensuring the timely provision of this........................................................................29



6. The Oman Academic Accreditation Authority agrees with Oman Dental College that its

provision of social and recreational services needs to be enhanced and supports its efforts to

address this. .......................................................................................................................................32

7. The Oman Academic Accreditation Authority agrees with Oman Dental College that

opportunities for professional development will need to be developed in line with the growth

of the staff base and development of the College and supports its efforts towards ensuring

this provision.....................................................................................................................................35

8. The Oman Academic Accreditation Authority agrees with Oman Dental College that an

inclusive Staff Appraisal System is required and supports the steps that the College has taken

toward implementing this..................................................................................................................35

9. The Oman Academic Accreditation Authority agrees with Oman Dental College that staff

satisfaction surveys need to be conducted and supports the College in implementing this

system as the staff base increases......................................................................................................35

Summary of Recommendations

A formal Recommendation draws attention to a significant opportunity for improvement that ODC has

either not yet accurately identified or to which it is not yet adequately attending.

1. The Oman Academic Accreditation Authority recommends that Oman Dental College

review roles and appointments within its governance structure and make changes which

ensure an appropriate level of independence of advisory, strategic and operational practices. ........11

2. The Oman Academic Accreditation Authority recommends that Oman Dental College ensure

that the Academic Council is appropriately empowered with respect to considering all

feedback relating to College activities that fall within its remit........................................................12


review its academic affiliation agreement with ABSMIDS and the implementation of this to

ensure that the College is appropriately supported in fulfilling its Mission......................................13

4. The Oman Academic Accreditation Authority recommends that, as a matter of high priority,

Oman Dental College implement health and safety policies and procedures that address the

needs of the existing College community and align with best practice. ...........................................16


review its programme entry criteria in relation to appropriate international benchmarks. ...............19

6. The Oman Academic Accreditation Authority recommends that Oman Dental College ensure

that all outreach clinical placement training of students is supported by robust formal

operational agreements and a comprehensive induction programme for supervising

clinicians. ..........................................................................................................................................20


develop a mechanism to ensure sufficient and appropriate patient availability to meet its

training and education needs. ............................................................................................................21

8. The Oman Academic Accreditation Authority recommends that Oman Dental College adopt

a broad approach to engagement with the community at large leading to activities that

include the entire staff and student body...........................................................................................26




evaluate the planning and management of its academic support services to ensure input from

all members of its academic community and appropriate benchmarking of its provision. ...............27


develop and implement a formal student disciplinary procedure and integrate this into its

Quality Management System. ...........................................................................................................31

11. The Oman Academic Accreditation Authority recommends that, as a matter of priority,

Oman Dental College appoint Heads of faculty groups identified on its organizational chart. ........33


implements a systematic and rigorous approach to staff recruitment though consistent

application of its staff recruitment policy..........................................................................................34


develop and implement a robust staff induction programme for all new staff..................................34



1 GOVERNANCE, LEADERSHIP AND MANAGEMENT

This chapter considers the Panel’s views on the key areas of governance and management,

including strategic and operational planning; financial, policy and risk management; entity and

activity review systems and health and safety.

The Board of Directors (BoD) is responsible for the overall governance and management of

ODC, and in this capacity has oversight of all educational and management aspects of the

College, as well as responsibility for determining its strategic direction (Portfolio, p.11).

The Panel found high levels of dedication and support for the College amongst the BoD, the

Dean, faculty, staff, students and external stakeholders. This was evidenced through the very

positive institutional climate that the Panel witnessed and the commitment of the College

community to engage in initiatives to help advance the College. The Panel determined that there

was a single-minded desire to see ODC become a successful and internationally benchmarked

dental college with highly sought-after graduates.

Commendation 1

The Oman Academic Accreditation Authority commends Oman Dental

College for having established an institutional climate of dedication and

passionate support for the College that impacts positively on quality

enhancing activities.

1.1 Mission, Vision and Values

ODC’s Mission, Vision and value statements are clearly and consistently articulated throughout

relevant institutional documentation and have been communicated effectively to relevant

stakeholders. A thorough analysis of the needs of dental professionals in Oman was undertaken

during the feasibility study for ODC and this analysis informed the development of ODC’s

Mission Statement which is:

To provide Oman with a quality dental education of the highest international standards

and contribute towards the progress and development of national healthcare facilities

through the training of skilled, competent, ethical, and caring dental

professionals.(Portfolio, p.11)

The BoD is responsible for approving and regularly reviewing the Mission Statement. The Panel

considers ODC’s Mission to be both appropriate and realistic, although in this early phase of the

development of the College it is premature to comment on the actual fulfillment of the Mission

by ODC. The Panel is also of the view that the Mission Statement provides appropriate direction

for strategic planning at ODC. Consistent with ODC’s Mission is its Vision which is:

To excel internationally and particularly in the Middle East as a prestigious institute and

centre of reference for dental education through the utilisation of modern technology, an

evidence-based curriculum and contemporary techniques that nurture skilled and caring

dental professionals who value life long learning and fulfil patient expectations.

(Portfolio, p.11)

ODC’s Mission and Vision are supported by the following values: work; learn; believe (Portfolio,

p.11). The Panel considers these values, as further defined by ODC, to be appropriate and

enabling with respect to realisation of the Mission. The Panel believes, however, that ODC’s use

of the term ‘dental surgeons’ (Portfolio, p.11) in expanding on its values may not accurately

define the roles of all its future graduates.



1.2 Governance

The governing body of the College is the Board of Directors (BoD). The current BoD consists of

the founding members of the College as well as the principal investors. The BoD meets regularly

to review and monitor the strategic direction of the College; the financial management of the

College; and to review reports from external academic reviewers. The BoD approves budgets

and financial plans. Having reviewed the evidence presented, the Panel was satisfied that the

BoD was committed to the provision of resources required for the planned future development of

the College.

The Chairman of the BoD also currently serves in the role of ‘Consultant’ to the Dean. In

addition to this, he is a voting member of the Academic Council (see Section 1.3). As a result,

the Chairman of the BoD currently undertakes governance, management, academic, and advisory

roles within ODC. This arrangement has been highly effective in advancing ODC both internally

and externally and has made a determining contribution to the establishment of the College.

However, in due course, to prepare the College for the next stage of development, the Panel

believes that roles at governance and management level positions should no longer overlap; a

clear separation of advisory, management and governance functions within the College will help

to ensure that each is carried out with an appropriate level of independence and will align the

College with international best practice in academic governance.

Recommendation 1

The Oman Academic Accreditation Authority recommends that Oman

Dental College review roles and appointments within its governance

structure and make changes which ensure an appropriate level of

independence of advisory, strategic and operational practices.

The Panel noted that ODC has identified, as an opportunity for improvement, the need to

establish a Board of Trustees (BoT) to advise the BoD on the overall strategic direction and

academic provision of ODC. In its preparation to address this, ODC has developed the terms of

reference for the BoT and this document is identified within ODC’s Quality Management System

(see Section 1.9). The establishment of this Board in an expectation of the Ministry of Higher

Education (MoHE) and is expected to strengthen the overall governance of the College. The

Panel is of the view that this should be progressed as a matter of priority.

Affirmation 1

The Oman Academic Accreditation Authority agrees with Oman Dental

College that it needs to establish a Board of Trustees and strongly supports

the steps being taken by the College towards meeting this need.

The Panel noted that the BoD had approved the establishment of an International Advisory Panel

(IAP) to provide advice to ODC in its start-up phase. The IAP is comprised of internationally

recognized professionals within the field and it monitors, reviews and reports regularly on ODC’s

operations and how these compare with contemporary international practice in educating dental

professionals. IAP reports and recommendations are conveyed to the BoD by the Dean. The IAP

has had a major positive impact on the College to date.

Commendation 2


College for establishing an International Advisory Panel which engages in

extensive review and benchmarking of ODC activities and has helped ODC

to build a strong foundation for its activities.



The Panel had some doubt, however, concerning how actively each of the IAP members

contributes to the group’s work. The Panel was of the view that ODC should consider reviewing

the terms of membership of the IAP and establishing a mechanism to review the performance of

the IAP and its members.

