Oman Academic Accreditation Authority Report of an … Quality Audit Report Final 3.pdf · Oman...

Oman Academic Accreditation

Authority

Report of an Audit of the

International Maritime

College Oman

June 2013

HEI Quality Audit Report International Maritime College Oman

© Oman Academic Accreditation Authority

Audit Report Number 034

©2013 Oman Academic Accreditation Authority

P.O. Box 1255

P.C. 133

Al-Khuwair

Sultanate of Oman

Ph +968 24121600

Fax +968 24121231

http://www.oaaa.gov.om

International Maritime College Oman HEI Quality Audit Report

Page 1 of 55 © 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 .................................................................................................................. 7

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

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

1 Governance and Management............................................................................................................ 11

1.1 Mission, Vision and Values......................................................................................................... 11

1.2 Governance................................................................................................................................. 12

1.3 Management ............................................................................................................................... 13

1.4 Institutional Affiliations for Programmes and Quality Assurance.............................................. 14

1.5 Strategic Plan.............................................................................................................................. 14

1.6 Operational Planning .................................................................................................................. 15

1.7 Financial Management ............................................................................................................... 15

1.8 Risk Management....................................................................................................................... 16

1.9 Policy Management .................................................................................................................... 16

1.10 Entity and Activity Review Systems .......................................................................................... 17

1.11 Student Grievance Process ......................................................................................................... 17

1.12 Health and Safety ....................................................................................................................... 18

1.13 Oversight of Associated Entities (e.g. owned companies) ......................................................... 19

2 Student Learning by Coursework Programmes ............................................................................... 20

2.1 Graduate Attributes and Student Learning Objectives ............................................................... 20

2.2 Curriculum.................................................................................................................................. 21

2.3 Student Entry Standards ............................................................................................................. 22

2.4 Foundation Programme .............................................................................................................. 23

2.5 Teaching Quality ........................................................................................................................ 23

2.6 Plagiarism................................................................................................................................... 24

2.7 Student Placements..................................................................................................................... 24

2.8 Assessment Methods, Standards and Moderation ...................................................................... 25

2.9 Academic Security and Invigilation ........................................................................................... 26

2.10 Student Retention and Progression............................................................................................. 27

2.11 Graduate Destinations and Employability.................................................................................. 27

3 Student Learning by Research Programmes .................................................................................... 29

4 Staff Research and Consultancy......................................................................................................... 30

5 Industry and Community Engagement ............................................................................................. 31

5.1 Industry and Community Engagement Planning &Management ............................................... 31

5.2 Relationships with Industry and Employers ............................................................................... 31

5.3 Relationships with Professions................................................................................................... 32

5.4 Relationships with Other Education Providers........................................................................... 32

5.5 Relationships with Alumni ......................................................................................................... 33

5.6 Relationships with the Community at Large .............................................................................. 33


© Oman Academic Accreditation Authority Page 2 of 55

6 Academic Support Services ................................................................................................................ 34

6.1 Academic Support Services Planning & Management............................................................... 34

6.2 Registry (Enrolment and Student Records) ................................................................................ 35

6.3 Library ........................................................................................................................................ 35

6.4 Information and Learning Technology Services......................................................................... 36

6.5 Academic Advising .................................................................................................................... 36

6.6 Student Learning Support........................................................................................................... 37

6.7 Teaching Resources .................................................................................................................... 37

7 Students and Student Support Services............................................................................................. 39

7.1 Students and Student Support Services Planning & Management ............................................. 39

7.2 Student Profile ............................................................................................................................ 39

7.3 Student Satisfaction and Climate................................................................................................ 40

7.4 Student Behaviour ...................................................................................................................... 40

7.5 Career and Employment Services............................................................................................... 41

7.6 Student Finances......................................................................................................................... 41

7.7 Accommodation, Catering and Transport................................................................................... 41

7.8 Medical and Counselling Facilities ............................................................................................ 42

7.9 International Student Services .................................................................................................... 42

7.10 Social and Recreational Services and Facilities ......................................................................... 43

8 Staff and Staff Support Services ........................................................................................................ 44

8.1 Human Resources Planning & Management.............................................................................. 44

8.2 Staff Profile................................................................................................................................. 44

8.3 Recruitment and Selection.......................................................................................................... 45

8.4 Induction..................................................................................................................................... 45

8.5 Professional Development.......................................................................................................... 45

8.6 Performance Planning and Review............................................................................................. 46

8.7 Promotion and Other Incentives ................................................................................................. 46

8.8 Severance.................................................................................................................................... 47

8.9 Staff Organisational Climate and Retention ............................................................................... 47

8.10 Omanisation................................................................................................................................ 48

9 General Support Services and Facilities............................................................................................ 49

9.1 General Support Services and Facilities Planning and Management ......................................... 49

9.2 Public Relations and Marketing ................................................................................................. 49

9.3 Communication Services............................................................................................................ 50

9.4 Facilities Management................................................................................................................ 50

Appendix A. Audit Panel ...................................................................................................................... 51

Appendix B. Abbreviations, Acronyms and Terms............................................................................ 52



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 the International Maritime College Oman (IMCO). It

comments on the College’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 the

College’s activities and constructive feedback to the College to assist with its ongoing improvement

efforts.

The Quality Audit commenced with IMCO 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 on 10 October 2012, although the official submission date was 2 October 2012.

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 6 November 2012 to consider the College’s Portfolio. Following this, a representative of the Audit Panel Chairperson and the

Executive Officer undertook a planning visit on behalf of the Panel to the College on 19 November 2012

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 IMCO’s

activities. No valid submissions were received.

The audit visit took place over 16-18 December 2012. During this time, the Panel spoke with

approximately 100 people, including governing authorities, staff, students and external stakeholders. It

also visited a selection of venues and examined additional documents.

No documents created after 18 December 2012 (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 IMCO’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 the College.

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 26 June 2013.

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.oaaa.gov.om). Full

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

http://www.oaaa.gov.om/QAM_2008_FINAL2.pdf ).



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.oaaa.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

The International Maritime College Oman (IMCO) was established in 2005. It is the only maritime

college in the Gulf Cooperation Council (GCC) region. It is owned by the Government of the Sultanate

of Oman (the majority shareholder) and the STC-Group based in Rotterdam, the Netherlands (see

Appendix B). The STC-Group has long-standing expertise in education and training in the fields of

maritime, port, shipping, transportation, logistics and process industries. Since 2010, IMCO has operated

from a new, purpose-built campus in Oman’s port city of Sohar, approximately 200 kilometers north of

the capital city of Muscat. IMCO offers Diploma and Bachelor Degree programmes in Nautical Studies;

Marine Engineering; Port, Shipping and Transport Management; and Engineering for Process Operations

Technology. It also offers a range of short courses for industry. At the time of the audit, the College had

approximately 1300 students, including over 70 international students, supported by 66 academic staff

and 68 administrative and support staff. Over 40% of the students were studying at Foundation level.

IMCO awards its own higher education qualifications. Its relationship with the STC-Group is not an

academic affiliation; rather, it is a partnership of shareholding and collaborative management of the

College as a commercial entity.

The College undertook an inclusive and extensive institutional self-study in preparation for the Quality

Audit. The resulting Portfolio was evaluative and candid in its reporting and included formal

identification of strengths and opportunities for improvement in relation to each of the nine areas of scope

covered by the audit.

A major achievement of the College has been its completion of a campus specifically designed to support

its Vision and Mission which relate to providing Oman and the region with an education and training

institution to meet the specialised needs of the maritime, logistics and process industries. The STC-

Group, which has a 30% shareholding in the College, brings international maritime and port operation

expertise and recognition to the College. The Government of the Sultanate of Oman holds the remaining

70% of the shares in the College. The Minister of Manpower represents the Government in this

arrangement. The joint ownership brings strength to this partnership and the College’s Mission and

Vision provide clarity of purpose. Responsibility for governance below the level of the shareholders

rests with the Board of Directors (BoD). This includes representatives from various Government

Ministries as well as the STC-Group. A Board of Trustees is in place to provide advisory input into the

governance of the College. Action is now required to clarify the roles and responsibilities of governing

individuals and entities.

Since its relocation to the new campus, the College has focussed effort on developing management and

quality assurance systems. Previous staff turnover in senior positions as well as a period of student unrest

(in 2011) have impacted on this, but the College now has strong management leadership, enhanced

strength and stability at Head of Department level, a 2011-2014 Strategic Plan and a dedicated Quality

Assurance Officer to support the development of internal systems. Nevertheless, the College’s

management structure is still under development, its financial planning and strategic planning are not

aligned and there is no effective risk management system in place. Action to remedy these key issues is

required to underpin progress the College is making in embedding an operational planning and reporting

cycle as well as embedding entity and activity review processes. The College’s internal communication

systems are strong although its institutional information management software system has limitations



which need to be addressed. Management at IMCO is informed by students’ views which are expressed

through a range of feedback systems.

The College’s higher education provision is strongly vocationally orientated. Various mechanisms

support the College in addressing the vocational requirements of its programmes. These include the

secondment of specialised staff from the STC-Group to the College, efforts to align curricula to relevant

industry standards and including an extensive industry internship period in each programme. Successful

completion of the Nautical Studies and Marine Engineering Diploma or Degree programmes can lead to a

professional license to work being awarded. Action needs to be taken, however, to develop robust

systems to ensure not only that relevant industry and professional requirements are met, but also,

critically for IMCO as a provider of higher education, that academic standards are appropriate, achieved

and maintained. At present, the College’s systems relating to key areas such as curriculum development

and review as well as assessment are still being developed. There is an overarching requirement for

policies and processes to include sufficient, systematic, external input and benchmarking to ensure

curricula are current, appropriate and aligned with international standards (for higher education as well as

industry and professional requirements) and that academic standards are assured through robust

assessment practices.

IMCO has strength in its provision of simulators, laboratories, workshops and sports facilities to support

essential student learning on its specialized programmes. In terms of teaching quality, a pedagogical

framework is being developed to guide teaching and learning and a new teaching evaluation system is

being implemented. Action is also being taken to address plagiarism. The College is working to

implement a more consistent and effective academic advising system. Improved monitoring of student

retention and progression would support this initiative. In addition, plans to enhance library resources

need to be implemented and a greater level of structured extracurricular learning support provided for

students. There is a requirement for the College to develop a research function to support its provision of

Bachelor degree programmes; at present there is very limited research and there is no consultancy at the

College although the potential for both is clear.

The extensive industry placements undertaken by IMCO students are a distinctive feature of its

programmes and reflect its close relationship with relevant industries. To ensure the sustainability of

these, sufficient placement opportunities need to be ensured in line with student numbers. In addition,

current systems for supervision of students on placements and assessment of their performance need to be

strengthened. IMCO’s relationship with industry is critical to its operations, and more formalized

administration of its existing links is required to support and sustain a range of its activities. The College

is not yet able to formally evaluate its effectiveness in providing these industries with graduates which

meet their requirements as systems to record and monitor its graduates’ destinations have yet to be

developed. The College is aware that it needs to provide career and employment services in a systematic

way and develop a formal relationship with its alumni.

The College is devoting considerable effort to developing improved and more transparent systems and

procedures for the management of its multinational staff. Continued effort to successfully implement

these is required to support staff retention and stability. The number of Omani administrative staff at

IMCO exceeds the College’s overall Omanisation targets (as well as national requirements). The College

is encouraged to focus attention on recruitment and development of more Omani academic staff for its

higher education programmes.

IMCO provides a high level of support for its international students and wishes to attract more high

caliber students from both Oman and abroad. The College’s public relations and marketing function is,

however, underdeveloped and needs appropriate systems and adequate resources to promote the College

effectively.



Summary of Commendations

A formal Commendation recognises an instance of particularly good practice.

1. The Oman Academic Accreditation Authority commends the International Maritime College

Oman for its provision of simulators, laboratories, workshops and sports facilities which is

effective in supporting essential student learning on the highly specialized and vocationally

orientated higher education programmes offered by the College..................................................... 38


Oman for its implementation of a range of student feedback mechanisms through which it is

able to engage with students in a timely, coordinated and systematic way...................................... 40


Oman for its planned development and implementation of a new campus located and

designed specifically to support its specialized Mission. ................................................................. 49

Summary of Affirmations

A formal Affirmation recognizes an instance in which the International Maritime College Oman has

accurately identified a significant opportunity for improvement and has demonstrated appropriate

commitment to addressing the matter.

1. The Oman Academic Accreditation Authority supports the steps taken by the International

Maritime College Oman to develop and implement an effective operational planning and

associated reporting process and agrees with the College that continued management support

is required to ensure the sustainability of this function. ................................................................... 15

2. The Oman Academic Accreditation Authority agrees with the International Maritime College

Oman that its entity and activity review systems need to be strengthened and supports the

steps being taken to embed a range of processes to achieve this...................................................... 17


Oman that there is a pressing need for an appropriate health and safety policy relating to the

new campus to be approved and implemented to help ensure the general safety of all

stakeholders and supports the steps the College is taking to achieve this. ....................................... 19


Oman that its work to embed the development and assessment of its generic graduate

attributes in its higher education programmes needs to be completed and supports the efforts

being made to achieve this................................................................................................................ 21

5. The Oman Academic Accreditation Authority supports the efforts of the International

Maritime College Oman to further develop its curriculum development and review processes

in support of the College’s intention to implement curricula of appropriately benchmarked

standards. .......................................................................................................................................... 22


Oman that teaching staff with relevant qualifications and experience from industry are

required to support effective delivery of its specialized higher education programmes and

supports its efforts to gain formal approval to appoint an appropriate proportion of teaching

staff with this profile......................................................................................................................... 23


Oman that it needs to complete and implement its pedagogical framework and fully

implement its teaching appraisal process to guide and support the development of good



teaching and learning practices in higher education and supports the steps being taken to

achieve these objectives.................................................................................................................... 24


Oman that implementation of its anti-plagiarism policies and practices needs to be

strengthened, particularly regarding the academic integrity of Year 4 Graduation Projects,

and supports the remedial actions the College is taking to inform and educate students and

staff about academic malpractice. .................................................................................................... 24


Oman that formal systems to record, monitor and evaluate its graduates’ destinations and

employability are required in order to help ensure its effectiveness in fulfilling the needs of

employers and industry in line with its Mission and supports the efforts being made to

achieve this. ...................................................................................................................................... 27


Oman that it needs to implement an integrated electronic information system which supports

its needs effectively and acknowledges the steps being taken by the College in this regard. .......... 34


Oman that there is a need to establish systems to facilitate continuous monitoring and

improvement of its academic support services and supports actions being taken by the

College to achieve this...................................................................................................................... 34


Oman that there is a need to strengthen its academic advising processes in order to provide

more systematic support for students and supports the College’s efforts to implement a

revised system to achieve this. ......................................................................................................... 37


Oman that students need to be provided with effective career and employment services,

delivered through planned and systematic processes and subject to evaluation for their

effectiveness in supporting graduates in gaining employment in their specialist areas, and

supports efforts being made to achieve this...................................................................................... 41


Oman that its human resources management systems need to be strengthened and supports

its efforts to achieve this through actions which include development of a comprehensive,

revised, policy and procedures manual for this area......................................................................... 44


Oman that an effective system for the performance planning and appraisal of all staff needs

to be implemented and supports the College in its efforts to achieve this........................................ 46

16. The Oman Academic Accreditation Authority recognizes the steps taken by the International

Maritime College Oman to develop systems to manage staff satisfaction and retention

effectively and supports ongoing efforts in this area to help ensure enhanced staff retention

and stability. ..................................................................................................................................... 48

Summary of Recommendations

A Recommendation draws attention to a significant opportunity for improvement that the International

Maritime College Oman has either not yet accurately identified or to which it is not yet adequately

attending.