1.3 Management

The management and organisational structure of ODC is evolving as the College develops. ODC

states that “Currently the Dean leads the academic thrust in conjunction with the Consultant and

the Academic Council, which collectively are responsible for academic accountability”

(Portfolio, p.13), and also indicates that the Academic Council is the key committee responsible

for issues relating to curricula and quality assurance of teaching and research (Portfolio, p.14).

The Academic Council has clear terms of reference. Members of the Council were consulted

during the development of these. The Panel confirmed that the Academic Council meets

regularly. Through its terms of reference, the Academic Council is charged with responsibilities

which include to plan and oversee implementation of all academic programmes and to report to

and to advise the BoD through the Dean on academic matters.

The IAP, which reviews and reports regularly on the academic programme, reports to the BoD

via the Dean. The College states “the Dean acts as a conduit between the IAP and the Board of

Directors” (Portfolio, p12). The Panel was told that the Academic Council did not see the IAP

reports but was informed of relevant contents. The Panel considers that a more robust process for

reporting matters to the Academic Council is required. This would ensure that the Academic

Council is able to systematically consider all feedback from the IAP on matters that fall within its

remit. The Panel is of the view that this would support the Academic Council in fulfilling its

stated role and also foster ownership of academic quality improvement by the faculty of the

College.

Recommendation 2


Dental College ensure that the Academic Council is appropriately

empowered with respect to considering all feedback relating to College

activities that fall within its remit.

The Panel noted that the Consultant was a voting member of the Academic Council. The Panel is

of the view that this arrangement should be reconsidered to help ensure an appropriate level of

independence of the different bodies within the organisational structure (see Recommendation 1).

The Panel was pleased, however, to note student representation in the open sessions of the

Academic Council.

The organisational structure identifies three faculty groups: predental, preclinical and clinical.

The Panel had concern that Heads for these groups have not been appointed even though the

College is in its fourth year of operation. This needs to be addressed (see Recommendation 11).

As the College prepares its students for clinical training, the Panel believes that it is essential that

Clinical Heads in particular be appointed to ensure safe, high-quality clinical training of students.

1.4 Institutional Affiliations for Programmes and Quality Assurance

The College’s principal academic affiliation is with the A.B. Shetty Memorial Institute of Dental

Sciences (ABSMIDS), Mangalore in India. The Panel spoke to key representatives from the

affiliate, reviewed the academic affiliation agreement and examined the annual visit reports

submitted by ABSMIDS to ODC. The annual visits conducted by ABSMIDS are termed

‘inspection’ visits and appear limited in scope; the visit reports comment primarily on the

adequacy of infrastructure, physical resources and staffing but with limited evaluation or mention

of benchmarks in these areas. In the Panel’s view, these reports provide ODC with limited



support for improvement. The Panel formed the view that at present ABSMIDS is not providing

quality assurance support to the extent that is provided for in the scope of the affiliation

agreement or that is appropriate for ensuring provision of “dental education of the highest

international standards” as articulated in ODC’s Mission Statement. The Panel was of the view

that a shortfall in support by the academic affiliate was to a large extent currently being

compensated for by the work of the IAP, but that this situation requires attention and resolution.

Recommendation 3


Dental College review its academic affiliation agreement with ABSMIDS

and the implementation of this to ensure that the College is appropriately

supported in fulfilling its Mission.

1.5 The Strategic Plan

In July 2003, a commissioned feasibility study and proposal was submitted to the MoHE as part

of the process for seeking approval to establish ODC. The feasibility study was well researched

and formed the basis of strategic planning when the College commenced operations in 2006. The

College now works to the ‘Minimum Standards Document’ derived from the feasibility study

which was verified and endorsed by the IAP. This defines a number of criteria necessary for the

operation of the College (Portfolio, p.15), and provides the foundation for strategic planning. In

2008, a comprehensive Strategic and Operational Plan was prepared for the years 2008/2009 –

2012/2013. ODC has developed a suite of Key Performance Indicators (KPI’s) which is allowing

ODC to monitor delivery on its Strategic and Operational Plan. The Panel considered the

Strategic Plan and appropriately linked operational plans and performance indicators to provide a

sound and enabling suite of institutional documents.

1.6 Operational Planning

The initial feasibility study, the Minimum Standards Document and the Strategic Plan 2008/2009-

2012/2013 provided the basis for developing the linked operational plans. These plans contain

operational goals aligned with four themes: Professional Alignment and Standards; Building the

Dentistry Base in Oman; Quality Assurance; and Enabling Student Success. These operational

goals are set to time lines and linked to specific KPIs.

The Panel was pleased to view ODC’s Annual Operational Plan Annual Review 2009-2010. This

first annual review of the operational plan was facilitated by an external quality assurance expert

who assisted in the development of the current Strategic Plan. The review reports on progress

against the original 2008/2009 – 2012/2013 operational plan goals; provides an action plan for

areas for improvement identified in by both the 2008/209 IAP Internal Review and ODC’s self-

study for the Quality Audit; reports on progress against the key performance indicators; and

provides an update of the risk register. The Panel considers ODC to have established a strong

system of strategic and operational planning and review that should serve the College well.

Commendation 3


College for establishing a comprehensive system of strategic and operational

planning and review.

1.7 Financial Management

The Panel confirmed that the BoD approves the budget and financial plans of the College. The

Panel also viewed evidence of the College’s financial planning for the next 10 years of its



operation. The College’s annual budgeting period has been changed to align with the September

to August College academic year.

The College has an accounting department headed by an external financial consultant and daily

financial operations are dealt with by an in-house accountant whose work is supported by use of

the electronic College Management System (Portfolio, p19). The Panel confirmed that approval

for expenditure against the budget is given by the Dean; there is no further delegation of financial

authority at present.

The Panel noted that, as the College is an SAOC company, its financial operations are audited

annually by the Ministry of Commerce and Industry.

1.8 Risk Management

ODC has established a Risk Management Register which quantifies probability, impact and the

resulting consequence of identified risks. It also details corresponding actions to be taken. The

Register is embedded within the Strategic Plan and is being utilized by ODC for decision making.

The Panel considered the Risk Management Register to be a good starting point for evaluating

and managing risk at ODC. The Panel confirmed that ODC is in the process of formalizing its

Risk Management Policy and this is expected to strengthen the system.

1.9 Policy Management

ODC has a system which it refers to as a ‘Quality Management System’ (Portfolio p.21) that

comprises all ODC plans, policies, processes, procedures, handbooks, guidelines, practices,

reports and reviews. The development of this system has been led by an external quality

assurance consultant; the Panel considers this to be a reflection of ODC’s commitment to seek

external expertise when necessary and to establish a robust system. Documents identified within

the framework are prioritized for development in line with the development of the College. The

Panel was impressed with the quality assurance processes planned and implemented to date and

considered the overall framework of the system to be strong. In parallel with the development of

new documents, appropriate monitoring and review of existing systems is taking place.

Following discussion with relevant stakeholders, the Panel concluded that ODC has developed a

comprehensive policy and document management system which provides a strong foundation for

quality management within the College.

Commendation 4


College for having developed a comprehensive and well-managed policy and

document management system.

The Panel is of the view that emphasis now needs to be given to monitoring the implementation

of ODC’s policies and procedures and to ensuring that the involvement of relevant stakeholders

in the development and refinement of these is sufficient to foster widespread ownership. This

needs to be supported by continued evaluation of the system as a whole in addition to review of

its individual elements.

1.10 Entity and Activity Review Systems

In the Panel’s view, ODC has established an institutional culture that welcomes internal and

external review of its entities and activities in a genuine attempt to assure quality and identify

areas for improvement. A system of external examiner review of assessment of the Bachelor of

Dental Surgery has been implemented since the inception of the programme, and the academic

affiliate and the IAP both undertake regular review activities.



Whilst the Panel was of the view that the annual inspection of ODC by the academic affiliate

ABSMIDS at present provides limited feedback (see Recommendation 3), the Panel noted that

ODC had taken action in response to recommendations that had been made as a result of this

process; for example, ODC has introduced a new policy in relation to student attendance and is

preparing to review the results of this.

The IAP undertook an internal review of ODC in 2008-2009. The basis of this review was a self-

study undertaken by ODC using ADRI. The IAP reviewed the self-study in relation to ODC’s

plans and international best practice and reported on its level of confidence in broad areas. The

IAP also made recommendations which ODC has begun to address. The Panel was pleased to see

that this process had been documented within ODC’s Quality Management System and to learn

that it is to become an annual activity.

Commendation 5


College for establishing a system of external entity and activity reviews that

impact positively on quality assurance and improvement.

ODC utilizes the services of national and international external examiners in relation to both

written and practical professional examinations in order to “ensure objectivity, parity with

recognized academic standards in other established institutions, and transparency in examination

procedures”(Portfolio, p.22). The Panel spoke to representatives from both these groups,

examined a number of external examiner reports and noted the involvement of the Academic

Council in considering the appointment and work of external examiners. Whilst the current

external examiner system at ODC clearly has a positive impact on assuring academic standards,

the policy relating to the appointment and duties of external examiners identified within the

Quality Management System has yet to be developed. The Panel believes that this should now be

addressed and that the policy should be explicit in requiring external examiners to specifically

benchmark the academic performance and clinical competence of students against “dental

education of the highest international standards” as expressed in the Mission Statement of the

College. The Panel agrees that the system will be strengthened by ODC acting on its plan to

“formalize the external examiner process by developing a more rigorous reporting format in

order to standardize external examiner feedback” (Portfolio, p.22).

Affirmation 2


College that its external examiner system will be strengthened by

standardizing the reporting requirements and supports its plans to develop

a formal policy and procedures to guide the appointment of examiners and

the operation of the system.

1.11 Student Grievance Process

ODC has a comprehensive student grievance policy supported by clear procedures that address

both informal and formal grievances. The Panel found that the student grievance procedures

were well articulated in the Student Handbook, and were clearly understood by students, faculty

and staff. At the time of the Quality Audit, no formal grievance had been made by an ODC

student, but the Panel was advised that informal grievances received prompt attention. Members

of the Student Council confirmed that the process was well understood and worked to the

satisfaction of the students.



1.12 Health and Safety

ODC has developed a ‘Health and Safety Statement of Intent’ stating that “ODC will monitor,

audit and review the safety management system and arrangements to promote the continuous

improvement of Health and Safety Performance” (Portfolio, p.24). The Panel noted ODC’s

intention to ensure safe clinical procedures with patients and students and also to form a Health

and Safety Committee at the beginning of the 2009-2010 academic year. A draft Clinical

Handbook has been produced which covers health and safety aspects relating to work in Ministry

of Health (MoH) laboratories and clinics. ODC states that “The Statement of Intent will be

developed into a full policy document once all aspects of Health and Safety have been reviewed

and especially when the College’s dental hospital becomes functional” (ibid).

The Panel had concern, however, that at present there are no approved health and safety policies

or procedures in operation at ODC. The planned appointment of a College nurse by ODC

(Portfolio, p.13) has yet to be made although the Panel was told that two staff members from

Student Affairs have undergone first-aid training. The Panel also found no evidence of regular

fire drills having been held.

Whilst the Panel acknowledges and strongly supports ODC’s future plans in relation to health and

safety, it believes that relevant health and safety policies and procedures should be put in place

immediately to address the needs of the existing College community and in order for ODC to

fulfill its stated commitment to “developing high standards of health and safety throughout the

premises” (Portfolio, p.24).

Recommendation 4

The Oman Academic Accreditation Authority recommends that, as a matter

of high priority, Oman Dental College implement health and safety policies

and procedures that address the needs of the existing College community

and align with best practice.

1.13 Oversight of Associated Entities (e.g. owned companies)

The Panel noted that ODC has no associated entities.



2 STUDENT LEARNING BY COURSEWORK PROGRAMMES

ODC describes its Mission as follows:

To provide Oman with a quality dental education of the highest international

standards and contribute towards the progress and development of national

healthcare facilities through the training of skilled, competent, ethical, and

caring dental professions” (Portfolio, p.11).

Towards this, ODC admitted its first students into its Bachelor of Dental Surgery (BDS)

programme in September 2006, and its first cohort is scheduled to graduate after their sixth and

final year (including the Foundation Year) in 2012.

This chapter reflects the Panel’s findings in the areas of student learning by coursework

programmes such as graduate attributes; curriculum; teaching quality; student placement,

assessment methods and student retention and progression.

2.1 Graduate Attributes and Student Learning Objectives

The key dental knowledge, skills and values to be acquired by all students are expressed as

specific learning outcomes in ODC’s Minimum Standards Document (Portfolio, p.25). During

interviews it became apparent that most of the academic staff understand the significance of

learning outcomes and associated assessment requirements.

ODC aims to foster in its graduates three broad groups of learning attributes: understanding and

competence, professional and attitudinal and basic / core generic skills (Portfolio, p.24). While

ODC has produced a skills matrix that demonstrates where the professional and basic core

attributes are fostered in the curriculum, the Panel found some uncertainty over how these

attributes are formally assessed. ODC needs to ensure that the achievement of graduate attributes

is assessed and monitored appropriately.

2.2 Curriculum

The College advises that its curriculum has been specifically developed for the local context but

is based on a blend of the British and Indian BDS curricula and is designed to meet the academic

and professional standards of both, as specified by the UK General Dental Council and the Dental

Council of India (Portfolio, p.25). The Panel established that while students would not be able to

transfer to an Indian dental school during the duration of their formal programme (the Indian

Dental Council prohibits transfers between any dental colleges from outside India), an ODC

graduate would be able to progress into postgraduate studies at the affiliate college in any of the

specialisations with the exception of Community Dentistry.

The curriculum structure of ODC’s BDS consists of three phases: the one-year predental

foundation year; preclinical years (Years 2 & 3) and the clinical years (Years 4, 5 & 6). The first

cohort is currently at the start of the third phase, and for this reason there has been a great deal of

pressure regarding the completion of the new purpose-built campus (see Chapter 6 and

Affirmation 5).

ODC demonstrates a sincere desire to offer a high quality programme and to undertake external

benchmarking. It also demonstrates preparedness to review and revise its curriculum based on

external feedback. In this respect the International Advisory Panel (IAP), which includes dental

education experts from the UK, Hong Kong, Spain and India, has made significant contributions

towards ensuring and enhancing the quality of the curriculum. The same can be said of the



external examiners. On its two main annual visits to date, the IAP has produced a comprehensive

report on ODS’s operations and has provided detailed constructive feedback on the curriculum

and its delivery.

The Panel heard a number of examples of feedback from various stakeholders leading to changes

in curriculum and also of some minor changes being progressed through the Academic Council.

Nevertheless, ODC has yet to implement a formal system of curriculum review, with scope for

progressing both major and minor changes, which systematically captures and considers the

feedback that ODC currently receives from the IAP, the academic affiliate, Keynote Faculty, part-

time professional faculty, external examiners and students. The Panel noted that ODC has a

draft Course Review Procedure which requires each course leader / coordinator to produce a

report which includes the course’s outline, a summary of student feedback on the course,

feedback from staff teaching on the course, student examination results and external examiner

reports. Recommendations and action plans within the report are to be approved by the

Academic Council. The Panel expects that once this procedure is finalized and effectively

implemented, the resulting reports will enhance the overall curriculum review and quality

monitoring processes at ODC. The course review system will itself need to be regularly reviewed

and in due course it will need to provide for feedback from other stakeholders such as employers

to be taken into consideration.

Affirmation 3


College that it has a need for a formal course review process to streamline

and enhance its current activities in this area and supports the College’s

efforts towards implementing such a system.

2.3 Student Entry Standards

For Omani General Education Diploma graduates, admission to ODC is via the national Higher

Education Admissions Centre and, currently, ODC allows students to enter the predental

foundation year with a Grade of C in English, Mathematics, Biology and Chemistry in the Omani

General Education Diploma (Portfolio, p.27). The Panel was concerned that this minimum entry

standard may not align well with international practice and may prove to be too low to support

ODC is achieving its Mission of “providing Oman with a quality dental education of the highest

international standards”. The Panel believes that students entering the College who do not

exceed these minimum entry requirements may find it very difficult to achieve the required

academic standards. The Panel heard that ODC wishes to make evidence-based decisions on

entry standards following analysis of the performance of its students. The Panel was told that

ODC has already lengthened its Foundation programme in response to evaluation of its entry

standards. ODC also monitors progression and, to date, reports better progression rates than

expected (Portfolio p.17). The Panel supports the actions that ODC has taken in this area, but

nevertheless considers that in order for ODC to be successful in achieving its Mission, further

review of its entry standards against international standards for entry to BDS programmes is

required.