1. The Oman Academic Accreditation Authority recommends that the International Maritime

College Oman review its governing system regularly to ensure its effectiveness and to

clearly establish the authority and accountability of governing individuals and entities for all

stakeholders. ..................................................................................................................................... 12


College Oman further review and develop its management structure in a systematic way in

order to achieve clarity and distinctiveness within key roles and establish a stable structure

which will support the sustainable development of the College. ..................................................... 14


College Oman align its Strategic Plan with its financial planning and establish a mechanism

to effectively monitor and review progress and achievement against the Strategic Plan................. 15


College Oman finalise its risk management policy and use it to develop and implement a

broad and comprehensive risk management system which is monitored and reviewed

regularly for its effectiveness in supporting the sustained operation of the College. ....................... 16


College Oman review its approach to dealing with marking and grade appeals in order to

develop and implement appropriate processes which reflect international best practice. ................ 18


College Oman ensure that its student entry standards for higher education programmes meet

the national standards, are subject to regular review in relation to programme demands and

are implemented with rigour............................................................................................................. 22


College Oman further develop its assessment policies and processes for its higher education

programmes to reflect best practice in vocationally focused higher education and to ensure

academic standards are appropriate, achieved and maintained. ....................................................... 26


College Oman develop and implement processes to allow close monitoring and detailed

analysis of student retention and progression to inform its planning and decision making

processes........................................................................................................................................... 27


College Oman develop a conceptual framework for staff research in line with its strategic

plan and increase support for research activity in order to support development of a research

culture and enhance the College’s provision of higher education. ................................................... 30


College Oman formalize its administration of relationship links within industry and the

community and develop and implement systematic feedback mechanisms to identify good

practice and guide improvements. .................................................................................................... 31


College Oman establish a formal alumni body with a clearly defined purpose aligned to the

College’s strategic aims and formally assign responsibility for establishment, continued

support and oversight of this body. .................................................................................................. 33


College Oman take steps to ensure the security of student records which include effective

back-up of these................................................................................................................................ 35




College Oman address identified limitations in library provision in order to ensure that

adequate library learning resources are available to support the needs of the College

community effectively...................................................................................................................... 36


College Oman undertake regular and systematic review of the IT needs of students and other

users to help ensure that availability and accessibility of IT services are consistent with its

strategic aims. ................................................................................................................................... 36


College Oman develop and implement a systematic approach to its provision of

extracurricular learning support to help ensure adequate and effective support for all

students. ............................................................................................................................................ 37


College Oman act on its plans to provide a professional student counseling service....................... 42


College Oman take steps to ensure that all staff across the College undergo an effective

induction process. ............................................................................................................................. 45


College Oman develop and implement a systematic approach to staff development which

addresses both generic as well as subject- and role-specific professional development

requirements. .................................................................................................................................... 46


College Oman develop and implement clear and transparent criteria and processes by which

both academic and administrative staff may be promoted or awarded financial bonuses in

order to recognise good performance and encourage staff retention................................................ 47


College Oman develop and implement a systematic approach to its marketing and public

relations and ensure that these functions are appropriately resourced and subject to regular

review. .............................................................................................................................................. 50



1 GOVERNANCE AND MANAGEMENT

The International Maritime College Oman (IMCO) was established in 2005 as a joint venture

between the Government of the Sultanate of Oman and the STC Holding Group (STC – See

Appendix B) based in Rotterdam, the Netherlands. STC comprises the Shipping and Transport

College, International Maritime Transport Academy, Dynamar Consultancy and Maritime

Simulation Rotterdam (Portfolio, p.12). At its foundation, IMCO was based in Muscat but it

moved to a new, purpose-built location in Sohar in September 2010.

The Panel learned that the initiative to establish the College had stemmed from a Government

project led by the Sultanate of Oman to establish Sohar Port, and was viewed as a means to build

on the nation’s maritime history and support Omanisation of associated developing industries.

IMCO offers Diploma and Bachelor Degree level programmes focused in the areas of maritime

studies; port, shipping and transport management; and process operations technology. It also

provides a range of short courses in specialized areas. A number of programmes qualify

graduates to apply for certification according to the International Convention on Standards,

Training, Certification and Watchkeeping (STCW). STCW certificates are approved and

endorsed by the Ministry of Transport and Communications.

This Chapter reports on the Panel’s findings in relation to overall governance and management at

the College and specifically covers the following: Mission, Vision and Values; governance;

management; institutional affiliations; strategic plan; operational planning; financial

management; risk management; policy management; entity and activity review systems; student

grievance process; and health and safety.

1.1 Mission, Vision and Values

IMCO approved a 2011-2014 Strategic Plan in December 2011 which includes the following

Vision and Mission statements:

Vision

“To be a leading learning institution in the fields of maritime, logistics and

process operations, that is committed to providing Oman, the region and beyond

with professionals ready to face the emerging challenges of industry.”

Mission

“To provide high quality education and practical training which will meet the

specialized needs of the maritime, logistics and process industries and will

support the economic development of the country.”

Additionally, the College has established the following Core Institutional Values (Portfolio,

p.10): “Professionalism: High personal standards of skill and behavior; Transparency: Clarity,

honesty and openness in behavior; Accountability: Taking responsibility for one’s decisions or

actions; Exemplary ethical conduct: Having a clear idea of what is right and what is wrong; Equal

opportunity: Ensuring that everyone has the same rights and opportunities. Respecting everyone

for the roles they fulfil and encouraging them to realise their potential; Team spirit: The desire

and willingness to work together and help each other as part of a team.”

Through scrutiny of documents, and in interviews with a wide range of staff, it was apparent to

the Panel that, as indicated in the Portfolio (p.11), the College’s current Mission and Vision and

Value statements had been developed through a consultative and inclusive process and were

providing clear strategic direction to the College. The Panel found that the College’s Values, in

particular, were understood and supported by staff. This was demonstrated both through the



engagement of staff with the audit process, and in the relationships between staff members (both

academic and administrative) and students. It was apparent to the Panel that IMCO’s staff

believed in the core Values of the College and used them as a context for their working

environment.

The College is currently the only maritime College in the region (Portfolio, p.25). It has invested

in a purpose-built campus (see Commendation 3) and the development of highly specialized programmes in direct alignment with its Mission and Vision. The College’s clarity of purpose,

which is shared by the IMCO community and external stakeholders, is a strength.

1.2 Governance

IMCO is a limited liability company in which the Government of the Sultanate of Oman holds

70% of the shares, and the STC-Group based in Rotterdam, the Netherlands, holds the remaining

30% (Portfolio, p.12). The College operates under a Shareholders Agreement which establishes

two distinct layers of governance: the shareholders and the Board of Directors (BoD).

The shareholders are represented by the Minister of Manpower of the Government of the

Sultanate of Oman and, according to the IMCO Policy Manual derived from the Shareholders

Agreement, “one or two members of the Board of Directors of STC”. The BoD has seven

members, five of whom are nominated by the Government of the Sultanate of Oman and two by

STC. The members nominated by the Government represent: the Ministry of Transport and

Communications; the Ministry of Manpower; the Ministry of Higher Education; the Ministry of

National Economy; and the Ministry of Finance. The Chairman of the BoD is nominated by the

Government of the Sultanate of Oman. The Panel learnt that currently the Chairman of the BoD

also holds the position of Undersecretary at the Ministry of Transport and Communications and

that the potential conflict of interest that results from this (in relation to professional awards – see

5.3) is recognized by the College.

Additionally, the BoD has recently (March 2012) established a Board of Trustees (BoT) to

replace an existing Board of Advisors. The BoT is a five-member advisory body to the BoD,

primarily, according to its terms of reference, in relation to academic matters.

Through scrutiny of minutes of meetings, and interviews with various members of all three levels

of governance (the Shareholders, the BoD and the BoT), the Panel concluded that that, whilst the

relationship between the governing entities was reasonably clear, there were areas where further

clarity and distinction of responsibilities and accountabilities would aid the strategic planning,

academic governance and financial management of the College.

Specifically, the Panel considered that mechanisms to evaluate and mitigate potential conflicts of

interest across, and within, the distinct entities of governance were underdeveloped and in need of

enhancement. This situation is exacerbated by the current general lack of clarity regarding the

distinct roles of the Ministries of Manpower, Transport and Communications and Higher

Education on the BoD, particularly as the latter two have authorities relating to the awards of the

College (professional and academic). In addition, perhaps as a result of its recent formation, the

specified role and focus of the BoT is not yet clear to all stakeholders. The College indicates its

intention to develop a mechanism to establish more clearly the level of effectiveness of its

governance system (Portfolio, p.13), and the Panel agrees that this is required.

Recommendation 1

The Oman Academic Accreditation Authority recommends that the

International Maritime College Oman review its governing system regularly

to ensure its effectiveness and to clearly establish the authority and

accountability of governing individuals and entities for all stakeholders.



The Panel noted that the joint venture between the Government of the Sultanate of Oman and the

STC-Group is one of shareholding and collaborative management of IMCO as a commercial

entity. There is strength in this partnership, through which, for example, STC provides IMCO

with senior staff, who lead and teach in specialist areas, as well as technological installations such

as simulators. IMCO has no established academic affiliate at institutional level (also see Section

1.4) and the College awards its own Diploma and Degree qualifications. IMCO’s programmes are licensed by the Ministry of Higher Education (MoHE) but it has no formal internal approval

process which would validate an award against any benchmark standards or ensure secure

location of an award within the Oman Qualifications Framework. Furthermore, IMCO has no

external moderation process which would help to ensure that students are achieving at the correct

level and meeting threshold standards of awards.

The Panel concluded that IMCO has no secure means of assuring the standards of its academic

awards and the standards of student achievement within those awards. In line with strengthening

its academic governance and management functions (also see Recommendation 2), the College

needs to develop and implement mechanisms to address this (see Recommendation 7). The Panel also considers it important for the College to ensure that all stakeholders have a clear

understanding of the nature of its relationship with the STC-Group and the fact that this does not

formally extend to the assurance of academic standards.

1.3 Management

The College has a strategic goal to “ensure an ethical, transparent and efficient management and

administrative system” with supporting objectives to “establish an effective administrative

structure with clear lines of authority, roles and responsibilities” and “ensure that the College

Council and other committees function effectively” (Portfolio, p.13).

The key senior managers within the College are the Dean, the Deputy Dean for Academic Affairs

(DDAA) and the Deputy Dean Administration and Finance (DDAF). The Dean, Deputy Deans

and the Finance Manager take part in BoD meetings and the Chairman of the BoT represents the

BoT in the BoD. The Dean chairs the College Council (a general management body which deals

with both administrative and academic issues). In December 2011, the College appointed a

Quality Assurance Officer to support the work of the senior management (Portfolio, p.13). These

positions are shown in the College’s organizational structure (due to be published in the Colleges

new Human Resources Manual – see 8.1), although not all entities identified on this document are yet in place and the structure has yet to be finalized.

The Panel found that through its creation of a formal position to address quality assurance, much

has been done to foster a coherent approach to quality assurance across the College and embed a

College-wide understanding of quality assurance processes. The Panel encourages the College to

ensure that the authority of this role is maintained.

The College reports having previously faced frequent turn-over in key management positions

such as the Dean, DDAA and Heads of Departments (HoDs) but that action has been taken to

make appointments which will bring stability to these positions (Portfolio, p.14). The Panel

learnt that the DDAA and a number of academic HoD positions had until recently been held on

an “acting basis” to cover a lack of permanent appointments. The Panel noted that the College

has faced many challenges in recent times, including a period of student unrest during 2011. The

Panel considered, however, that the BoD had taken careful and deliberate action to address the

leadership needs of the College in a way that had impacted beneficially on the spirit and culture

of both students and staff. At the time of the audit, the current Dean had been in post since

October 2011, a permanent DDAA had been appointed (from STC, in June 2012) and two of the

three HoDs of academic departments were now being held on a permanent basis by staff

seconded from STC (appointed in April 2011 and September 2012 respectively). The Panel



heard and appreciated the fact that competing with a well-paid industry presents challenges to

IMCO in recruiting academic staff for its diploma and degree programmes; nevertheless, it

encourages the College to prioritize efforts to make an appropriate, permanent HoD appointment

for its third academic department, Process Operations Technology.

The Panel noted that the recent fluidity of management positions has led to some instability and

lack of direction, and that work in this area was still in progress, particularly with regard to

academic management and the development and implementation of policies, entities and

activities associated with this. The Panel agrees that further development and increased stability

of the College management structure is required. In particular, roles and reporting lines

associated with the College Council, the proposed Curriculum Committee (see Section 2.2) and a new academic leadership post the Panel heard about need to be carefully considered. The College

identifies the broad need to continue to strengthen its management system and enhance its

evaluation of this (Portfolio, p.15), but the Panel considers that a more structured and systematic

approach than is currently evident is required to inform future developments and ensure that new

and existing decision making structures will work in harmony.

Recommendation 2


International Maritime College Oman further review and develop its

management structure in a systematic way in order to achieve clarity and

distinctiveness within key roles and establish a stable structure which will

support the sustainable development of the College.

The College has a customized information management system known as ProMIS. The Panel

learned that, as acknowledged by the College (Portfolio, p.62), this system no longer supports the

College’s needs effectively in a number of areas. The Panel supports the action being taken to

address this (see Affirmation 10).