The Panel confirmed that students on the Year 1 predental foundation year take an in-house exit

exam in English language and that a sample of the students undertakes a formal IELTS test

conducted by Hawthorn Muscat (which is an approved IELTS testing centre) that serves to

benchmark the in-house exam. Direct entry to the BDS programme requires students to produce

documentary evidence of having attained an IELTS score of 5.5 or equivalent. The Panel

believes that the language testing system in place is robust but nevertheless encourages ODC to

critically review and evaluate the level of English language required for entry onto the BDS

programme.



Recommendation 5


Dental College review its programme entry criteria in relation to

appropriate international benchmarks.

2.4 Foundation Programme

The English language component of the first (predental foundation) year is outsourced to

Hawthorn Muscat (a specialist English language institute in Muscat affiliated to the University of

Melbourne) and the students are based at the Hawthorn campus, a short drive from the ODC main

campus. The Panel was pleased to find that these Foundation Programme students are clearly

identified as ODC students by both the Hawthorn teachers and the students themselves, and ODC

policies and procedures apply to them while they are on the Hawthorn campus. The students

attend the main ODC campus one day a week when they receive tuition in Mathematics, IT and

Study Skills, and this also helps them to identify as part of ODC student life and culture.

Students appear to be very satisfied with the Foundation Programme and reported that they

experience its benefits when they progress to the BDS programme.

2.5 Teaching Quality

Teaching at ODC is carried out by full-time ODC faculty, faculty working at ODC on a

sabbatical basis, faculty working at ODC on a part-time basis (including, for example, faculty

from Sultan Qaboos University and practitioners from various MoH hospitals), and faculty from

the International Keynote Faculty Programme who visit the College on a regular basis and deliver

specific courses or elements of courses. Quality assurance and improvement in teaching is

supported by the work of ODC’s external examiners and also by the student feedback procedure

in place.

The International Keynote Faculty Programme has been operating since ODC began operations

and includes faculty from the UK and from India. ODC’s aim is for the International Keynote

Faculty Programme to provide students with opportunities to benefit from the expertise of

internationally renowned senior faculty (Portfolio, p.28). The Panel confirmed that it also

provides ODC with subject expertise in specialist areas of the curriculum. The Panel found the

feedback from both the keynote faculty and ODC students regarding this initiative to be very

positive.

Commendation 6


College for implementing an International Keynote Faculty Programme that

provides recognized expertise in specialist areas and impacts positively on

the learning experience of the students.

The Panel spoke to a range of faculty and was pleased to find evidence of common use of

student-centered teaching and learning strategies at ODC. These include small group, seminar-

based learning activities. Full-time and part-time faculty emphasized the importance of

contextualizing subjects, using scenario and task-based activities and using visual and electronic

materials, and testing understanding rather than memorization. The IAP provides advice and

support on teaching philosophy and approaches and in its reports has encouraged the use of

problem-based learning with small student groups and stressed the importance of promoting self-

directed learning. The two-year preclinical course also includes a learning skills component

(Portfolio, p.26) which appears well received by students. The Panel encourages ODC to develop

strategies to ensure that it continues to successfully employ such supportive student-centred

teaching and learning approaches.



Student feedback on teaching and courses is sought at the end of each course, and also at the mid-

point when teachers are teaching on the course for the first time. This feedback is used to address

any issues that students may have with the quality of teaching or the course content. The Panel

found the analysis of this feedback to be thorough and found examples of how teaching had

improved as a result of actions taken in response to this feedback (see also section 7.3 and

Commendation 7).

Construction of ODC’s purpose-built dental college and dental clinical teaching outpatient

facility is still underway (see Chapter 9), and the Panel explored its concerns relating to the

provision of a clinical teaching environment necessary for the current Year 4 students. The

Panel was informed that this first cohort of students will undertake their clinical training at local

public health centres. These centres have been identified by the ODC Consultant acting in his

position of Head of Dental Services at Al Nadha Hospital (the only tertiary care MoH referral

centre in Oman) and the students will work under the direct supervision of selected clinicians

within these centres. The clinicians have received written details of what the students are

required to do and achieve and will be required to implement a system of competency

assessments. At the time of the audit visit, plans were in place for an initial briefing with the

clinicians. ODC indicated that whilst this planned exposure to general practice was an interim

solution to address the need for facilities to support the clinical component of the current Year 4

course, ODC may choose to retain an element of this after the completion of its own facilities.

The Panel acknowledges the extensive effort that the College has made to set up this interim

arrangement and was assured that the implementation will be monitored in support of providing

an appropriate learning experience for the students.

Nevertheless, the Panel believes that any future clinical placements for students should be

supported by comprehensive formalized operational agreements to help ensure the quality of the

students’ learning experience (also see section 2.7). ODC will also need to develop systems to

ensure that supervising clinicians are effectively inducted, particularly with respect to the ODC

curriculum and the specific learning outcomes for each clinical education placement.

Recommendation 6


Dental College ensure that all outreach clinical placement training of

students is supported by robust formal operational agreements and a

comprehensive induction programme for supervising clinicians.

2.6 Plagiarism

ODC has a Plagiarism Policy and Student Guide in place as part of its Quality Management

System and the Panel confirmed that ODC takes the matter of plagiarism very seriously.

Students showed a high level of awareness of what plagiarism is and confirmed that ODC

operates a “zero tolerance” policy for any form of cheating. Plagiarism is addressed in the

predental foundation year and also in the Learning Skills course in the preclinical second year.

However, the policy is still relatively new and as a result its effectiveness requires monitoring.

The Panel supports ODC’s intention to do this.

2.7 Student Placements

An integral part and key aspect of the BDS programme is the clinical placement component

(which begins in Year 4), during which each student is required to complete 1,000 hours in the

planned 60 chair dental teaching hospital or in outreach centres where students will treat patients

under supervision by clinical faculty (Portfolio, p.29). The Panel noted that ODC had obtained

ministerial approval for the utilization of Al Nahdha Hosptial and MoH health centres in Muscat

to support this (also see Sections 2.5 and 5.1). At the time of the audit visit, the Year 4 students



were taking part in the first phase of the clinical programme involving observations and

demonstrations. At this time, the College was preparing for its students to undertake clinical

placements and engage in treating patients. The College was also developing a Clinical

Handbook for students (see Section 7.1). During interviews the Panel was informed of a number

of initiatives relating to ensuring patient type and availability for clinical training that ODC will

be in a position to implement once its own dental facility becomes fully operational (see Chapter

9). The Panel acknowledges ODC’s significant efforts and plans in this area, but was

nevertheless unable to confirm that ODC’s requirement for patients would be satisfied. The

Panel considers that ODC needs to develop a mechanism by which it explicitly indicates its

requirements for clinical training in relation to patient type and availability and demonstrates how

these are to be met. Such a mechanism could also help ODC in identifying risk in this area. It

will also be important for ODC to develop policies and procedures to monitor clinical facilities

and supervision on an ongoing basis (see Recommendation 6).

Recommendation 7


Dental College develop a mechanism to ensure sufficient and appropriate

patient availability to meet its training and education needs.

2.8 Assessment Methods, Standards and Moderation

Assessment details are published in the Student Handbook and have recently been formalized in

an Assessment Policy. An external examiner system is utilised whereby external examiners

validate examination standards and make recommendations regarding international

comparability. The external examiners, who are sourced from a range of countries and

institutions, undertake pre-assessment moderation of examination papers and post-assessment

moderation of scripts. They also attend and report on professional practical examinations. This

process impacts positively on the examinations process but the Panel noted that ODC is still to

develop a policy and process for the approval of external examiners and to implement a system

that will standardize external examiner feedback (see Affirmation 2).