1.4 Institutional Affiliations for Programmes and Quality Assurance

IMCO reports that its institutional association with the STC-Group relates to its programmes and

operations generally and that for all its quality assurance and accreditation purposes it follows

MoHE and OAAA guidelines (Portfolio, p.15). Through its part ownership by the STC-Group,

IMCO is provided with support for curriculum development and programme delivery (also see

Section 2.2 and Section 5.4) but the College does not have a formal academic affiliation with STC.

The College indicates that it is investigating the possibility of establishing an academic affiliation

with an appropriate HEI (Portfolio, p.15) and minutes of meetings showed this to be the case.

The Panel considers that enhanced external input is required to support activities such as

curriculum review and assessment to help ensure academic standards are appropriate, achieved

and maintained (see Affirmation 5 and Recommendation 7). Establishment of an effective academic affiliation is one way in which these requirements may be met.

1.5 Strategic Plan

IMCO’s current Strategic Plan (2011-14) was approved by the BoD in December 2011 (Portfolio,

p.16). The plan has nine strategic goals each supported by a number of objectives. It also

includes quantitative performance indicators together with identification of where responsibility

for each objective rests. The Panel found that the plan had been constructed with the

collaboration of both staff and BoD members. This has resulted in a comprehensive document

that is widely accepted and understood throughout the College.



The College states that its BoD and management are focused on implementing the Strategic Plan

and that it intends to track achievements through achievement of operational plans and

departmental end-of-semester reports (Portfolio, p.16). Through the scrutiny of documentation

and interviews, however, the Panel found that at present, mechanisms for monitoring and

reviewing progress against the Strategic Plan are not well developed and as a result, there is

currently no formal process by which the BoD and management can evaluate performance in this

area (also see 1.6). Further, no strong relation exists between medium-term financial planning and the delivery of the Strategic Plan; there is no explicit alignment of the Strategic Plan and the

budget.

Recommendation 3


International Maritime College Oman align its Strategic Plan with its

financial planning and establish a mechanism to effectively monitor and

review progress and achievement against the Strategic Plan.

Consideration of areas such as maintenance of the College’s facilities indicated to the Panel that

the planning horizon determined by IMCO’s four-year Strategic Plan is limited and the Panel

suggests that the College consider engaging in longer term strategic planning in the future.

1.6 Operational Planning

IMCO has begun to put into practice a process of operational planning, with both academic and

support departments preparing operational plans in January 2012. In addition, a system of end-

of-semester reporting against these plans has been initiated (Portfolio, pp.16-17).

The Panel examined a range of departmental operational plans. Whilst in most cases these plans

explicitly follow the Strategic Plan, further development of them (to include, for example, a

greater level of detail regarding actions and targets to be achieved within given timeframes) is

likely to be required to guide departments effectively. The departmental end-of-semester reports

follow a common format which encourages detailed reporting and requires achievements and

challenges to be reported as well as recommendations to be made. The Panel did not find an

explicit link between these reports and the departmental operational plans, but nevertheless

appreciates the College’s progress towards embedding an effective planning and reporting cycle

at departmental level. Through interviews, the Panel gained evidence of staff having engaged

positively and derived benefit from this initiative. Moreover, the Panel recognizes the key role of

the Quality Assurance Officer in driving and supporting this function in the College. IMCO

acknowledges that continued review of the implementation and effectiveness of operational

planning in the College is required (Portfolio, p.17). The Panel agrees with this and notes the

overarching importance of alignment between planning and budgeting (see Recommendation 3).

Affirmation 1

The Oman Academic Accreditation Authority supports the steps taken by

the International Maritime College Oman to develop and implement an

effective operational planning and associated reporting process and agrees

with the College that continued management support is required to ensure

the sustainability of this function.

1.7 Financial Management

IMCO has a strategic objective to “ensure efficient financial management”, and reports that

responsibility for financial planning and allocation is undertaken by the Dean, the DDAF and the

Finance Manager (Portfolio, p.17).



The College’s financial regulations and procedures are laid out in the College’s Policy Manual

and the Panel found there are clear processes for the development of the annual budget and clear

lines of financial authority and accountability. The shareholders retain final authority to approve,

or veto, the overall annual budget. The College is subject to external and state audit in addition to

internal audit.

The College reports that its financial position is “strong and stable” (Portfolio, p.19) but also that

it is “exploring all opportunities for generating revenue and achieving operational efficiency to

strengthen its financial position and achieve operational stability” (Portfolio, p.18). The Panel

found there to be a strong focus and positive engagement with financial and associated challenges

at the level of the (STC and Government of Oman) shareholders and the BoD. Recently, this has

led to, for example, an enhanced focus on income-generating short courses being addressed by

the DDAA and greater financial authority now being located with the Dean than was previously

the case. Overall however, the Panel found that, whilst financial control is appropriately

exercised, consideration of the medium and longer-term resource needs of the College was less

obvious. With the need to maintain and update many items of specialist equipment (both

hardware and software) and to maintain current facilities and ensure currency of practice in a fast-

changing environment, this was seen as a risk by the Panel (see Recommendation 4).

1.8 Risk Management

IMCO has a strategic objective to put in place an effective risk management system (Portfolio,

p.18). Whilst some steps have been taken to address risk management (particularly in the area of

Health and Safety – see Section 1.12), and a draft risk management policy has been developed, the College acknowledges that currently it has no formal risk management policy in operation

(Portfolio, p.25).

The College indicates its intention to finalise its risk management policy and its wish to address

“all types of risk” (Portfolio, p.19). The Panel supports the College’s consideration of the broad

potential areas of risk referred to in the draft policy (reputational, strategic, operational,

compliance and financial) and urges the College to finalise the policy as a first step towards

developing and implementing an effective risk management system.

Recommendation 4


International Maritime College Oman finalise its risk management policy

and use it to develop and implement a broad and comprehensive risk

management system which is monitored and reviewed regularly for its

effectiveness in supporting the sustained operation of the College.

1.9 Policy Management

IMCO has a Policy Manual which was developed by the BoD. It includes regulations governing

the major activities of the College. This is described by the College as a “controlled document”

(Portfolio, p.19) access to which is provided only to a limited number of key individuals with

sections being made available to those areas of the College to which they apply.

Policy management at the College is now supported by a formal “System for Policies and

Procedures” (Portfolio, p.19). This was approved by the Dean in 2010, and is, effectively, a

comprehensive policy on policies.

The College is working to strengthen its policy management system by encouraging effective

implementation of its policies and procedures system (Portfolio, p.20). The Panel also heard that



effort was being made to disseminate policies more widely than before in keeping with the

College’s core value of transparency, and the Panel encourages this.

1.10 Entity and Activity Review Systems

IMCO indicates that in its early years, the College’s review activities were strongly focused on

financial activities and that broader entity and activity reviews were initiated in 2008-2009 in

alignment with the requirements of the self-study to be prepared for the OAAA Quality Audit

(Portfolio, p.20). The College now has a clear profile of activity review related to academic

programmes and some central facilities, which includes module review at the end of each

semester as well as student and staff surveys. In December 2011, the College introduced a

system of end-of-semester/year reporting by academic departments, and more recently, this has

been extended to all administrative departments (Portfolio, p.21). The Panel viewed a range of

these comprehensive, evaluative reports and recognizes the impact of these in strengthening

entity and activity review in the College.

Academic staff appraisal and teaching review have been recently re-assessed too, moving from a

reliance on student feedback to activity undertaken by the Heads of Academic Departments and

linked, where appropriate, to the probation process for new academic staff. Within an annual

cycle so recently introduced, there is limited evidence of its effectiveness, but in interviews the

Panel heard that it had been received positively (also see Section 2.5 and Section 8.6).

The College conducted a range of staff and student surveys (in June 2012) as part of its self-study

(Portfolio, p.22) but it was acknowledged in interviews that these have yet to be embedded in a

time-bound continuous system. The Panel considers that surveys also need to be extended to a

wider variety of stakeholders including employers (especially those concerned with the delivery

of placements), placement supervisors and alumni. The Panel was concerned to find a general

lack of external input and benchmarking in relation to College activities. This is particularly

evident in relation to assessments, academic standards and curricula (also see Chapter 2). Attention to this is required to strengthen review in the College.

The Panel noted the comprehensive College-wide gap analysis (“Status Report”) produced by the

College during its self-study preparations for the Quality Audit and the College’s view that the

self-study will “provide great impetus to undertake future review activities on a regular basis”

(Portfolio, p.21). The College recognizes that it needs to continue to strengthen its review

processes; the Panel agrees, and recognizes that the central quality assurance function in the

College is well placed to support relevant stakeholders in undertaking this work.

Affirmation 2

The Oman Academic Accreditation Authority agrees with the International

Maritime College Oman that its entity and activity review systems need to

be strengthened, and supports the steps being taken to embed a range of

processes to achieve this.

1.11 Student Grievance Process

IMCO’s Academic Regulations include a formal appeals process which includes processes for an

appeal against a decision of the Examinations Board, student complaints and conciliation

procedures, and a process for dealing with minor complaints termed an “informal process”.

These regulations are included in the Student Handbook. Grievances are addressed by the Dean’s

Office, the Student Affairs Department or the Examinations Office. Records of cases and actions

taken are maintained (Portfolio, p.22).



The College states that students can request a review of an examination result or raise any other

issues related to examinations through the Examinations Office (Portfolio, p.22). The College

regulations indicate that a formal appeal against a decision of the Examinations Board should

only be invoked where other means of redress have been sought and have not resulted in an

outcome satisfactory to the student. The College reports that the formal appeals process has not been used in the last three years but it provides statistics of grievances raised by students from

2008-2012 which have been settled by the Dean’s Office, Student Affairs, or the Examinations

Office (Portfolio, p.23). These include complaints and academic appeals. A large proportion of

the grievances reported relate to marking and a significant percentage has led to marks being

changed (approximately 40% in both academic years 2010-11 and 2011-2012). The Panel heard

that all mark changes were processed by the Examinations Office and approved, finally, by the

Dean but the Panel agrees with the College that the number of cases resulting in changes to marks

is a cause for concern (Portfolio, p.23, also see Section 2.8).

Whilst the Panel found evidence that use of the College’s informal process had maintained a

responsive and timely approach to the management of student issues, the Panel considered that

the current practice of reviewing and changing of marks did not align with international norms in

higher education and that there were risks of it operating in an ad hoc manner which was not

completely equitable and objective. The Panel therefore considers that the College’s approach to

dealing with student academic appeals should be reviewed in the overall context of its processes

for the marking of student work (see Section 2.8) in order for processes which are transparent, consistent and which reflect best practice in this area to be developed and implemented.

Recommendation 5


International Maritime College Oman review its approach to dealing with

marking and grade appeals in order to develop and implement appropriate

processes which reflect international best practice.

1.12 Health and Safety

IMCO has a strategic objective to provide a safe working environment (under Goal 9). It has

appointed a Health and Safety Officer and is in the process of developing a Health and Safety

Policy (Portfolio, p.23).

IMCO operates in high-risk learning and teaching environments where students are using

potentially dangerous machinery and materials. The Panel found that IMCO has a strong

awareness of the importance of health and safety. In viewing some specialist facilities and in

interviewing both with staff and students, the Panel learnt that students are inducted into

operating in hazardous environments and that steps have been taken to monitor problems and to

respond to them. Also, for example, Deck Officer and Marine Engineering Officer students are

required to pass a swimming test before taking up student placements on board ship.

The College operates a closed-circuit television system (CCTV) and has a significant contingent

of security staff who provide a 24 hour security function. Additionally, through its links with

other major employers and operators of Sohar Port, there is provision for the College to receive

professional support in the event of an emergency (Portfolio, p.24).

Within the operation of the new campus however, and alongside other areas of Risk Management

(see Section 1.8) IMCO has not fully developed its health and safety policy with regard to the

general campus environment. The Panel viewed a draft policy and heard that whilst work is

ongoing on this, some relevant requirements have been communicated to the College community

by e-mail and, for example, hygiene checks in the cafeteria were being conducted. The Panel

learned, however, that regular fire drills or evacuation drills were not being held, and did not find



clear evidence that all students were aware of evacuation mechanisms, muster points, or general

safety procedures. The College acknowledges the need to finalise and implement an appropriate

health and safety policy (Portfolio, p.25). The Panel found that significant effort was being

focused on this area but that there was a sense of frustration among some staff that progress had

been slower than anticipated.

Affirmation 3


Maritime College Oman that there is a pressing need for an appropriate

health and safety policy relating to the new campus to be approved and

implemented to help ensure the general safety of all stakeholders, and

supports the steps the College is taking to achieve this.

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

IMCO states that it has no associated entities either owned or controlled by it (Portfolio, p.24).



2 STUDENT LEARNING BY COURSEWORK PROGRAMMES

IMCO has three academic departments: Nautical Studies; Port, Shipping and Transportation; and

Process Operating Technology. These departments offer Diploma and Bachelor qualifications in

the following academic disciplines: Nautical Studies (Deck Officer); Marine Engineering (Marine

Engineering Officer); Port, Shipping and Transport Management; and Engineering for Process

Operations Technology.

The College also has an English Language Department which provides students with a

Foundation Programme that supports them in the acquisition of English language and skills in

Mathematics, Information Technology (IT) as well as general study skills. Approximately 40% of

IMCO’s student population of around 1,300 was studying at the Foundation level at the time of

the audit visit.

The College has both male and female students. The percentage of female students has increased

from around 16% in 2008-2009 to around 47% in 20111-2012. Although the numbers of female

students on the Marine Engineering Officer and Deck Officer programmes have been relatively

limited to date, the College views their participation in these programmes as positive. In 2011-

2012, 11 female students were following the Marine Engineering Officer programme, and two

female students were following the Deck Officer programme, approximately 8% and 3%

respectively of the of the total number of students on these progammes (Portfolio, pp.71 and 75).

This Chapter reports on the Panel’s findings in relation to the following: graduate attributes and

student learning objectives; curriculum; student entry standards; teaching quality, plagiarism

student placements; assessment methods, standards and moderation; academic security and

invigilation; student retention and progression; and graduate destinations and employability.

2.1 Graduate Attributes and Student Learning Objectives

In line with its Mission, IMCO has a strategic goal to “equip student with knowledge, skills and

graduate attributes that will enable them to be productive and effective” (Strategic Plan, Goal 4).

The College also identifies a set of attributes that its graduates are expected to attain. These

generic graduate attributes (listed as knowledge, skills and competencies, or personal attributes)

were developed in 2011 through a series of workshops (Portfolio, p.26). The College’s intention

is for these attributes to be embedded in the curriculum of each qualification and mapped to

intended learning objectives and associated assessments (Portfolio, pp.26-27).

The College acknowledges that whilst the mapping of its attributes against the intended learning

objectives has been completed for the Foundation Programme, work in other departments is

continuing (Portfolio, p.27). Based on documentation examined by the Panel, it was indeed

difficult to trace how individual programmes ensure students have achieved the generic graduate

attributes at the end of their studies. Clear mapping of the graduate attributes with module

learning outcomes is currently inconsistent and incomplete in relation to the higher education

programmes.

The Panel met academic staff who had participated in the development of the graduate attributes.

The Panel endorses the College’s intent to advance these attributes in its graduates as well as the

collaborative approach taken to develop them. Explicit alignment between course/module

intended learning outcomes and their assessment, programme outcomes and the generic graduate

attributes is now required for all academic programmes. The Panel supports the College’s

intention to seek input from external stakeholders and from industry on its graduate attributes and

students’ attainment of these (Portfolio, pp.27-28). In addition, however, it is important for the

College to ensure that appropriate external benchmarking and validation are carried out to ensure



that the levels at which the graduate attributes are attained are appropriate in relation to different

academic levels and awards (see Recommendation 7).

Affirmation 4


Maritime College Oman that its work to embed the development and

assessment of its generic graduate attributes in its higher education

programmes needs to be completed, and supports the efforts being made to

achieve this.

2.2 Curriculum

IMCO’s Strategic Plan (Goal 2) states that the College will implement curricula of international

standard by a process of continuous review and updating. There are supporting objectives to

analyse the needs of industry and benchmark curricula appropriately (Portfolio, p.28).

The College reports that its higher education programmes, which are licensed by the Ministry of

Higher Education (MoHE), were originally developed with the technical support from the

Shipping and Transport College in Rotterdam (part of the STC-Group) (Portfolio, p.28). The

Panel learned that this support was provided through STC staff seconded to the College.

Since initial licensing, the Process Operations Technology Diploma and Degree programmes

have been revised in line with a change of title (to incorporate the word “Engineering”) and re-

licensed by MoHE in a process which included scrutiny by external reviewers. The College

envisages that the Marine Engineering Officer and Deck Officer curricula will be reviewed in

2012 -2013 to bring them in line with the new International Maritime Organisation (IMO)

Standards for Training, Certification and Watchkeeping (STCW) 2010 requirements and that the

Port Shipping and Transport Management curriculum will also be reviewed (Portfolio, p.28).

The College reports that, broadly, module descriptions and module/course outlines are under the

supervision of the Heads of Department (HoDs) (Portfolio, p.28). The Panel found curriculum

review activity to be taking place in all academic departments with input from the DDAA, HoDs

and to some extent from staff; some engagement with industry; and reference to, for example,

staff and student evaluation of modules. The Panel viewed sample course documentation which

appeared to reflect well-balanced curricula in terms of theoretical content supported by practical

and laboratory work. Curriculum review activity is not, however, systematic within and across

programmes and is also limited by its lack of benchmarking from the perspective of academic

standards. The Panel recognizes the demands of maintaining currency and appropriateness of

curriculum with respect to meeting industry needs and the relevant professional requirements of

the College’s Deck Officer and Marine Engineering Officer programmes, but found little

evidence of regular activities being conducted in this regard; feedback and consultation with

industry currently occurs more on an ad hoc basis than in a formalised manner.

IMCO recognises the need to improve its curriculum review processes and specifically to ensure

that academic levels are distinct and appropriate. It indicates its intention to establish a College

Curriculum Committee to address this (as well as teaching, learning and assessment matters)

(Portfolio, p.47). Although specific terms of reference for the committee have yet to be

developed and its place within the College organisational structure has yet to be established (see

1.3), the Panel found a sense of commitment to improvement in this area among senior academic

staff and knowledge of the proposed committee among faculty. More specifically, and in the

view of the Panel, of critical importance, the College recognizes the need for periodic external

review of its curricula in relation to international standards (Portfolio, p.47). The Panel urges the

College to develop and implement systems to achieve this.



Affirmation 5

The Oman Academic Accreditation Authority supports the efforts of the

International Maritime College Oman to further develop its curriculum

development and review processes in support of the College’s intention to

implement curricula of appropriately benchmarked standards.

2.3 Student Entry Standards

IMCO’s entry requirements for its academic programmes are published in the College’s

Academic Regulations, the Student Handbook and are also available on the College’s website.

For entry to an academic programme, students must have successfully completed the Oman

General Education Diploma with minimum pass grades in English and Mathematics (or foreign

qualifications deemed equivalent). IMCO indicates that applicants who provide proof of a recent

IELTS score of 5.0 (see Appendix B) or who achieve a given score on the College’s in-house

placement test can enroll directly on a Diploma programme. In order to progress into the Degree

programmes students must successfully have completed the relevant Diploma programme

(Portfolio, p.30).

The College indicates that applicants who achieve a minimum score in the College English

language placement test but who do not meet the required level to join a Diploma/Degree

programme, are offered places in one of four levels of the Foundation Department (Portfolio,

p.30). During interviews, however, the Panel heard that many of the students entering the

College had a very low academic level and level of English language. The College states that the

Foundation curriculum is benchmarked against the national standards for General Foundation

Programmes (GFP) and identifies this as an area of strength (Portfolio, p.46), but it also states

that until 2011-2102 students were not required to pass Maths and IT at Foundation level in order

to progress to an academic programme, although this would become compulsory in 2012-2013

(Portfolio, p.31). At the time of the Audit Visit (in December 2012) however, the Panel found

that although Maths and IT were being taught at Foundation level, a requirement for students to

meet the GFP standards in these areas (or for foreign applicants to demonstrate competence in

these areas) had still not been implemented as a requirement for entry into the higher education

programmes. Moreover, despite English language being identified to the Panel as the major

challenge to student progression in higher education programmes, minutes of meetings of the

College Council provide evidence of students who had not attained the stated entry requirement

for English language being granted conditional entry onto higher education programmes.

The Panel appreciates the challenges involved in this area and the College’s desire to attract

students with higher academic standards, especially in science subjects, and supports its stated

intention to continue to review its entry requirements (Portfolio, p.31). The Panel considers that

such review is required, together with full implementation of the national standards for GFPs and

enhanced rigour in the application of stated admissions criteria.

Recommendation 6


International Maritime College Oman ensure that its student entry

standards for higher education programmes meet the national standards,

are subject to regular review in relation to programme demands and are

implemented with rigour.

The College allows “exemptions” (based on recognition of prior learning) from its standard entry

requirement for part-time students enrolling on the Process Operations Technology Diploma and

Degree programmes (the only programmes for which a part-time mode of study is offered). The

Panel did not explore this scheme but suggests that it is also considered in light of

Recommendation 6.



2.4 Foundation Programme

The Panel found the General Foundation Programme, which currently caters to over 40% of

IMCO’s student population, to have clearly benefited from strong academic leadership and to be

more advanced in the implementation of a number of systems (for example, evaluation of

teaching and academic advising) than the academic departments.

Nevertheless, the Foundation Department (previously called the English Language Department)

appears to have been slow in fully adopting the national standards for General Foundation

Programmes (a Ministerial Decision requiring these to be adopted by 2009-2010 was issued in

2008) and, as with the academic departments, appears to be lacking in external input into its

systems and activities.

2.5 Teaching Quality

IMCO has a strategic goal, supported by associated objectives, to “provide high quality teaching

and training within a rich, stimulating learning environment aided by personalized academic

support” (Strategic Plan, Goal 3). In light of this, the Panel was pleased to see that IMCO places

a high value on integrating practical skills training into its teaching. Good use is made of

IMCO’s practical equipment such as simulators and workshop facilities as well as task-based

field trips, and students are exposed to real life job experiences during their work placements (see

Section 2.7).

As indicated by the College, it is clearly important for a proportion of staff teaching on IMCO’s

specialized higher education programmes (and in particular its maritime programmes) to have

appropriate qualifications from industry and to be able to offer recent and relevant experience in

their field (Portfolio, p. 33). The Panel therefore supports the College in its efforts to secure

MoHE approval to appoint teaching staff with this profile to work alongside staff with higher

education qualifications and experience.

Affirmation 6


Maritime College Oman that teaching staff with relevant qualifications and

experience from industry are required to support effective delivery of its

specialized higher education programmes, and supports its efforts to gain

formal approval to appoint an appropriate proportion of teaching staff with

this profile.

IMCO admits that currently it does not have a College-wide framework for ensuring appropriate

quality of teaching (Portfolio p.33). The Panel found that the development of this and the

implementation of a comprehensive standardized system to evaluate teaching are in progress.

The system to evaluate the teaching and learning experience of students includes: module and

teacher evaluation by students; instructor self-evaluation and module evaluation; HoD instructor

evaluation; and evaluation of instructors by the DDAA or Dean. The Panel found that

implementation of the system was further advanced in the Foundation Department but that,

although more in its infancy in the academic departments, elements of the system were

nevertheless appreciated by the academic programme staff involved.

The Panel heard that the in-house workshops that have been held to support teacher development

have been well-received and that academic departments also seek informal support for staff who

are new to academia from those with relevant expertise within the College. However, activity in

this area, which is extensive in the Foundation Department, has been limited among the higher

education programmes and the Panel supports the College’s intention to enhance staff

development in relation to facilitating learning in higher education (Portfolio, p.33).



Affirmation 7


Maritime College Oman that it needs to complete and implement its

pedagogical framework and fully implement its teaching appraisal process

to guide and support the development of good teaching and learning

practices in higher education, and supports the steps being taken to achieve

these objectives.

The College reports “anecdotal evidence that many teachers perceive they are overloaded to the

point where quality teaching becomes difficult” (Portfolio, p.33). During the audit visit, the

Panel also found evidence of this perception. The Panel heard that high teaching loads

sometimes result from additional teaching loads for short courses being added to regular teaching

loads for higher education programmes. The Panel encourages the College to undertake further

review of this area.

2.6 Plagiarism

IMCO has a plagiarism policy which is published in the Academic Regulations and included in

the Student Handbook and the Panel met students who were well-aware of the seriousness of

plagiarising and cheating and of associated consequences and penalties.

The Panel was encouraged to see that students receive training in how to avoid plagiarism and

how to properly reference their work early in their academic career (i.e. during the Foundation

Programme). Despite considerable effort in this area, the College identifies dealing with

plagiarism as an on-going challenge, particularly on the higher education programmes. This is

with respect to the behaviour of students as well as getting staff to recognize the significance of

plagiarism and apply sanctions in accordance with the College’s regulations (Portfolio, pp.34-35).

The College is candid in its reporting of high rates of plagiarism among Year 4 students in their

final year research projects (referred to as “Graduation Projects” in the College). The Panel

learned that in their Diploma and Degree studies, prior to working on their Graduation Projects,

students have little opportunity to practice proper academic referencing due to the current nature

of course demands and assessment practices at IMCO which include little extended writing (see

2.8). It seems likely that this contributes to challenges in dealing with plagiarism in the Graduation Projects.

The Panel found the Foundation Department to be working closely with academic departments to

spread expertise that exists in this department to strengthen anti-plagiarism policies and practices

across the College. Some use of TurnitinTM software is also evident although the use of this

software is not currently extended to students. The Panel heard that the College has an agreement

for 600 users of TurnitinTM and that training for staff in its use was planned. In due course,

students, particularly Year 4 students, are to be given access.

Affirmation 8


Maritime College Oman that implementation of its anti-plagiarism policies

and practices needs to be strengthened, particularly regarding the academic

integrity of Year 4 Graduation Projects, and supports the remedial actions

the College is taking to inform and educate students and staff about

academic malpractice.

2.7 Student Placements

Student placements in industry are clearly recognized by IMCO as an integral part of its higher

education programmes. These placements, termed internships, are fully integrated and embedded



in the structure of each higher education programme and are credit bearing. The duration of the

internships is relatively long: Marine Engineering Officer and Deck Officer students spend a total

of 12 months on board a ship and Process Operations Technology and Port Shipping and

Transport Management students spend a total of 16 weeks in industry. For the Marine

Engineering Officer and Deck Officer students, this mandatory internship potentially leads to a

Certificate of Competency (a professional license) being awarded by the Ministry of Transport

and Communications (also see 5.3). The College actively supports students in finding placements, and academic staff, acting as Coordinators, monitor student progress during their

subsequent internships. Responsibility for assessment of the internships rests with Mentors who

are employees of the host organization (Portfolio, p.36).

The Panel spoke to students who had undergone placements as well as Mentors from host

organizations. It also viewed completed Trainee Record Books (TRBs) which include details of

the internship requirements and the responsibilities for College Coordinators, Mentors and

students. Following their internship, students are required to submit completed TRBs which

include reports by both Coordinators and Mentors, a record of student activities, and assessment

records (of defined competencies). The Panel concluded that there are many positive aspects

associated with the College’s well-embedded, assessed and appropriately located internships

which are supported by the College’s close relationships with relevant industries.

Nevertheless, the College needs comprehensive processes to be in place to ensure the continuous

success and quality of the internship programme, particularly in relation to securing internship

opportunities and ensuring consistent and appropriate supervision and assessment of these. The

College acknowledges the ongoing challenge of securing placements for all its students

(Portfolio, p.37). The Panel heard about a newly established, long-term agreement to secure

placements for Marine Engineering Officer and Deck Officer students, but with growing student

numbers, challenges are likely to remain, at least in relation to the other higher education

programmes. It is important that IMCO act on its recognition of this (Portfolio, p.37) and remain

pro-active in forging new relationships with local, national and international industries who may

be able to host internships. IMCO will also need to ensure that sufficient, appropriate placements

are available for its increasing female student population (see Section 7.2).

It is important that all providers of placements receive adequate training in mentoring and are

made fully aware of the expected outcomes. There was little evidence that this is currently

happening in a formal and structured way. The Panel therefore supports IMCO’s stated intention

to collect more robust feedback from Mentors on students’ performance during internships

(Portfolio, p.37). The College has also recognized a need to allocate more time and staff for the

supervision of internship students as an opportunity for improvement (Portfolio, p.47). Given the

critical importance of student internships to IMCO’s programmes, the College is urged to act on

stated intentions to ensure their effectiveness and sustainability.

2.8 Assessment Methods, Standards and Moderation

The College views assessment as “the process of judging the extent to which students have

attained the intended learning outcomes” (Portfolio p.38). This statement is supported in the

College’s Academic Regulations by some general guidelines and principles of good assessment

practice and some information about assessment design. IMCO rightly identifies some crucial

points in its documentation on assessment principles such as clear alignment of assessment with

learning outcomes and provision of clear assessment criteria.