2.9 Academic Security and Invigilation

ODC has academic security and invigilation policies and processes in place and the Panel

confirmed that academic dishonesty is taken very seriously.

2.10 Student Retention and Progression

ODC has developed a KPI relating to attrition rates and monitors progression and retention and

attrition rates in relation to this. This KPI is identified in ODC’s Strategic Plan under the theme

of “enabling student success” (p.20). To date ODC’s retention and progression rates appear good

and attrition rates are lower than predicted. The Panel encourages ODC to monitor how attrition

correlates with admissions standards in its overall evaluation of attrition rates (see section 2.3 and

Recommendation 5).

2.11 Graduate Destinations and Employability

ODC is due to graduate its first cohort in 2012. The Panel learned that, while most students

intend to sit the national licensing examination and practice dentistry in Oman, a few students

intend to study further in either the UK or in India. The Panel found the students to be well

informed about the options that will be available to them following graduation. The Panel noted

that the BoD is working with the MoH to address the current regulations which will require

expatriate students to wait for a three year period following graduation before being allowed to sit

the national licensing examination. ODC has plans to monitor employment through a specific



key performance indicator with a target of 95% of its graduates achieving appropriate

employment within 12 months (Portfolio, p.16).



3 STUDENT LEARNING BY RESEARCH PROGRAMMES

At the time of the Quality Audit, ODC did not offer research programmes per se so this section is

not applicable in this Report.



4 STAFF RESEARCH AND CONSULTANCY

4.1 Research Planning & Management

ODC’s research plans are clearly articulated in its Strategic and Operational Plan 2008/2009-

2012/2013 and supported by an appropriate KPI. The plan includes operational goals relating to

establishing a research-teaching nexus and establishing an ODC dentistry knowledge reference

base in Oman. Activity in these areas is planned to start in 2011 and 2012 respectively. The

Panel believes that effective implementation of the research plans being formulated will support

the Vision and values of the College.

4.2 Intellectual Property

The Panel confirmed that an Intellectual Property Policy is in place which protects the intellectual

property rights of students, staff and the College.



5 INDUSTRY AND COMMUNITY ENGAGEMENT

ODC has been in operation since 2006 and two of the founding members (the Chairman of the

BoD who is the College Consultant, and the Dean) are active practicing dentists in Oman. This

has put ODC in a strong strategic position to foster cooperation and engagement with dentistry in

Oman and internationally.

This chapter includes the Panel’s findings in relation to the College’s relationship with

professional bodies, potential employers, other higher education providers, and the community at

large.

5.1 Industry and Community Engagement Planning & Management

ODC acknowledges that clinical teaching and training under the tutelage of experienced clinical

faculty members is a significant and integral component of dental education (Portfolio, p.34). In

planning for the clinical component of Year 4 of the BDS programme, ODC has obtained

approval from the MoH to use the dental clinics in Al Nadha Hospital and Muscat Region

Primary Health Centres until such time as the construction of its own dental hospital/clinic is

completed and becomes fully operational (see Chapter 9). The Panel considers this a good

strategy and arrangements made to date reflect ODC’s close and effective relationship with the

national dental healthcare community (although Recommendation 6 relates to the need for

appropriate operational arrangements for this initiative). It was not apparent that ODC has

delegated any specific responsibility to particular faculty member/s to coordinate student clinical

education; this is something that the Panel believes ODC needs to consider in its future planning.

5.2 Relationships with Industry and Employers

ODC has a unique situation where the Chairman of the BoD and Consultant is the Head of Dental

Services at Al Nadha Hospital, a MoH tertiary care referral centre. He also participates in MoH

licensing of dentists for both government and private practice. In addition, he is a founding

member of Oman Dental Society. This provides ODC with privileged access to dentistry and the

profession in Oman, which it is capitalizing on by gaining approval to use MoH clinics for

clinical education, identifying dentists to participate as part-time faculty and identifying clinics to

participate in clinical education.

5.3 Relationships with Professions

ODC has a close relationship with both the Dental Council of India and the General Dental

Council of the UK since the Chairs (and past Chairs) of these Councils are members of the

International Advisory Panel (IAP). This provides ODC with first-hand information for

benchmarking activities.

ODC has encouraged students to attend Oman Dental Society conferences by subsidizing student

registration fees. Students interviewed by the Panel and who have attended such conferences

expressed their appreciation for this support and clearly valued the learning experience.

5.4 Relationships with Other Education Providers

Since its inception in 2006, ODC has actively sought and established links with other education

providers. Given the early stage of development of the College, the specialist nature of the BDS

programme and also the associated staffing challenges that ODC faces (see Chapter 8), this

initiative has been of critical importance to ODC.



Through members of the IAP, ODC has links with high profile dental schools in London, Hong

Kong and Spain. Through its Keynote Faculty Programme and the use of external examiners,

ODC has built additional relationships with local, regional and international education providers.

These providers include Sultan Qaboos University, Oman Medical College, the Arabian Gulf

University in Bahrain and both London University and Nottingham University in the UK.

Success in establishing relationships with other education providers has resulted in high positive

impact on ODC’s operations and in the Panel’s view will continue to do so.

Commendation 7


College for having established extensive and sustainable relationships with

other education providers which impact positively on College operations.

5.5 Alumni

ODC has had no graduates and therefore there are no alumni yet. ODC has set a key performance

indicator relating to the employment of its graduates (see section 2.11). In due course ODC will

need to plan for the follow-up of alumni from 2012 onwards in order to monitor employment

rates and graduate/employer satisfaction and ensure effective engagement with its alumni.

5.6 Relationships with the Community at Large

Relationships with the community at large have not yet been actively pursued by ODC. The

Panel heard of some limited engagement of students in community activities (for example, taking

part in blood donation campaigns and charity events). However, ODC’s main plans for

community engagement are through the proposed ODC dental hospital where members of the

public will be treated, through treatment of patients at MoH health centres and through

epidemiological data collection that will be part of the community dental health course for Year

4-5 students. Whilst the Panel recognises the value of these plans, there is scope for ODC to

strengthen its engagement with the community.

Recommendation 8


Dental College adopt a broad approach to engagement with the community

at large leading to activities that include the entire staff and student body.



6 ACADEMIC SUPPORT SERVICES

ODC is a relatively new institution which has yet to graduate students. As such, the College is

still developing its full suite of courses, services, and facilities. ODC currently operates from

three separate temporary sites; the main campus for Year 3 pre-clinical and Year 4 clinical

students; a nearby satellite campus for Year 2 preclinical students; and the Hawthorn Muscat

institute for predental foundation students undergoing English language training which is located

a short drive from the other sites.

This chapter reports on key academic support services offered by the College including library

and IT services, academic advising, student learning support and the provision of teaching

resources.

6.1 Academic Support Services Planning & Management

ODC’s academic support services are mainly planned and managed through the Academic

Council (Portfolio, p.36). There is student input to planning and management of the academic

support services via non-voting ex-officio student members of the Academic Council and ODC

receives student feedback on academic support services through their annual institutional Student

Satisfaction Survey. The Director of Administration who is responsible for academic support

services sits on the Academic Council in order to provide representation from units such as the

library and IT. However, the Panel did not find evidence of direct representation from staff from

these units. In addition, the Panel did not find direct evidence of benchmarking in this specific

area to assist ODC in ensuring that its provision aligns with its Mission and Vision. The Panel

believes that the system for the planning and management of the academic support services needs

to be strengthened.

Recommendation 9


Dental College evaluate the planning and management of its academic

support services to ensure input from all members of its academic

community and appropriate benchmarking of its provision.

6.2 Registry (Enrolment and Student Records)

The registry tasks are handled by a Student Affairs Registry administrative officer under the

supervision of the Director of Administration. Registry functions are progressively being

managed through ODC’s new customized College Management System. This system is designed

to integrate all areas of College support activity and to be compatible with the MoHE Statistical

Database System (Portfolio, p.47). The Panel noted that ODC does not have a dedicated

registrar at the present time but found no evidence of dissatisfaction with the service provided.