There is an obvious intent by the College to adhere to high quality assessment principles, and

evidence of some sound and rigorous assessment processes being implemented in the Foundation

Programme. However, effective implementation of sufficient and appropriate systems in the

College’s higher education programmes is not currently evident. The Panel had concerns

regarding the type of assessments used in higher education programmes; the Panel learned that,



apart from the Graduation Project for Bachelor students in Year 4, primarily short answer,

multiple-choice, and fill-in-the-blank questions are used. Further, there is evidence that questions

aligned to lower order cognitive skills (such as “state” and “list”) are over-used at the higher

academic levels. The Panel found some evidence of exam papers being internally moderated, but

not that moderation was being undertaken in relation to continuous assessment or practical

assessments. Currently, there is no practice of second marking assessment scripts in the College

(assessments are both prepared and marked by the staff member teaching the module). The Panel

was also concerned to read that marking in higher education programmes is norm-referenced

(Portfolio, p.39); this approach to marking does not align with accepted good practice in higher

education or effective evaluation of the achievement of learning outcomes. The Panel suggests

that implementation of more rigourous marking practices may impact positively on the number of

student appeals for marks to be changed (see Section 1.11).

IMCO offers highly specialized and strongly vocationally focused higher education programmes

in order to provide maritime, logistics and process operations professionals for industry. In light

of this, the Panel recognises and appreciates IMCO’s partnership with the STC-Group as a critical

strength in supporting the College in working to the professional (vocational) standards required

in the industry. However, STC has no formal role in assuring the standard of the higher

education qualifications (Bachelor Degrees and Diplomas) that IMCO awards (also see Section

1.2). The College’s current systems for the assessment of student learning are insufficient to assure the integrity of these qualifications. Therefore, greater clarity and a more concerted effort

to focus on academic benchmarking are required if IMCO’s students are to graduate with awards

that fully reflect both their academic and professional capabilities and to help ensure recognition

of their awards beyond the borders of Oman. To achieve this, it is important that appropriate

benchmarking and sufficient externality are incorporated into the College’s processes to ensure

that internationally recognized academic standards are met.

The Panel recognizes that IMCO is making considerable effort to improve its assessment

practices. The Panel supports the College in using its in-house expertise to lead staff

development in this area and, for example, its intentions to require all departments to develop

matrices mapping learning outcomes against assessment tasks, provide further staff training in

assessment and moderation matters, and set up a Curriculum Committee to support work on

assessment, standards and moderation. There is, however, a need for IMCO to implement major

improvements in this broad area and a critical need for an appropriate level of externality to

support these improvements.

Recommendation 7


International Maritime College Oman further develop its assessment

policies and processes for its higher education programmes to reflect best

practice in vocationally focused higher education and to ensure academic

standards are appropriate, achieved and maintained.

Upon successful achievement at Diploma level (which includes placement on board ship)

students on the Deck Officer and Marine Engineering Officer programmes are able to apply for a

Certificate of Competence, approved by the Ministry of Transport and Communications, which

accords with the STCW standards. These qualifications are, therefore, benchmarked against

professional competencies which have an international standing and recognition.

2.9 Academic Security and Invigilation

The College has a well-defined system for academic security and invigilation of exams. Policies

and guidelines regarding examinations and invigilation are published in a number of documents

and are available to both students and staff (Portfolio p. 40). The Examinations Board and the



Examinations Office are charged with the day-to-day running of the examinations process. There

is also evidence that the Examinations Board deals with instances of exam irregularities and takes

action to improve security in light of review of its activities.

2.10 Student Retention and Progression

IMCO has developed comprehensive rules regulating student progression from one level to the

next, though no figures were available as to the progression rates of students.

IMCO admits that it is currently unable to produce any clear and accurate data on student

progression and retention, and it identifies the source of this problem to be the limitations of its

ProMIS management information system (Portfolio p.45). There are, however, some raw figures

available about student retention, but these relate only to student retention in one given year

(Portfolio, p. 44) and provide no information on how many of these students progress and/or

return in the following year. A report on retention rates prepared in 2012 indicates very high

levels of retention over a period of four years; however, as indicated above, these figures seem to

provide no information about students moving on from year to year.

The College needs to develop a formal mechanism to monitor and analyse student data in order to

inform action which can help ensure that students progress from one year to the next at an

acceptable rate.

Recommendation 8


International Maritime College Oman develop and implement processes to

allow close monitoring and detailed analysis of student retention and

progression to inform its planning and decision making processes.

IMCO is also encouraged to monitor students’ ongoing performance against entry levels in order

to be able to measure the effectiveness of its entry test and support its anecdotal evidence of

correct initial placement (Portfolio p.31) as well as to inform evaluation of its entry requirements

for its higher education programmes (see 2.3).

2.11 Graduate Destinations and Employability

IMCO has a strategic goal to “equip students with the knowledge, skills and personal attributes

that will enable them to be productive and effective” (Strategic Plan, Goal 4). In addition, and in

line with its Mission, the College expresses its commitment to providing high quality education

and practical training which will serve the specialised needs of the maritime, logistics and process

industries and will prepare students for immediate employment (Portfolio p.4). IMCO is aware,

however, that currently it has no means of assessing whether it is achieving these desired

outcomes. The College reports no one being responsible for keeping track of the graduates (more

than 270 at the time of producing the Portfolio) and no formal data being collected to keep track

of student destinations following graduation (Portfolio, p.45). The College is frank in its

evaluation of this area and the need for improvement. The Panel recognizes that the IMCO’s

Strategic Plan calls for the number of Diploma and Degree graduates from IMCO working in the

industry to be measured and that the College has started to collect information on the employment

status of its graduates. Establishment of a formal system to monitor and evaluate graduate

destinations and employability is a critical area for the College to address and further

implementation of its plans to do this is required.

Affirmation 9


Maritime College Oman that formal systems to record, monitor and



evaluate its graduates’ destinations and employability are required in order

to help ensure its effectiveness in fulfilling the needs of employers and

industry in line with its Mission and supports the efforts being made to

achieve this.



3 STUDENT LEARNING BY RESEARCH PROGRAMMES

IMCO does not offer research programmes at undergraduate level. Nor does it offer any

postgraduate courses (Portfolio, p.48).

There was evidence that students receive very basic training in conducting research during their

Foundation Programme. On the higher education programmes, Year 4 students are required to do

a research based graduation project.

IMCO’s Mission is focused on the provision of high quality education and practical training and

does not include research (Portfolio, p.10). Nevertheless, it is important for the College to ensure

that students graduating with Bachelor Degrees have developed research skills consistent with the

level of this award. This is particularly important for students who may wish to progress onto

higher degree studies in the future. Evaluation of curricula for higher education programmes

should include consideration of this area (see Affirmation 5).



4 STAFF RESEARCH AND CONSULTANCY

IMCO recognizes research in its Strategic Plan through its objective to encourage staff to engage

in research (Goal 7, Objective 7.5); however, the Panel noted that there is no formal research

policy or guidelines relating to staff research and consultancy. The few staff who engage in

research do so on a personal basis only (Portfolio, p.49). Teaching is at the core of IMCO's

activities and there is very limited research activity at the College.

The Panel recognizes the challenges of developing a research culture in an institution which is

highly engaged in teaching and training; however, it is important for any higher education

provider that offers Bachelor Degrees to be engaged in research activities. Currently, the College

is not engaged in any formal consultancy although the Panel considers that there is wide scope for

this in the College’s areas of expertise. The Panel found the senior management of the College to

be aware of the scope for IMCO to develop research and consultancy in maritime and associated

fields.

The Panel considers that the College needs to develop a conceptual framework for staff research

that is in line with its Strategic Plan, review its current profile with respect to research and align

its research activities accordingly. The College needs to act on strategies identified in its

Strategic Plan to provide support and incentives to faculty members who wish to engage in

research; this will help to develop a research culture in the College and eventually have a positive

impact on teaching and learning at IMCO.

Recommendation 9


International Maritime College Oman develop a conceptual framework for

staff research in line with its strategic plan and increase support for

research activity in order to support development of a research culture and

enhance the College’s provision of higher education.



5 INDUSTRY AND COMMUNITY ENGAGEMENT

IMCO aims to have a strong and active relationship with the community and industry. This is an

important facet within its role as a teaching and training institution for port, shipping, transport,

maritime and process companies.

The Panel found that IMCO has strong and developing relationships with a range of industrial

clients who can provide placements for training as well as future employment for graduates.

These links have been established and are expanding as a result of strategic and operational

activities undertaken by IMCO management.

This Chapter reports on the Panel’s findings on IMCO’s planning and management of its

engagement with industry and the community, and provides commentary on the College’s current

and emerging relationships with industry and employers, the professions associated with the

maritime and other relevant sectors, IMCO alumni and the community at large.

5.1 Industry and Community Engagement Planning &Management

IMCO has a strategic aim to “engage constructively and effectively with industry and the

community”. This is supported by objectives to: familiarise its staff and students with

technological developments in industry; engage with professional bodies and other higher

education institutions; provide a range of short courses for industry personnel; organise

traineeships for students in industry; and promote volunteering in support of the local community

(Strategic Plan, Goal 5).

The appointment of a permanent DDAA in June 2012 with overarching responsibility for short

courses is a positive step to enhance coordination of activities in this area. The Panel found that

the College’s relationships with industry, although very strong, tend to be managed in a relatively

ad hoc manner and to be based on personal relationships. To ensure the sustainability of these

important relationships as the College continues to develop, there is a need for them to be both

managed and evaluated more systematically.

Recommendation 10


International Maritime College Oman formalize its administration of

relationship links within industry and the community and develop and

implement systematic feedback mechanisms to identify good practice and

guide improvements.

The Panel noted in positive terms the establishment of the newly formed BoT which is to provide

advisory input to the BoD (see Section 1.2). Through its membership and terms of reference, the BoT is well placed to strengthen IMCO’s links with industrial clients and employers of IMCO

graduates. This advisory input is set to provide guidance to the various HoDs who, together with

the DDAA, are responsible for planning and managing all industry and community engagement

activities.

5.2 Relationships with Industry and Employers

The College’s relationships with the industries and employers are based primarily on the

provision of short courses by the College for employees from industry and industry provision of

student internship opportunities for IMCO students (Portfolio, p.51).



Through interviews with industry representatives and employers and examination of relevant

documents, the Panel found evidence that effective links, usually with HoDs or the DDAA, exist,

and that IMCO staff are perceived as approachable and receptive to the requests from these

stakeholders. IMCO management, usually at the HoD level, liaises with employers to identify

and plan the training programmes required for their personnel. There was evidence to support the

College’s assertion that training demand, the number of short courses and hence the numbers of

graduates from these, are rising each year as indicated by the College (Portfolio, p.52).

The Panel found that feedback from students on short courses is collected and collated via end-of-

course questionnaires. IMCO also receives verbal feedback from various industry clients and

employers, usually at the HoD level, but this feedback is not centrally recorded to highlight areas

of good or effective practice. Employer evidence provided to the Panel indicated positive views

about some IMCO programmes and graduates meeting the needs of employers for trained and

qualified personnel. It was also clear that IMCO’s relationship with the STC-Group is highly

valued in terms of STC’s expertise and reputation within the maritime community. The need for

engagement with industry and employers to be more structured is addressed in Recommendation

10. Evidence of curriculum changes initiated by current industrial links is also limited, and needs

to be considered more systematically as the relationships between IMCO and the industries which

it serves mature (see Affirmation 5).

5.3 Relationships with Professions

The College states that it maintains a relationship with the International Maritime Organisation

(IMO) through use of the IMO Standards for Training, Certification and Watchkeeping (STCW)

on which its Marine Engineering Officer and Deck Officer higher education courses and relevant

short courses are based (Portfolio, p.52).

Diploma and Degree graduates from the Marine Engineering Officer and Deck Officer

programmes who successfully complete their internship on board ship in accordance with STCW

regulations may be awarded a Certificate of Competency (Portfolio, p.36). This internationally

recognised professional license of competency is issued by the Ministry of Transport and

Communications. The Ministry uses the Diploma and Degree awards as evidence of knowledge

achievement, and issues the Certificate of Competency after a further viva or oral assessment.

The Panel found this professional certification to be highly valued by students and employers.

Further, the College’s established link and assistance from the STC-Group was considered to

provide added value to the graduates’ employment prospects. For the short courses, IMCO

awards STCW certificates. The College’s authority to issue these certificates is granted on an

annual basis by the Ministry of Transport and Communications (Portfolio, p.52).

The Panel acknowledges the positive aspects of the Nautical Studies and Marine Engineering

programmes potentially leading to the award of professional certificates, but also noted that the

current conflict of interest created by the Chair of the IMCO BoD holding the position of

Undersecretary of the Ministry of Transport and Communications; this was readily acknowledged

by the College during the audit visit (also see Section 1.2).

Apart from its relationship with IMO, the College has no other relationships with professional

bodies (Portfolio, p.52).

5.4 Relationships with Other Education Providers

IMCO states that it will “establish mutually beneficial relationships with other HEIs” (Strategic

Plan, under Goal 5) and informal relationships were noted in the College’s self-study (Portfolio

p.53). While there is evidence of IMCO staff taking part in professional activities (such as

workshops) at other higher education institutions (HEIs), the Panel confirmed that currently

IMCO does not have any formal relationship with other HEIs and contact even with HEIs local to



the College is very limited. The Panel acknowledges that the College’s partnership with the

STC-Group, which is strongly enhanced by the seconded staff, provides indirect access to the

Shipping and Transport College in Rotterdam. The Panel heard examples of how this access has

been utilised for the benefit of IMCO (such as for the training of technicians for the simulators).

It was also evident to the Panel that the seconded staff are highly valued by IMCO clients and

students and seen as providing valued input into curriculum and student learning.

The Panel found that the strengthening of links with other HEIs, particularly in relation to its

higher education programmes, is being actively considered by the College. The Panel recognises

that there are different ways in which such links may be established, but urges action to be taken

in this area in order to provide external input into its academic processes and allow for associated

benchmarking practices (see Affirmation 5 and Recommendation 7).

5.5 Relationships with Alumni

IMCO identifies that an active alumni body would contribute to the development of existing

students by participating in IMCO programmes and student activities, but that currently it has no

form of alumni association. The College is still in the process of trying to establish contact with

its alumni and has only been able to gather information on a proportion of its graduates so far

(Portfolio, p.54). The under-development of the College’s relationship with its alumni was

reflected during the audit visit; despite the efforts of the College to respond to the Panel’s request

to meet a group of IMCO alumni, none were present in this planned session.