6.3 Library

As a consequence of ODC’s operations at three separate interim sites, there are inherent

discontinuities in academic support services between the sites and in student access to the

services at each site. ODC currently operates two libraries, one at the main campus and the other

at the satellite campus. These libraries are managed by one full-time librarian and are open

Saturday to Wednesday from 8:30am to 6.00pm. The libraries have limited space, small

collections, and very few book titles. However, students are assured availability of key texts as

these are loaned to students for the duration of each academic course. ODC considers its current

provision to be adequate for its needs but the Panel noted that it is not consistent with the

College’s Mission of providing dental education of the highest international standards. The Panel



was pleased to confirm that ODC has planned for a ‘state-of-the-art’ library within the new

building that will include a learning resource area (Portfolio, p.36).

Affirmation 4


College that improved library facilities are required, and in order for the

College to be able to provide services consistent with the its Mission and

Vision, it supports the College’s plans to develop a state-of-the-art library.

6.4 Information and Learning Technology Services

The College currently operates two separate information and learning technology services, one at

the main campus and the other at the satellite campus. The Year 1 pre-dental foundation students

have access to IT services at the Hawthorn Muscat building where the Foundation Programme is

presently conducted (as well as having access to the College IT services when they are present on

the main campus) (see Section 2.4). Personal computers and a wireless network are available at

both sites. Student interviews indicated to the Panel that that access to computers can be limited

for private study, although the Panel did not find substantive additional evidence to support this

either in the logs that ODC maintains to monitor IT usage or in the student feedback surveys.

The surveys indicate that the majority of students are satisfied with the College computer

facilities and internet access.

In the Panel’s view, however, the staffing level of the IT services is of some concern. Given the

split-site nature of ODC and the College’s intended expansion of digital library resources

(Portfolio, p.37), continuing development of its Virtual Learning Environment (Portfolio, p.38),

and recent acquisition of a comprehensive digital College Management System (Portfolio, p.47),

an adequate number of staff members needs to be available to manage and maintain the IT

facilities. As the College continues to develop, it will need to continue to evaluate its information

and learning technology services and benchmark these to levels consistent with its Mission and

Vision.

6.5 Academic Advising

ODC recently introduced academic advising in the form of a mentoring system. At the time of

the Quality Audit, the system had been in place for less than one year and, consequently, the

College had yet to conduct a formal review of this system. Student interviews indicated broad

satisfaction in this area although the Panel found that there was inconsistency in how the system

is actually put into practice. In addition, the Panel had some concern regarding the lack of a

dedicated coordinator for the mentoring system; the system is administered by the Student Affairs

Registry administrative officer, who single-handedly oversees the mentoring system, registry

functions, and Student Support Services (including functioning as the Student Counsellor). At

the time of the Quality Audit, the Panel was pleased to learn that ODC was in the process of

reviewing the system based on faculty and student feedback.

6.6 Student Learning Support

ODC has a proactive approach to assist student learning with an emphasis on small group

seminar-based learning (see Section 2.5). ODC also provides ‘refresher’ English language

courses and other remedial teaching sessions for students who have been identified by faculty as

requiring additional support (Portfolio, p.39). Feedback and interviews indicated widespread

faculty support and overall student satisfaction with this approach.



6.7 Teaching Resources

ODC’s resources for teaching students up to the preclinical level include a dental preclinical

skills simulator laboratory; this is particularly noteworthy and highly valued by students and staff.

However, College resources are not yet operational for teaching the more advanced components

of the programme. Development of the necessary clinical teaching resources (physical facilities

for clinical learning, dental patients, and recruitment of clinical dental faculty) hinges on

completion of the construction and equipping of ODC’s permanent campus building. The Panel

shares the concern of ODC about the timely acquisition of the physical and human resources

needed to teach clinical dental students. At the time of the Quality Audit, construction of the

building was ongoing but behind schedule by more than a month. However, the Panel confirmed

that the equipment (such as dental chairs) for the building had already been purchased and was in

storage ready to be installed immediately following completion of the main construction phase of

the building.

Affirmation 5


College that a purpose-built dental college and dental clinical teaching

outpatient facility with state-of-the-art equipment is critical for achievement

of its Mission and Vision and strongly supports its efforts towards ensuring

the timely provision of this.



7 STUDENTS AND STUDENT SUPPORT SERVICES

This chapter considers a range of student support services offered by ODC. These are

administered by the Student Affairs Registry under the supervision of the Director of

Administration.

7.1 Students and Students Support Services Planning and Management

The Student Affairs Registry administers student support services under the supervision of the

Director of Administration (Portfolio, p.40). ODC provides students with a well-designed and

comprehensive Student Handbook which provides information to students on regulations, rules,

assessments, the mentoring process and other processes relevant to ODC student needs.

The Panel noted that the Student Clinical Handbook is still in draft form, and that it needs to be

finalized before the Year 4 cohort embarks on the clinical practitioner placement component of

their programme.

The Student Council has been recently reactivated, and students appear welcoming of the

opportunity provided to them to make use of their representation on the Student Council to deal

with problematic issues when they arise. Further development of the Student Council has been

identified by ODC as an opportunity for improvement (Portfolio, p.41) and the Panel encourages

the College to develop strategies to support this.

The Panel found ODC to be student-focused and confirmed that students are kept informed of

developments at ODC that impact the student experience. This is facilitated by well-developed

communication channels. As noted earlier in this Report (see Section 1.3), Student Council

representatives attend open meetings of the ODC Academic Council. A healthy dialogue exists

between staff and students to address student concerns. For example, all expatriate students are

aware of the three-year stand-down period after graduating before they will be able to take the

dental licensing examination in Oman. Students also reported that they were aware that the ODC

management was working with the authorities to have this restriction removed.

7.2 Student Profile

At the time of the audit, the total student population of ODC was 223. The vast majority of

students at the ODC are Omani (92% in 2008/2009); this aligns with ODC’s stated intention of

addressing the shortfall in the dental profession in Oman (Portfolio, p.41). The student

population is also predominantly female (80% in 2008/2009); the Panel was advised that this

reflects an international trend, but nevertheless suggests that this gender imbalance should

continue to be monitored and evaluated.

7.3 Student Satisfaction and Climate

ODC has succeeded in establishing a culture of seeking and responding to feedback from its

students. Students at ODC provide regular formal feedback on teaching quality, and also

complete an annual general student satisfaction survey. The Panel found consistent evidence of

ODC analyzing and responding promptly to student feedback. Moreover, the Panel was pleased

to note the involvement of students, through the Student Council, in developing solutions to

address student concerns.



Commendation 8


College for establishing comprehensive and effective student satisfaction

feedback mechanisms.

7.4 Student Behaviour

The Student Handbook clearly sets out the standards of behavior expected of ODC students, and

students have a clear understanding of what is and what is not acceptable. The Handbook states:

“The College has a particular responsibility in respect of students who are following a

programme of study leading to a professional qualification” (p.24) and includes a specific

section on ‘Professional Behaviour and Disciplinary Code of Conduct’. The Staff Handbook

contains guidance on maintaining student conduct in relation to this and advises that matters that

cannot be dealt with in the first instance by the member of staff are to be referred to the Dean.

However, the Panel did not find evidence of a formal disciplinary procedure in place as part of

the Quality Management System and believes that this is an omission that needs to be addressed.

Recommendation 10


Dental College develop and implement a formal student disciplinary

procedure and integrate this into its Quality Management System.

7.5 Career and Employment Services

ODC expects that the vast majority of its graduates (95%) will find employment within Oman

and the College is currently focusing on developing relationships with the Ministry of Health and

other government bodies likely to employ ODC graduates (Portfolio, p.42). ODC is still to

develop a career or employment service which will help the College to achieve the above target.

7.6 Student Finances

Two thirds of ODC students are funded by either full or partial government scholarships, with the

remaining one third being self-funded. There are currently no grants or bursaries offered by ODC

to students (Portfolio, p.43).

7.7 Accommodation, Catering and Transport

ODC is a non-residential institution, but the Panel learned that the Student Affairs Registry

provides assistance to students in finding reasonable accommodation and transport. Management

of the College cafeteria is outsourced to an external provider. Student concerns about the

cafeteria expressed in the annual student satisfaction survey are being addressed by the College

working together with the Student Council.