The College states its intention to form an IMCO Alumni Association (Portfolio, p.54) although

the creation of this new body is not included in the current Strategic Plan (which covers the

period from 2011-2014). Moreover, formal responsibility within the College for undertaking the

establishment, support and oversight of this association has yet to be determined. The Panel

urges the College to take action in relation to its stated intentions in this area.

Recommendation 11


International Maritime College Oman establish a formal alumni body with a

clearly defined purpose aligned to the College’s strategic aims and formally

assign responsibility for establishment, continued support and oversight of

this body.

5.6 Relationships with the Community at Large

IMCO moved to its current location in Sohar relatively recently (in 2010) and there is evidence of

the College engaging in some community activities to assist its integration. Consideration of the

local community is embedded in the Strategic Plan (Goal 5) which identifies actions to expand

the College’s relationship within the Sohar locality and local region.

Overall, however, the Panel considered that activity in this area has been relatively limited and

needs to be strengthened and addressed more systematically (in line with Recommendation 10).

The College has identified opening its facilities to the local community as an opportunity for

improvement (Portfolio, p.106) and the Panel encourages initiatives such as this.



6 ACADEMIC SUPPORT SERVICES

The College’s 2011-2014 Strategic Plan includes goals that give direction and support to the

development of academic support services at IMCO (Portfolio, p. 56). This Chapter reports on

the Panel’s findings on the College’s provision of academic support services in relation to:

planning and management of academic support services, registry, Library, information and

learning technology services, academic advising, student learning support and teaching resources.

6.1 Academic Support Services Planning & Management

Responsibilities for the overall planning and management of the academic support services rest

with the DDAF and DDAA. All academic support departments are expected to coordinate with

the DDAF and DDAA about their needs and requests (Portfolio, p. 56).

The College Policy Manual details some of the rules and regulations concerning the provision of

academic support services (Portfolio, p.56). While various departmental reports and operational

plans consider academic support services, the Panel noted that the College has no clear

mechanism (such as single comprehensive plan for managing and planning its academic support

services) to help ensure coordination and alignment between the academic services provided by

different departments.

The Panel also learned that the limitations of the College’s information management system

(ProMIS) impact particularly on the College’s provision of academic support services and

supports action being taken to address this. The Panel was advised that approval had been given

to purchase and implement a new system and there was evidence to show that the College was

giving careful consideration to possible courses of action to effect this.

Affirmation 10


Maritime College Oman that it needs to implement an integrated electronic

information system which supports its needs effectively, and acknowledges

the steps being taken by the College in this regard.

From its 2012 staff and student survey data, the College found overall user satisfaction with its

academic support services to be positive and the Panel spoke to students whose views reflected

this. The College has identified specific areas that require improvement which are being used to

inform future plans. Establishment of an Academic Support Services Committee to support

planning and management in this area is also being considered (Portfolio, p.57). The Panel

supports and encourages these efforts.

Affirmation 11


Maritime College Oman that there is a need to establish systems to facilitate

continuous monitoring and improvement of its academic support services

and supports actions being taken by the College to achieve this.

The Panel notes that, as in other areas, the College also needs to consider appropriate external

benchmarks in its planning and management of academic support services.



6.2 Registry (Enrolment and Student Records)

Admissions and registration, enrolments, student records and graduation procedures at IMCO are

administered by the Admission and Registration Department. This Department is headed by a director and has five other staff (Portfolio, p.57).

All academic records are maintained by the IT Department through the ProMIS system. The

College has identified that this system does not currently support its management of student

records effectively (Portfolio, p.58). The Panel supports action being taken to address this (see

Affirmation 10). It was also found that student registration is not yet on-line (as called for in the Strategic Plan) and although electronic student records are backed up on a regular basis, there is

no external back-up. The Panel also noted that rigorous measures to secure hard copy student

records have not been taken. Action therefore needs to be taken to ensure the security of student

records.

Recommendation 12


International Maritime College Oman take steps to ensure the security of

student records which include effective back-up of these.

6.3 Library

The College has a strategic goal which includes provision of a “rich and stimulating learning

environment” (Goal 3, Portfolio, p.58) although the Strategic Plan does not specifically mention

Library provision. There is, however, an operational plan (2010-2015) for the Library which

provides direction for the Library Director and two support staff. The Library itself, which the

Panel visited, is spacious and equipped with 25 computers as well as wireless internet.

The Library collection is developed based on the requests from academic departments (Portfolio,

p.59), as communicated through HoDs in annual prioritised lists. There is evidence that the

collections being developed are appropriate but that they are limited. There is no inter-library

arrangement with other libraries. Further, there are no on-line catalogues and the process of

borrowing and returning Library materials is managed manually. It is clear that the ProMIS

system has limitations in supporting these functions as well as in generating good data on use of

resources (see Affirmation 10). That there are no dedicated photocopying or printing facilities for students in the library was brought the attention of the Panel by both staff and students.

The 2012 student and staff satisfaction surveys (conducted in June 2012 as a preparation for the

College’s self-assessment) have provided the Library with data relating specifically to the extent

of resources available to support project and assignment work as well as the timely provision of

text books. The results show relatively limited satisfaction in both areas (Portfolio, pp59-60).

Like other departments, the Library now produces end-of-semester reports and although there is

scope for its planning, evaluation and reporting cycle to be more aligned and systematic, it

nevertheless allows for continuous quality monitoring and improvement. Moreover, there is

indication that the Library also administers its own survey and intends to do this annually.

However, the Panel found only limited steps being taken by IMCO to implement suggested

actions plans to improve Library resources and its operations and thereby meet concerns

expressed in end-of-semester reports of academic departments. It was clear to the Panel that the

budget for the library is a limiting factor. The Panel therefore encourages the College to review

the financial resources available to the Library in relation to its strategic objectives and ensure

that these are sufficient to maintain a library which supports the College community effectively.



Recommendation 13


International Maritime College Oman address identified limitations in

library provision in order to ensure that adequate library learning resources

are available to support the needs of the College community effectively.

6.4 Information and Learning Technology Services

Information and learning technologies (IT) services of the College are provided by the IT

Department. This Department is headed by the IT Manager and has five other staff. The Panel

learned that the College has five computer labs each containing 25 computers connected to an

8Mb/s leased internet line. In addition, there are 25 computers located in the Library. All faculty

members are provided with a laptop computer and printing facilities (Portfolio, p.62).

Through visiting the IT labs and interviewing students and staff about IT facilities and support,

the Panel learned that students do not have self-service access to the computer labs and the labs

do not have printers. If students need to use computers they need to go to the Library, which

closes at 6:00 pm, and if they need to print they need to go the College store which closes at

4:00pm. This appears to cause some inconvenience. It was also noted that the Wi-Fi network

was limited at present to the Library and cafeteria only. Data backups of servers are performed

on a regular basis, although, no external backups are provided. The Panel did not find clear

policies on IT upgrades and replacements.

Recently implemented staff and graduate exit surveys as well a 2012 end-of-semester report have

supported the IT Department in identifying areas for improvement. However, the Panel did not

find evidence of student survey data specifically relating to IT services and support. The College

has identified the upgrading and replacement of software and extension of wireless networking

across the campus as opportunities for improvement (Portfolio, p.69) and the Panel encourages

the College to take action in these areas. Further, the Panel urges the College to undertake more

regular and systematic review the IT needs of users, particularly students, in relation to the

availability and accessibility of IT resources.

Recommendation 14


International Maritime College Oman undertake regular and systematic

review of the IT needs of students and other users to help ensure that

availability and accessibility of IT services are consistent with its strategic

aims.

6.5 Academic Advising

The College indicates in its Strategic Plan that it is committed to providing personalised academic

support. Associated with this is an objective to “get students to maximise learning opportunities”

and the College intends to do this by setting clear procedures and guidelines for providing

academic counselling to students (Strategic Plan, Goal 3, Objective 3.6).

Various interviews with students and staff as well as documents reviewed by the Panel indicate

that some form of academic advising takes place in both the Foundation Programme and the

higher education programmes. Broadly, this has involved class meetings with teachers to discuss

issues such as attendance, academic performance and behaviour with evidence of issues from

these meetings being recorded and followed up on. This appears to have been quite well

developed in the Foundation Programme but more informal in the higher education programmes.

Through self-review and the results of the 2012 Student Satisfaction Survey, the College

identified that its academic advising system needed improvement (Portfolio, p.65). The Panel



also considered academic advising at IMCO to be insufficiently well structured to provide

systematic support to all students. At the time of the audit visit, in an initiative being led by the

Foundation Department, the College was in the process of beginning to implement a new

Academic Advising Policy which has been developed in response to the need for improvement

that it identified. The Panel viewed the Policy, which requires there to be formally designated

Academic Advisors, and heard how the College is addressing practical challenges, particularly in

relation to the higher education programmes, in its efforts to implement what it hopes will be an

improved system. The College plans to evaluate the new system over subsequent semesters. The

Panel supports the College’s efforts to strengthen its academic advising system.

Affirmation 12


Maritime College Oman that there is a need to strengthen its academic

advising processes in order to provide more systematic support for students

and supports the College’s efforts to implement a revised system to achieve

this.

6.6 Student Learning Support

The College’s Strategic Plan includes objectives to get students to maximise learning

opportunities and for the College to provide a range of extracurricular activities. These activities

are planned and implemented by respective academic departments in coordination with the

Student Affairs Department (Portfolio, p.65).

The Panel found that activities to support student learning are mainly provided to the students on

the Foundation Programme to support English language development; these activities are

organized by the Foundation Department in coordination with the English Society.

Extracurricular student learning activities concerning Diploma and Bachelor Degree students

through their respective programme-related societies are, however, very limited. The 2012

Student Satisfaction Survey shows 43% of the students to be dissatisfied with support provided to

them to enhance their learning in the College (Portfolio, p. 66).

Although not reflected in the self-study, the Panel learned that teachers from the Foundation

Department provide technical English language instruction to students on higher education

programmes though the use of in-house developed teaching materials designed to provide

language support for specific technical modules. The Panel met students who clearly appreciate

this initiative. English language teachers also provide support to Year 4 students working on

Graduation Projects.

Overall, student learning support activities are limited and not guided by an overarching plan.

The Panel concluded that IMCO needs to build on good practices that exist in the College to

provide stronger and more systematic extracurricular learning support which is aligned to

learning requirements and evaluated for effectiveness.

Recommendation 15


International Maritime College Oman develop and implement a systematic

approach to its provision of extracurricular learning support to help ensure

adequate and effective support for all students.

6.7 Teaching Resources

IMCO has a wide range of teaching resources to support its specialised education and training

activities. The College states, in line with its Strategic Plan, that it provides state-of-art



equipment and software and trains both staff and students in effective and efficient use of these

(Portfolio, p.67).

The Panel found that the main teaching resources at the College are: classrooms which are all

equipped with a whiteboard, a projector, and centralized speakers for special announcements;

simulators (e.g. Transport Chain Simulator; TransasTM Bridge Simulator; Transas

TM Full Mission

Engine Room Simulator; Liquid Cargo Handling Simulator; Cargo Handling Crane Simulator; a

Global Maritime Distress and Safety System Simulator); workshops (e.g. instrumentation

workshop for process operation technology, mechanical workshop, engineering workshop) and

laboratories (e.g. for maritime communications, chemistry, physics, and IT). The College also

has a swimming pool and sports complex which are essential for the delivery of specific parts of

the Marine Engineering Officer and Deck Officer programmes and thus viewed as a core teaching

resource. The provision and running of specialist equipment, though not exclusively dependent

on STC, is a high profile element of the College’s partnership with the STC-Group (underpinned

by the Shareholders Agreement) and the Panel heard examples of collaborative work between

STC and the College through which locally contextualised simulator scenarios had been

developed.

The Panel visited the specialist facilities and, during the course of the audit visit, found

widespread appreciation of these among staff and students. Formal evaluation of teaching

facilities is carried out through student and staff surveys, which endorse positive views heard by

the Panel, and the departmental end-of-semester reports show comprehensive and evaluative

reporting on these.

The IT Department is responsible for all IT-related teaching resources and the Maintenance

Department at the College ensures that furniture and fitting requirements are satisfactory

(Portfolio, p. 67). The Panel heard that the College has a maintenance contract with TransasTM

and maintenance support is also provided by STC and HoDs.

The Panel notes that the on-going maintenance and support of the College’s specialist resources

will clearly need to be managed effectively and sufficient financial resources will need to be

allocated to support this over the long term (see Section 1.5); however; the Panel found no evidence that this would not be the case and agrees with the College’s assessment of its specialist

training resources as an area of strength (Portfolio, p.69).

Commendation 1

The Oman Academic Accreditation Authority commends the International

Maritime College Oman for its provision of simulators, laboratories,

workshops and sports facilities which is effective in supporting essential

student learning on the highly specialized and vocationally orientated higher

education programmes offered by the College.



7 STUDENTS AND STUDENT SUPPORT SERVICES

IMCO has a range of embedded non-academic student support services and has highlighted

development of these support services in its 2011- 2014 Strategic Plan. The Chapter reports on

the planning and management of these and then specifically on: student profile; student

satisfaction and climate; student behaviour; career and employment services; student finances;

accommodation, catering and transportation; medical and counselling facilities; and social and

recreational services and facilities.

7.1 Students and Student Support Services Planning & Management

IMCO has a strategic goal to “provide appropriately constructive and professional non-academic

student support services” (Goal 6). The Student Affairs Department plays a key role in the

planning and management of these. Support is provided by both the Student Council and a newly

appointed Student Welfare Officer. The Logistics and Maintenance Departments play a key role

in the planning and management of facilities and services relating to transportation, student

accommodation and the College cafeteria, health, and social and recreational activities (Portfolio,

p.70).

All students are provided with an annual Student Handbook which includes information on

support services. The Panel reviewed the information, advice and guidance students are provided

with before they enrol at IMCO, and confirmed that the information provided during student

induction and on programmes provides students with the knowledge they need to access these

support services.

The effectiveness of the student support services is evaluated through student surveys, meetings

with IMCO management, including the College Dean, as well as informal use of the student

suggestion box. The Panel found evidence that corrective actions have been taken by the College

management to address concerns raised by students and targets set in the 2011-2014 Strategic

Plan are to be used to measure student satisfaction in this area.

Following consideration of operational plans and end-of-semester reports relevant to this area and

discussions with relevant staff, the Panel would encourage the College to better coordinate the

planning and management of the different student support services it provides and better align

planning and reporting in this area (see Affirmation 1).

7.2 Student Profile

The Admission and Registration Department collects student data and the College provides a

comprehensive analysis of programme enrolments, gender, and sponsorship from 2008 onwards

(Portfolio, pp.71-75). This four-year data trend has been influenced by the College’s move in

September 2010 from the capital city of Muscat to the developing port city of Sohar some two

hundred kilometres from Muscat; in the academic year 2010-2011, the total number of students

dropped by around 140 compared to the previous year.

IMCO’s analysis of its student enrolment data highlights the trend of a rising number of female

enrolments (from around 16% in the academic year 2008-2009 to around 47% in the academic

year 2011-2012). The College attributes this mainly to the recently increased number of

government (MoHE) scholarships as well as female students tending to be more successful in the

College’s placement test. The College is supportive of female students enrolling onto technology

programmes which traditionally are more dominated by males. Understandably, given the

cultural context, the female students tend to progress from the Foundation Programme into the

Port Shipping and Transport and Process Operations Technology Programmes rather than the



Nautical Studies and Marine Engineering Programmes which have off-shore training

requirements (and associated career opportunities). IMCO has also been successful in recruiting

a range of non-Omani students which enhances the international profile of the College

environment.

IMCO identifies that its current ProMIS system does not readily contribute to the ease with which

student profile data can be generated, accessed and analysed (Portfolio, p.76). The Panel

supports this issue being addressed (see Affirmation 10) so that the use of student profile data to inform decision making and planning can be enhanced.

7.3 Student Satisfaction and Climate

The College has a strategic objective to provide channels for its students to raise concerns and

offer constructive suggestions (under Goal 8) and states that it also actively encourages students

to respect IMCO’s Values (Portfolio, p.76).

The Panel found the College to take student satisfaction seriously. It has a number of formal and

informal mechanisms to collect and receive student comments and feedback. These include a

range of surveys, student representation through the Student Council, and meetings with IMCO

management. The Panel confirmed that students are aware of these feedback mechanisms, that

they actively use them, and that students feel empowered in that they can raise issues, many of

which are dealt with to their satisfaction. The Panel heard about changes that had been made in

hostels and an extension to the Library opening hours that student feedback had brought about.

The Panel also found evidence of the College suggestion box being used effectively.

Commendation 2


Maritime College Oman for its implementation of a range of student

feedback mechanisms through which it is able to engage with students in a

timely, coordinated and systematic way.

The Panel notes that newly developed surveys need to be undertaken on a regular basis (see 1.10) to measure satisfaction over time and support continued identification of areas of strength and

opportunities for improvement.

7.4 Student Behaviour

IMCO’s Student Handbook includes a Code of Student Conduct which sets out clear expectations

about how students are to behave.

Students confirmed to the Panel that they were aware of the Code of Conduct and that this was

covered in the programme induction period. The Panel also reviewed evidence of student

misbehaviour being dealt with according to formal processes. Examinations-related cases are

dealt with by the Examinations Office and Examinations Board (Portfolio, p.77; also see Section

2.6).

The College maintains records of reported cases of student misbehaviour. The College’s review

of cases in the last two years found that the majority involved less mature students on the

Foundation year and concluded that these students were still adapting to College life and

associated behaviour requirements. The Panel noted that end-of-semester reports from academic

departments also provide a mechanism to identify issues regarding student behaviour and attitude

and to suggest how improvements can be brought about. These reports provide support for the

College’s stated intention to continue counselling students (Portfolio, p.78), and, moreover, its



intention to appoint a Student Counsellor to undertake this role (Portfolio, p.82, also see

Recommendation 16).

7.5 Career and Employment Services

IMCO’s Mission is “to provide high quality education and practical training which will meet the

specialized needs of the maritime, logistics and process industries and will support the economic

development of the country” (Portfolio, p.10). In line with this, the College has developed a

range of industry-specific and highly specialised technology-based programmes to provide the

training and education required by employers. The College states that these programmes have

been “fine-tuned to the job market and the demands of industry” (Portfolio, p.78).

The employment of IMCO’s graduates by the industries their programmes relate to is central to

its Mission. However, both its monitoring of graduate destinations (see Affirmation 9) and its provision of career and employment services are underdeveloped. College promotional materials

and the Student Handbook outline career opportunities for students and the Panel heard that this

area is also addressed during induction. However, documentation examined by the Panel showed

that activities and support for students to find jobs related to their specialisations (as called for in

the Strategic Plan) are currently limited and relatively ad hoc. Although the Panel was not able

to speak to former students about their experiences in this area as no alumni were present at the

interview session scheduled for them, students the Panel spoke to endorsed the view that

activities and support are limited.

The College recognises that a more systematic approach is required to bring about desired

improvements in this area and suggests that dedicated, specialist staff may be required to achieve

this (Portfolio, p.78). The College states its intention to establish a Career Guidance and

Employment Services Cell (Portfolio, p.79). The Panel recognises the College’s efforts in this

area and encourages full implementation of its plans.

Affirmation 13


Maritime College Oman that students need to be provided with effective

career and employment services, delivered through planned and systematic

processes and subject to evaluation for their effectiveness in supporting

graduates in gaining employment in their specialist areas, and supports

efforts being made to achieve this.

7.6 Student Finances

The Panel found that IMCO has clear policies and procedures regarding student finances. The

majority of students are enrolled on scholarships, primarily from the MoHE, and are therefore

deemed well-supported with regard to the payment of fees. The College considers that the

significant relative increase in the number of students with MoHE scholarships in 2011-2012 led

to a decrease in the number of privately funded students and students sponsored by companies in

that year (Portfolio, p.79). The Panel was advised that the fees paid to the College for students

with MoHE scholarships are lower than the College’s published fees.

The College wishes to increase the number of private and self-sponsored students (Portfolio,

p.80). In particular, the Panel learned, the College wishes to increase the number of students with

industrial sponsorships and is developing industrial contacts and relationships to support this.

7.7 Accommodation, Catering and Transport

IMCO provides hostel accommodation, a cafeteria and transport services to its students. There

are hostels for both male and female students. The male accommodation has a 239 bed capacity



and is located inside the College campus whereas the female accommodation, with a 122 bed

capacity and self-catering facilities, is located outside the campus. Both hostels are managed by

the College. The Panel heard that neither hostel has wireless internet facilities.

There is a cafeteria on the campus which is run by a private company under the terms of a clear,

formal agreement. The College also has two buses that are used to transport female students to

and from the hostel as well as for social and extracurricular activities, field trips and industrial

visits.

IMCO has undertaken formal surveys to measure the satisfaction of students with the hostels,

transportation and the cafeteria, and students are also able to raise their concerns with the hostels

via Hostel Student Representatives elected to represent their fellow students on the Student

Council. The 2012 survey results show significant student dissatisfaction with hostel

accommodation. However, the Panel acknowledges the College’s systems to monitor and

address concerns (and supports the College’s assertion in its analysis of survey results that

separate surveys to evaluate male and female hostels would provide more useful data). The Panel

found evidence of issues raised by students regarding their residential accommodation and the on-

site catering to have been dealt with in a timely manner and to the students’ satisfaction. The

College’s reporting of a change of cafeteria management resulting from negative student

comments (Portfolio, p.76) was confirmed to the Panel in student interviews.

The College needs to ensure that its feedback systems in this area are maintained to allow it to

continue to monitor its provision of accommodation, catering and transport services effectively.

7.8 Medical and Counselling Facilities

IMCO has what it terms a “medical unit” on campus. This facility is provided through a contract

with a local private hospital. The unit is staffed by a female nurse from the hospital who provides

basic medical care to students and staff. More complex medical issues are referred to the hospital

(Portfolio, p.81). Student feedback has highlighted preference for a male presence to supplement

the existing staffing of the unit and this is under consideration by the College (Portfolio, p.82).

The Panel learned that informal student counselling is currently provided through the academic

advising role as well as by the two Staff Welfare Officers (one male and one female). However,

IMCO has a strategic objective (under Goal 6 of its Strategic Plan) to strengthen this by recruiting

a dedicated Student Counsellor to provide psychological and emotional counselling. The Panel

was told that approval had been given for this appointment to be made but found no evidence of

further action having been taken. The Panel considers that this is required (also see Section 7.4).

Recommendation 16


International Maritime College Oman act on its plans to provide a

professional student counseling service.

7.9 International Student Services

The role of IMCO to provide programmes for both Omanis and non-Omanis is indicated in its

Vision which states that it is “… committed to providing Oman, the region and beyond with

professionals ready to face the emerging challenges of industry” (Portfolio, p.10).

IMCO is building a good track record of recruiting and successfully delivering programmes to

non-Omani students. Data reported by the College shows an increasing number of non-Omani

students over the last four years (from 20 in 2008-2009 to 74 in 2011-2012). All but 10 of the

current non-Omani students are studying at Diploma/Bachelor Degree level, with the majority on

the Marine Engineering Officer and Deck Officer programmes (Portfolio, p.83).



The College’s Policy Manual provides a clear approach to admitting international students and

the Student Handbook also provides relevant information. The Student Affairs Department has

responsibility for providing support, assistance and also counselling to these students (Portfolio,

pp.82-83).

The Panel found evidence, supported through interviews with international students, highlighting

that the international students are well-integrated in the College and feel part of the IMCO student

community. The Panel found that the pre-induction support and induction processes (which the

Panel heard included cultural training about Oman) for non-Omani students ensure new students

are quickly integrated into student life and study at IMCO. The College states that great

importance is given to extending services and support to its international students (Portfolio,

p.82), and the Panel found evidence consistent with this. It is important for the College to act on

its intention to formally evaluate this area (Portfolio, p.83) to ensure continued effective provision

of its international student services.

7.10 Social and Recreational Services and Facilities

IMCO has a strategic objective to provide a range of sports and other extracurricular activities

(under Goal 6). Responsibility for organising activities in this area rests with the Student Affairs

Department, supported by sports and physical training staff, the Student Welfare Officers and the

Student Council (Portfolio, pp.83-84).

It was clear to the Panel that IMCO has extensive sports facilities; these comprise a 25 metre long

swimming pool, a gymnasium and a basketball court. There is also the availability of local

beaches. The Panel found that these facilities (supported by both a male and a female sports

coach) are appreciated by students, especially those staying in the hostel accommodation.

Evidence showed that these facilities are well used by students, and the Panel heard that a number

of students have learned to swim since arriving at IMCO.

The College reports that since its appointment of the Student Welfare Officer, social and

recreational activities (such as the College Open Day) have been managed more systematically

(Portfolio, p.84). There is a need, however, for the College to evaluate activities in this area more

effectively; the College reports a mixed response from students about student activities in the

2012 student evaluation survey (Portfolio, p.84), although the Panel noted that the survey items

included have the potential to provide only limited data in this area.



8 STAFF AND STAFF SUPPORT SERVICES

IMCO has strategic goals to provide professional development opportunities for all academic and

administrative staff and also a healthy and positive working environment to enable staff to realise

their full potential (Goals 7 and Goal 8; Portfolio, p.85). This Chapter considers IMCO’s

approach to planning and managing its human resources and focuses specifically on staff profile;

recruitment and selection; induction; professional development; performance planning and

review; promotion; severance; staff satisfaction and Omanisation.

8.1 Human Resources Planning & Management

The Human Resources (HR) elements of the Strategic Plan identify a number of objectives aimed

at meeting and supporting staff and staffing needs and represent a positive step in providing

strategic direction in this area. The first end-of-semester HR report clearly identifies

achievements and challenges faced, but is not referenced to the objectives and quantifiable targets

included in the Strategic Plan. Closer alignment in planning and reporting is required in this area.

The Panel considers that the development, management and monitoring of a more comprehensive

operational plan for the HR Department is required to support the College in achieving its

strategic goals in this area (see Affirmation 1).

HR planning and management activities are governed by IMCO’s Policy Manual which includes

regulations about positions, job descriptions, working hours, salaries and financial grades,

allowances, promotion, appraisal and leave benefits for its employees (Portfolio, p. 85). Based on

this, and with the support of an external consultant, IMCO has developed a revised HR Policy

and Procedures Manual which was viewed by the Panel. The Panel learnt that this had been

approved by the BoD, subject to amendments, and that a Staff Handbook derived from this would

be made widely available to staff early in 2013. The Panel considers that effective

implementation of these initiatives will add considerable clarity to the operation of the College

and to the relationship between lower-level staff and the strategic management of IMCO.

A staff satisfaction survey was conducted in 2012 to provide feedback on the College’s HR

services. The College is aiming to embed such surveys as part of a system to collect feedback on

its activities on a regular basis (see Affirmation 2). Although the majority of staff indicated that

they have clear job descriptions, the Panel heard that there was still work to do on establishing

roles and job descriptions. The Panel considers it important for any shortfalls in this area to be

addressed, as comprehensive job descriptions are required to underpin important systems such as

performance planning and review (see 8.6).

The Panel acknowledges the efforts of the College to develop more consistent, structured and

transparent HR management processes and encourages its full implementation of these.

Affirmation 14


Maritime College Oman that its human resources management systems need

to be strengthened, and supports its efforts to achieve this through actions

which include development of a comprehensive, revised, policy and

procedures manual for this area.

8.2 Staff Profile

At the time of the development of the Portfolio in 2012, IMCO had 134 staff members (66

academic staff and 68 administrative staff) from 16 countries. The majority (around 74%) are

male. The College notes that the cross-cultural and multi-linguistic composition of its staff gives



students exposure to a range of speakers and makes the institution as a whole “truly international”

(Portfolio, p.87). There are 52% Omani staff and 48% expatriates in total. A number of staff

have been with the College since it was in Muscat and have therefore undergone a period of

significant change with the College moving from Muscat to Sohar. The Panel noted that the

number of staff holding Masters degrees and PhDs is very low and that very few are active in

research (see Recommendation 9).

Whilst the College provided a detailed analysis of its staff profile in the Portfolio (pp.86-89), it

identifies the limitations of the ProMIS system in supporting data management in this area.

8.3 Recruitment and Selection

IMCO has a strategic objective to “recruit and retain qualified, competent academic staff” (Goal

3, Objective 3.1). The Dean, DDAA and the DDAF are the appointing authority and the HR

Manager coordinates the recruitment process (Portfolio, p.90). Due to the non-availability of

local expertise, the majority of academic staff are recruited from outside Oman in order to meet

the specialized needs of the programmes offered by the College. The Panel found that staff

recruitment processes at IMCO appear to be clearly documented and implemented accordingly.

The Panel noted that an item on satisfaction with the arrangement and process of recruitment

included in the 2012 Staff Satisfaction Survey generated a majority positive response. The Panel

acknowledges IMCO’s desire to increase the number of Omani staff in academic roles, and

supports its stated intention to continue to evaluate and improve its recruitment and selection

processes (Portfolio, p.91).