7.8 Medical and Counselling Facilities

ODC currently does not have a student counsellor or an in-house nurse, although plans for

making these appointments are underway (Portfolio, p.43). Whilst ODC currently provides a

supportive environment for students, the Panel believes that these two appointments should be

progressed to help ensure the wellbeing of the students (also see Section 1.12).

7.9 International Student Services

ODC does not aspire to attract large numbers of international students who are not resident in

Oman and has had no requirement to date to develop significant services in this area; at the time

of Portfolio submission, ODC had only one international student requiring College sponsorship



for residence purposes. The College states that this situation will be reviewed should the student

profile appear likely to change (Portfolio, p.43).

7.10 Social and Recreational Services and Facilities

The Panel met students who had participated in a variety of social and recreational activities. The

Panel found no evidence of formal evaluation of these, but ODC has nevertheless recognized that

its social and recreational facilities need to be developed as the College matures (Portfolio, p.43).

In relation to this, ODC has conducted a survey of students’ interests in relation to extra-

curricular and social activities and the results of this were being analysed at the time of the audit

visit. The College reports that it has not been granted additional land at the site of the permanent

building for the provision of outdoor sports facilities and that it therefore intends to make

arrangements with adjacent institutes for students to make use of their facilities (ibid). The Panel

viewed the action plan that ODC has developed in response to the need it has identified to

provide its students with better social and recreational services and facilities. In the interest of the

overall student experience, the Panel encourages ODC to continue its efforts in this area.

Affirmation 6


College that its provision of social and recreational services needs to be

enhanced and supports its efforts to address this.



8 STAFF AND STAFF SUPPORT SERVICES

At the time of the Quality Audit, ODC had developed some, but not all, of the suite of human

resources related documents and processes identified in its Quality Management System.

This chapter considers the key aspects of staff and staff support services including recruitment;

induction, professional development; performance planning and review; severance and staff

organizational climate.

8.1 Human Resources Planning & Management

The Human Resources Plan outlined in the original feasibility study for ODC is now articulated

in ODC’s approved ‘Minimum Standards Document’ and embedded in the action plan of the

current Strategic Plan. The relevant operational goal is broken down into objectives relating to

the appointment of staff on a yearly basis and the target dates and responsibilities are specified.

This part of ODC’s Strategic Plan relates to the theme of ‘building the dentistry skill base in

Oman’ and the relevant KPI is to ‘provide an infrastructure and resource base in line with the

increase in students up to steady state in 2010’.

The expected staffing levels for ODC (which include full-time staff and visiting / part-time

lecturers and clinicians) show a dramatic increase from the requirement for delivery up to Year 3

(2008/2009) to the requirement for delivery up to Year 4 (2009/2010). This is detailed in the

College’s Minimum Standards Document, the contents of which have undergone relevant

benchmarking by the IAP (see Sections 1.2 and 1.5). This increase is largely due to the expected

appointment of teachers and support staff to support delivery of the clinical components of Year 4

of the programme. The Strategic Plan emphasizes ODC’s desire to recruit experienced faculty

and clinicians. In order to do this, ODC wishes to appoint part-time faculty consisting of

practicing dentists to deliver the clinical components of Years 4-6 of the BDS programme.

In 2008-2009, ODC’s staffing aligned with its expected development but, after consideration of

the number of formally appointed ODC staff as shown on ODC’s staffing list for 2009-2010, the

Panel considered there to be a shortfall in relation to expectations indicated in the Minimum

Standards Document. The Panel noted an increase in the number of International Keynote

Faculty and part-time faculty but that also that ODC had only six full-time faculty teaching core

BDS subjects. During interviews, ODC expressed the view that the level of staffing met the

College’s current needs but the Panel remained concerned over the apparent lack of alignment

between the actual staffing level and the College’s stated expected developments.

8.2 Staff Profile

ODC has both male and female staff of a number of different nationalities. However, as

indicated in Section 8.1, the Panel was concerned as to whether sufficient full-time faculty had

been appointed for the preclinical and clinical years. Moreover, as discussed earlier in this

Report (see Section 1.3), Heads of faculty groups identified in ODC’s organizational structure

need to be appointed.

Recommendation 11

The Oman Academic Accreditation Authority recommends that, as a matter

of priority, Oman Dental College appoint Heads of faculty groups identified

on its organizational chart.

The Panel recognizes that the recruitment of full-time dental faculty presents challenges, and

acknowledges the value of engaging practitioners and international guest lecturers in delivery of



the programme. However, if ODC is to provide high quality dental education and maintain its

practice of small group teaching (see Section 2.5), the Panel considers that it will need more full-

time faculty. The College states through its values that it is committed to “creating an academic

and clinical learning environment in which students excel” (Portfolio, p.11). The Panel

encourages ODC to monitor the impact of its ratio of part-time to full-time academic staff in

relation to how well the College is able to fulfill this commitment.

8.3 Recruitment and Selection

ODC identifies a ‘global shortage of good dental faculty’ (Portfolio, p.44) and the Panel

acknowledges the challenge that ODC faces in relation to this. ODC has found that its

relationships and contacts within the dental profession (see Commendation 7) have to date been

more effective than traditional methods of advertising in sourcing staff, and identifies this as an

area of strength. In January 2009, ODC developed a Staff Recruitment Policy, in line with its

Quality Management System, which takes the above approach into account. However, the Panel

was of the view that, as yet, the recruitment and selection process as set out in the policy is not

implemented consistently. The Panel met with a variety of staff during interviews and heard

several instances where implementation of the policy had not been adhered to. Given the staffing

challenges that ODC faces, the Panel believes that a more rigorous approach to recruitment and

selection is required.

Recommendation 12


Dental College implements a systematic and rigorous approach to staff

recruitment though consistent application of its staff recruitment policy.

8.4 Induction

The ODC Staff Handbook provides comprehensive details for new staff (and is also available on

the College website). Although the Panel observed that a limited induction process had occurred

for some new staff, ODC has yet to develop a formal induction process. The Panel believes that

the development and implementation of a robust induction process that serves the needs of all

new staff, including part-time and guest faculty, is essential for maintaining the implementation

of quality assurance processes at ODC, particularly as the College grows.

Recommendation 13


Dental College develop and implement a robust staff induction programme

for all new staff.

8.5 Professional Development

Professional development has been considered by ODC in the Strategic Plan and also in the

Quality Management System framework. In its Strategic Plan, ODC states:

Ongoing staff training, career, and continuing professional development is

important to support the needs of the students at Oman Dental College and to

enable staff to achieve personal career objectives.

In support of this, ODC has developed a Staff Performance Appraisal and Professional

Development Policy and a Staff Development Record. ODC’s approach to professional

development is also clearly set out in the Staff Handbook. The Panel found a number of

examples of faculty professional development activities (mainly in relation to attending



conferences) having been supported by ODC, and support ODC’s plans to further develop this

area of its activities as the staff base grows.

Affirmation 7


College that opportunities for professional development will need to be

developed in line with the growth of the staff base and development of the

College and supports its efforts towards ensuring this provision.

8.6 Performance Planning and Review

ODC has developed a Staff Appraisal System that is set out in the Staff Performance Appraisal

and Professional Development Policy and explained in the Staff Handbook. This new process

has been informed by an earlier system that was implemented for administrative staff. As with a

number of its newly developed systems, ODC is now ready to move to the next stage of

implementation, monitoring and review.

Affirmation 8


College that an inclusive Staff Appraisal System is required and supports

the steps that the College has taken toward implementing this.

8.7 Promotion and Other Incentives

ODC has not yet developed a staff incentive or promotion system although there is provision for

financial benefits for staff after three years of employment (Portfolio, p.45). The Panel

recognizes that the College is in its start-up phase, but is of the view that the introduction of

performance-based incentives could be considered by ODC as a strategy to support achievement

of its aim to attract quality dental faculty.

8.8 Severance

ODC’s severance conditions are set out in the Staff Handbook.

8.9 Staff Organisational Climate and Retention

The Panel found ODC to have a very positive institutional climate (see Commendation 1) and

there appears to be good staff retention. The Staff Handbook provides details of expected staff

conduct and disciplinary processes, although, as in the case of students, the Panel found no

evidence of a formal disciplinary policy and associated procedures (see Recommendation 10).

The Panel supports ODC’s intention to implement staff satisfaction surveys and formally analyse

retention. This evaluation will need to include both part-time and visiting or seconded faculty.

Affirmation 9


College that staff satisfaction surveys need to be conducted and supports the

College in implementing this system as the staff base increases.

8.10 Omanisation

ODC’s staffing profile is consistent with their stated intention to “employ Omani nationals

wherever possible in both faculty and non-faculty positions” (Portfolio, p.46). In 2008-2009,

Omani nationals (all working on a part-time basis) comprised 40% of ODC’s faculty and 36% of

the administrative staff were Omani. These figures have increased over time and it was clear at



the time of the Quality Audit that this trend was continuing. The Panel was pleased to see that

ODC intends to support this trend by increasing opportunities for Omani dentists to work with the

College.



9 GENERAL SUPPORT SERVICES AND FACILITIES

ODC is in the process of establishing a College Management System in response to its wish to

“create an integrated system in which all aspects of administrative, academic and financial

functions could be managed” (Portfolio, p.46). Further development of the College as it moves

towards steady-state with the graduation of its first cohort in 2012, and the anticipated transfer to

the new College building, will bring associated demands on the general support services and

facilities.

This chapter considers the Panel’s findings in the areas of public relations and marketing,

communication services and facilities management.

9.1 General Support Services and Facilities Planning and Management

The Panel noted that the current focus of facilities planning is the construction of the purpose-

built dental college and clinical teaching outpatient dental hospital in accordance with ODC’s

Mission and Strategic Plan (Portfolio, p.47) (see Affirmation 5). The Panel noted that the IAP

has been involved with the checking and approval of all stages of the planning process. The

Panel confirmed that there is significant progress towards meeting the anticipated completion

date of June 2010.

9.2 Public Relations and Marketing

ODC’s public relations and marketing focus to date has been on raising awareness of dentistry as

a profession and targeting, informing and interacting with potential students who meet the

particular profile required for embarking on a BDS programme. The additional public relations

and marketing function that is emerging, is the need to address the anticipated opportunity for

members of the public to receive supervised dental healthcare from ODC students at the new

dental teaching hospital. ODC College plans to address this by increasing its marketing and

public relations activities and that this will include, for example, further development of the

website and holding open days in the new College building (Portfolio, p. 47-8). The Panel heard

further details of these plans during interview, and supports ODC’s intentions in this area.

9.3 Communication Services

ODC states that information is communicated to students mainly through notice boards

(Portfolio, p.48). ODC has concluded that this system is moderately effective, and to address

this, an intranet portal is being investigated for the future once it has relocated to the new building

(Portfolio, p.48). ODC believes that use of its Moodle Virtual Learning Environment will

enhance communication between ODC faculty, administration and students. The Panel noted that

students have the opportunity to give feedback on how effectively the College communicates

with them through the institutional student survey that ODC conducts; this allows students to

comment specifically on, for example, how well changes in timetable and assessment schedules

are communicated.

The Panel concluded that ODC is appropriately responsive to changing needs and feedback on

communication within the ODC community.

9.4 Facilities Management

The Panel noted that currently all in-house maintenance of buildings, grounds and equipment is

supervised by the Director of Administration. ODC will review this arrangement in relation to

the facilities management needs of the new College building. Management of the College



cafeteria is outsourced to an external provider, but is supervised by the Student Affairs Registry

and ODC receives feedback on the services provided through, for example, its annual institutional

student survey.

The Panel confirmed that ODC maintains breakdown logs for IT equipment and the specialized

dental equipment in the preclinical simulation laboratory which enables issues to be recorded and

rectified without delay (Portfolio, p.49). ODC also has a daily IT back-up system and makes use

of an off-site hard drive for data storage.



APPENDIX A. AUDIT PANEL

Ms. Alya Al Rawahi (Panel Chairperson)

Education & Training Expert

Undersecretary of Planning Affairs Office

Ministry of Health

Oman

Dr. Tom Heming

Associate Dean

Oman Medical College

Oman

Dr. Patsy Paxton

SANTED Project

Nelson Mandela Metropolitan University

South Africa

Prof. Michael Irving

Former Vice Chancellor Sohar University

Higher Education Consultant

Australia

Prof. Johann De Vries

Dean School of Dentistry

The University of Adelaide

Australia

Susan Trevor-Roper (Executive Officer)

Oman Academic Accreditation Authority



APPENDIX B. ABBREVIATIONS, ACRONYMS AND TERMS

The following abbreviations, acronyms and terms are used in this Report. As necessary, they are

explained in context. In some cases, URLs are provided to facilitate further enquiries about these

acronyms and terms.

ADRI ..............................................A four step, cyclical model for analysing a topic, comprising:

Approach → Deployment → Results → Improvement.

ABSMIDS ………………………. A.B. Shetty Memorial Institute of Dental Sciences, Mangalore

Approach ........................................The first dimension of the ADRI cycle, which focuses on evaluating

what a HEI aims to achieve for a given topic and how it proposes to

achieve it.

BDS ……………………………… Bachelor of Dental Surgery

BoD ……………………………… Board of Directors

Consultant ……………………….Formal position within Oman Dental College’s Organizational

Structure currently filled by the Chair of BoD

Call Back Interview........................An interview conducted by the Audit Panel towards the end of the

audit visit for which it has invited specific people, usually at short

notice, to respond to particular issues on which the Panel will require

assistance.

Deployment ....................................The second dimension of the ADRI cycle, which focuses on whether a

HEI’s plans for a given topic are being followed in practice, and if not,

why not.

Executive Officer............................An OAAA staff member assigned to an Audit Panel to provide

professional guidance and support.

External Reviewer ..........................A Member of the OAAA Register of External Reviewers; a person

approved by the OAAA Board to participate as a member of the

OAAA’s various external review Panels.

HEI .................................................Higher Education Institution (also known as HEP – Higher Education

Provider)

IAP ……………………………… International Advisory Panel

Ibid ……………………………… indicates the reference cited immediately before

IELTS …………………………….International English Language Testing System

Improvement ..................................The fourth dimension of the ADRI cycle, which focuses on how

effectively an organisation is improving its approach and deployment

for any given topic in order to achieve better results.

IT …………………………………Information Technology

KPI ………………………………. Key Performance Indicator

MoH …………………………….. Ministry of Health

MoHE .............................................Ministry of Higher Education (www.mohe.gov.om)

OAAA ............................................Oman Academic Accreditation Authority (www.oaaa.gov.om)

OAAA Board ..................................The governing body of the Oman Academic Accreditation Authority

ODC................................................Oman Dental College

ODS ……………………………... Oman Dental Society

OFI..................................................Opportunity for Improvement.

OQF................................................Oman Qualifications Framework.



Panel Chairperson...........................The Chairperson of the Audit Panel.

Panel Member.................................An OAAA External Reviewer who is a member of an Audit Panel.

Portfolio..........................................see Quality Audit Portfolio.

Quality Assurance...........................The combination of policies and processes for ensuring that stated

intentions are met.

Quality Audit ..................................An independent evaluation of the effectiveness of the system and

processes by which a HEI sets, pursues and achieves its mission and

vision.

Quality Audit Portfolio ...................The report produced as the result of a self study. Also forms the main

submission made to the OAAA by the HEI being audited.

Quality Audit Report ......................A public report published by the OAAA which presents the findings

and conclusions of the Audit Panel’s External Review of a HEI.

Quality Enhancement .....................The combination of policies and processes for improving upon

existing approach, deployment and results.

QMS .............................................. Quality Management System

Random Interview ..........................An interview conducted in situ by individual Panel Members during

the Audit but separately from the main interview sessions.

Results ............................................The third dimension of the ADRI cycle, which focuses on the

evidence of the outputs and outcomes of a topic’s apprOAAAh and

deployment.

SAOC …………………………… Société Anonyme Omanaise Close - A closed joint stock company in

Oman

System ............................................In this Report, system refers to plans, policies, processes and results

that are integrated towards the fulfilment of a common purpose.



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