A number of specialized staff (around six at the time of the audit visit) are seconded from the

STC-Group.

8.4 Induction

IMCO’s staff induction is directed by its strategic objective to “carry out an induction programme

for each new member of staff” (Goal 7, Objective 7.3). New members of staff in the Foundation

Department are inducted according to an Induction Policy (which is in draft form). They are

provided with an induction pack and a two day intensive workshop. The Panel viewed the pack

and spoke to staff who had experienced this process as described. However, as indicated by the

College (Portfolio, p.91), the Panel found that the process for inducting staff members in higher

education programmes was more informal. The 2012 Staff Satisfaction Survey showed a

majority satisfaction with the induction process, but the College recognizes that improvements

are required. The revised HR Manual includes staff induction (under “Orientation”) and the

Panel heard in relation to higher education programmes that work was in progress on developing

a new process. Nevertheless, the Panel considers that there is still considerable work to be done

to ensure implementation of an effective induction process for all staff at all levels across the

College.

Recommendation 17


International Maritime College Oman take steps to ensure that all staff

across the College undergo an effective induction process.

8.5 Professional Development

IMCO intends to provide professional development opportunities for all academic and

administrative staff as called for in its Strategic Plan (Portfolio, p. 92). The College reports,

however, that it has had no dedicated budget for this and indicates that staff development

activities that have taken place have been limited and relatively ad hoc. Results from the 2012

Staff Satisfaction Survey indicate limited satisfaction in this area (Portfolio, pp.92-93).



The Panel found that, whilst limited overall, there had been relatively more professional

development activities in the Foundation Department. The Panel also found that activities

addressing teaching, learning and assessment in higher education held across academic

departments had been well received by the academic staff involved. The Panel remained

concerned, however, about how the College ensures that academic staff remain up-to-date in their

subject specializations and practices in the field; there was no evidence of a structured approach

to ensure this.

IMCO has acknowledged that it needs to allocate a dedicated budget for professional

development and indicates intention to form a Professional Development Committee to

coordinate activities in this area (Portfolio, p.93). The Panel agrees that action needs to be taken

to ensure that adequate and appropriate professional development takes place in line with staff

and institutional needs (Portfolio, p.88).

Recommendation 18



approach to staff development which addresses both generic as well as

subject- and role-specific professional development requirements.

8.6 Performance Planning and Review

IMCO’s performance review of staff is addressed in the roles and responsibilities of the BoD and

IMCO management. These indicate that the performance of the Dean is reviewed by the BoD

and the Dean reviews the performance of all staff members through the DDAA and DDAF. The

College states that performance review is based on the fulfillment of job descriptions. The

College also states that its Policy Manual provides job descriptions and details of roles and

responsibilities (Portfolio, p.94); however, the Panel found that there were no detailed job

responsibilities for the staff or management in the Policy Manual.

For the performance evaluation of academic staff, IMCO uses four different instruments: teacher

evaluation by students; module evaluation by instructors; instructor self-evaluation; and HoD’s

instructor evaluation (Portfolio, p.95). The Panel heard relatively positive views from academic

staff who had experienced evaluation through this newly implemented system but found

implementation across the College to be inconsistent. As yet, the College does not have a

performance planning and review system in place for administrative and support staff. A system

for this has been developed with the support of external consultants, but has yet to be approved

and adopted by the College. Results from the 2012 Staff Satisfaction Survey (which included

both academic and administrative staff) clearly indicate improvements are required to implement

a “consistent and comprehensive system of performance review” (Portfolio, p.95). It is clear that

implementation of a performance appraisal system for non-academic staff is a priority.

Affirmation 15


Maritime College Oman that an effective system for the performance

planning and appraisal of all staff needs to be implemented, and supports

the College in its efforts to achieve this.

8.7 Promotion and Other Incentives

In its Policy Manual, IMCO states that it emphasizes the importance of the personal growth of its

employees and their promotion to higher positions in the College. Incentives are given either in

the form of increase in salary or a bonus (Portfolio, p. 95). There is documentary evidence of



administrative staff having been promoted and the Panel also heard that some staff bonuses had

been awarded. The College indicates that promotions are based on HoD recommendations

following annual performance reviews (Portfolio, p.96) but the Panel found no clear, transparent

process for either promotion or the awarding of bonuses. The College reports 2012 staff survey

results which indicate dissatisfaction in this area (but which the Panel found difficult to interpret

as the survey item also address severance) (Portfolio, p.96). The College recognizes the need to

implement an effective and transparent policy for promotions and other incentives (Portfolio,

p.96) and the Panel agrees that in order to support staff retention and performance this is required.

Recommendation 19


International Maritime College Oman develop and implement clear and

transparent criteria and processes by which both academic and

administrative staff may be promoted or awarded financial bonuses in order

to recognise good performance and encourage staff retention.

8.8 Severance

IMCO has a clearly stated policy on severance (which is governed by the Omani Labour Law) in

its Policy Manual along with a Code of Ethics. IMCO states that so far there have been only

seven cases of termination of staff members although many others have resigned (Portfolio, p.

97). The Panel found that severance at the College appears to work effectively. The Panel noted

that the new HR Manual includes a comprehensive section on severance (under “Separation of

Services”).

8.9 Staff Organisational Climate and Retention

IMCO aims to provide a healthy and positive working environment that will help staff to realise

their full potential (Strategic Plan, Goal 8). Staff retention data shows a broad positive trend over

the last six years with the most recent figures being the highest and showing around 93%

retention (Portfolio, p.98). The greatest number of staff leaving coincided with the College

move to Sohar and during interviews with the management and staff it was indicated to the Panel

that the period of significant instability that followed this was now over.

Information on staff organizational climate was made available through the 2012 Staff

Satisfaction Survey. Around 90% of the staff participated in this survey and the results indicate

that at this time around 76% of the staff were satisfied and expressed happiness with the work

environment and atmosphere, especially when dealing with colleagues and management. The

College indicates its intention to explore neutral or negative responses to the survey items related

to these aspects. The survey results do, however, indicate some staff dissatisfaction with staff

recreation and social activities. Although not addressed in the survey, the Panel also heard some

dissatisfaction from academic staff that there was not formally allotted time to undertake

activities related to scholarship and research or pursue higher degree studies (also see

Recommendation 9).

The College indicates that it will follow up on the findings of the staff satisfaction survey

(Portfolio, p.99) but at the time of the audit visit there was no evidence of specific action having

been taken. Further, there has been no specific reporting of achievements against the College’s

strategic objectives in this area. The Panel nevertheless recognizes the steps taken by the College

to strengthen its management of staff satisfaction and retention and encourages continued efforts

to ensure that systems to do this become well embedded and effective.



Affirmation 16

The Oman Academic Accreditation Authority recognizes the steps taken by

the International Maritime College Oman to develop systems to manage

staff satisfaction and retention effectively, and supports ongoing efforts in

this area to help ensure enhanced staff retention and stability.

8.10 Omanisation

IMCO has a strategic objective to support the process of Omanisation (Goal 7, Objective 7.6,

Portfolio, p. 100). Further, IMCO’s Policy Manual includes a clear plan for Omanisation, based

on the national Omanisation policy and targets set by the Ministry of Manpower, with a

department-wise forecast up to 2020. The data over five years shows an increase in the

Omanisation percentage for both academic and administrative staff and that, with regard to

administrative staff, IMCO is exceeding its planned rates (as well as national requirements). The

College reports 87% Omani administrative staff in 2011-2012 (Portfolio, p.101) and the Panel

recognizes this achievement. The Panel noted that there are more Omani staff in the Foundation

Department than in the specialized departments and encourages IMCO to focus attention on

recruitment and development of Omani academic staff for its higher education programmes.



9 GENERAL SUPPORT SERVICES AND FACILITIES

IMCO states that it will “ensure efficient management, maintenance and upgrading of all

facilities at the College” (Strategic Plan, Goal 9; Portfolio, p. 102). This Chapter reports on the

planning and management of these physical facilities as well as public relations, marketing and

communications in the College.

9.1 General Support Services and Facilities Planning and Management

The Panel recognizes IMCO’s achievement of having developed a purpose-built campus designed

to meet its specialized needs. The College moved from Muscat to its new campus in the port city

of Sohar prior to the start of the academic year 2010-2011. It is clear that the location of the

campus and its facilities strongly underpin the College’s ability to meet its strategic aims as

expressed in its Mission and Vision. During interviews, the Panel heard high levels of praise for

the current campus facilities and services from both staff and students, and the Panel formed the

view that the way IMCO has built up its infrastructure in terms of simulators labs and workshops

specific to the programmes offered is very positive (see Commendation 1). Understandably, in

the view of the Panel, the College is proud of it new campus and facilities.

Commendation 3


Maritime College Oman for its planned development and implementation of

a new campus located and designed specifically to support its specialized

Mission.

General support services and facilities planning and management falls within the responsibility of

DDAF who is entrusted with the overall responsibility of managing, maintaining and upgrading

IMCO’s facilities. IMCO has established various units such as Finance, Transportation,

Housekeeping, Security, Maintenance and Logistics which come under the guidance and

supervision of DDAF (Portfolio, p.102). During interviews, the Panel heard that in addition to

work undertaken by these units as delegated by the relevant HoD, these units are also responsive

to relevant requests from staff. In addition, IMCO has signed agreements with a range of local

companies for regular maintenance of various facilities. The Panel did not find evidence of a

specific evaluation mechanism to review the services provided by the local companies but the

College states that agreements are renewed only on satisfactory performance and service quality

(Portfolio, p 102). Feedback relating to some campus facilities and services was collected from

staff and students in the 2012 satisfaction surveys. These need to be embedded as part of a

system to support continued, effective planning and management of College services and

facilities.

9.2 Public Relations and Marketing

IMCO’s promotional activities are undertaken by two separate departments headed, respectively,

by a Public Relations Officer who reports to the DDAF and a Marketing Manager who reports to

the Dean. At the time of the audit visit the post of Marketing Manager had been vacant since

February 2009 and responsibility had initially been undertaken by the DDAF and more recently

by the DDAA (Portfolio, p. 103). The Panel found evidence of some activities undertaken by the

Public Relations Office to promote the College and also viewed a range of promotional materials,

but there was little evidence of activity being undertaken systematically. Furthermore, the Panel

heard from both staff and students that IMCO needs to be better known. The Panel considers that

there needs to be more focus on efforts to maximize marketing impact, particularly targeting the

wider community served by IMCO; its Vision calls for the College to become a leading learning

institution in the field of maritime, logistics and process operations beyond Oman. The College is



aware of the need for its Public Relations and Marketing activities to be enhanced and more

systematic (Portfolio, p.104). To achieve this, the College will need to ensure that

responsibilities for marketing are clearly identified and adequately resourced and that activities

are planned and evaluated effectively.

Recommendation 20



approach to its marketing and public relations and ensure that these

functions are appropriately resourced and subject to regular review.

9.3 Communication Services

It was clear to the Panel that IMCO considers effective communication to be particularly

important for the operation of the College. In order to meet its strategic objective to ensure clear

communication (Strategic Plan, Objective 1.7), the College uses a range of modes of

communication such as text messages, e-mails and announcements on notice boards. There is

also a public announcement system linked to each room of the College.

The IT Support Manager is in charge of providing, installing and maintaining all electronic means

of communication. The Panel noted a section in both the student and employee satisfaction

surveys devoted to communication. The results indicate a relatively high level of student and

staff satisfaction in this area and the College indicates its intent to follow up on the reasons for

negative responses. The Panel heard widespread and high levels of praise for the College’s

internal communication systems from students and staff indicative of this being an area of

considerable strength, as identified by the College (Portfolio, p.106).

9.4 Facilities Management

The Maintenance and Logistics Department under the supervision of the DDAF is responsible for

ensuring the planning and management of the College facilities. The College has a strategic goal

to ensure efficient management, maintenance and upgrading of all the facilities of the College

(Strategic Plan, Goal 9). This goal is supported by four specific objectives relating to safety;

maintenance; upgrading; and efficiency of management and use. Feedback received by the

College, the Panel’s own observations and also positive comments from a range of interviewees

indicate that the new campus is being well maintained to date. To ensure the sustainability of

this, as in other areas, adequate resourcing to support implementation of strategic and operational

plans is required ( Recommendation 3).



APPENDIX A. AUDIT PANEL

Dr Philip Cardew (Panel Chairperson)

Pro-Vice Chancellor (Academic)

London South Bank University

UK

Dr Jurg Bronnimann

Manager Teaching and Learning

Teaching and Learning Division

Batchelor Institute of Indigenous Tertiary Education

Australia

Mr Gary Hindmarch

Vice Principal, Maritime and Higher Education

South Tyneside College

UK

Dr Nasser Al Mawali

Assistant Professor

Department of Economics

Sultan Qaboos University

Oman

Dr Shameena Mehtab

Associate Dean for Quality Assurance

Gulf College

Muscat

Oman

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.

BoD................................................ Board of Directors

BoT ................................................ Board of Trustees

DDAA............................................ Deputy Dean for Academic Affairs

DDAF ............................................ Deputy Dean for Administration and Finance

Executive Officer ........................... An OAAA staff member assigned to an Audit Panel to provide

professional guidance and support.

GFP ................................................ General Foundation Programme

HEI................................................. Higher Education Institution (also known as HEP – Higher Education

Provider)

HoD................................................ Head of Department

IELTS............................................. International English Language Testing System

IMCO............................................. International Maritime College Oman

IMO................................................ International Maritime Organisation

IT ................................................... Information Technology

MoHE ............................................ Ministry of Higher Education (www.mohe.gov.om)

OAAA …………………………… Oman Academic Accreditation Authority (www.oaaaov.om)

OAAA Board ................................. The governing body of the Oman Academic Accreditation Authority

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.

ProMIS........................................... Professional Management Information System – IMCO’s customised

electronic information management system.

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.

STC................................................ The STC Holding Group (STC) based in Rotterdam, the Netherlands.

STC comprises the Shipping and Transport College, International

Maritime Transport Academy, Dynamar Consultancy and Maritime

Simulation Rotterdam.

STCW ............................................ International Convention on Standards, Training, Certification and

Watchkeeping for Seafarers



System............................................ In this Report, system refers to plans, policies, processes and results

that are integrated towards the fulfilment of a common purpose.

The College ................................... The International Maritime College (IMCO)

TRB................................................ Trainee Record Book

TurnitinTM...................................... An Internet-based plagiarism-detection service.



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