ABID ALI KHAN, Mohamed Al Siyabi and Muhammad Arif Ashraf 
Department of Aeronautical Engineering,
Military Technological College, Oman
Institute of Space Technology, Pakistan
Email: abid.khan@mtc.edu.om
Vice Dean for Academic Affairs,
Military Technological College, Oman
Email: Mohamed.AlSiyabi@mtc.edu.om
Department of Aeronautical Engineering,
Military Technological College, Oman.
Email: m.ashraf@mtc.edu.om

ABSTRACT
Recognition of higher qualifications has become highly significant in this era of global interdependence. On the other hand, there is a recognized unbalanced development across the world that demands relocation of professionals around regions. The paper thus discusses the accreditation standards being followed in different regions of the world along with their challenges and requirements. Quality concerns due to various factors such as; internationalization, increase in number of students, number of courses and advent of multiethnic work environment has intensified in last few decades making accreditation a complex evaluation instrument. The work presented in this paper revolves around effects on quality of education due to internationalization. The understanding of avoiding the waste of engineering human resources when different regions in the world are in dire need of technical work force has led to different international accords. The necessity has therefore, led to development of benchmarks for engineering qualification and practice.
Keywords: Internationalization, Accreditation Standards, Quality Concerns, International Accords, Engineering Benchmarks

EUGENE COYLE , DJAMEL AZZI , DEEPTHI PEIRIS , MOHAMED AL SIYABI a and ABDULLAH AL SHIBLI 

Military Technological College, Sultanate of Oman

Email: djamel.azzi@port.ac.uk  

 Abstract

 Upon establishing a new university or college of higher learning, accreditation, validation, and audit of programmes of study and supporting college infrastructure are central to achieving the standards and recognition required in creating a solid foundation for the college. In the Sultanate of Oman, whether a private or public institution, it is imperative that the college registers under the auspices of the Ministry of Higher Education and prepares in advance for audit by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA). If partnering with a university from a different jurisdiction, the importance of mutual recognition in goal attainment and policy formation, is an extra requirement in setting the scene for the emerging college. A case study is presented of the early years in programme and educational infrastructure development at the new Military Technological College with exemplar of i) programmes developed, ii) routes to validation, audit and accreditation attainment, iii) experience gained, and iv) further provision, from commencement and first intake of students in 2013.

Keywords: Accreditation, affiliation, higher education in Oman

F. WINGEN

Faculty of Human Sciences

University of Cologne, Germany

Email: felixa.wingen@gutech.edu.om

  ABSTRACT

 Internationalization in higher education needs to be rooted in the realities of those it aims to affect – the students. This research therefore explored the perspectives of students in Oman on global citizenship and internationalization. A combination of qualitative and quantitative methods was employed to gain an understanding of students’ perceived place in a globalized world and how they believe the university can help them prepare for this role. The final survey of 592 undergraduate students at one institution in Oman measured students’ awareness of and attitude towards globalization, their identification with global citizenship, and their preferences for internationalization initiatives. The responses showed that students overall view globalization favourably, identify as global citizens, and believe the university should prepare them to enter a globalized world and work environment. While all internationalization initiatives were considered valuable, students rated outbound mobility opportunities and English language instruction as most important.

 Keywords: internationalization, global citizenship, student perspective, Oman

KHALAF AL’ABRI , OMAR ISMAIL  and KHALOUD AL’ HINAI
Department of Educational Foundation & Administration,
Sultan Qaboos University, Oman
Email:kabri@squ.edu.om
Department of Educational Foundation & Administration,
Sultan Qaboos University, Oman
Email: omerhi@squ.edu.om
Minstry Of Education, Oman
Email: S83275@student.squ.edu.om

ABSTRACT

This paper aimed at investigating the process and experience of SQU towards internationalization. A qualitative approach was used. In which data was generated from analyzing the strategic plans (2013-2013 & 2016-20140) of SQU and interviews with 13 of SQU leadership staff. The analysis of the strategic plans (2013-2013 & 2016-20140) shows that SQU has given great attention to internationalization in four main areas which are research, teaching and learning, international cooperation and community services. The findings also show that SQU works intensively to align its programs with international standards through international accreditation of these programs. The strategies also have focused on international rankings and competiveness. Overall, the paper argues that SQU has a rich experience of internationalization that is reflected in its programs, policies and activities.

Keywords: Internationalization, Oman, SQU, Higher Education

Moza Abdullah Al-Malki
Department of English Language and Literature
Rustaq College of Education, Oman
Email: mozaalmalki.rus@cas.edu.om
Nagham Al-Azzawi
Department of English Language and Literature,
Rustaq College of Education, Oman
Email: naghamal-azawi.rus@cas.edu.om

Abstract

The flow of knowledge resources among nations is interconnected with global political, economic and cultural relationships. One major component of academic interaction is the international exchange at the level of higher education. This paper outlines the existence of international students within the Omani Program for Cultural and Scientific Cooperation (OPCSC) at Rustaq College of Education and explores the merits of the program. Through group discussions and questionnaires with five international students, the study found that the currently enrolled students are from African states solely and were informed about OPCSC by word of mouth disseminated by the International Istiqama Organization, which liaisons between studying opportunities offered by Ministry of Higher Education and willing international students, and through Omani delegates as well as friends. Therefore, this paper recommends that OPCSC should brand and have systematic policies and procedures and diversification of international students’ portfolio in raising the quality of higher education in Oman.

Keywords:

International students, Omani Program for Cultural and Scientific cooperation (OPCSC), higher education

Louay A. Hussein Al-Nuaimy
Department of Computer Science,
Oman college of Management and Technology, Oman
Email: Loay.alneimy@omancollege.edu.om

ABSTRACT
Academic degree learning outcomes identify concrete skills and knowledge the students must develop and be able to apply upon completion of the study program. A curriculum learning outcomes mapping provides a visual representation of the relationship between a programs’ learning outcomes and the courses offered to its students. A mapping can help improve the coherence of the curriculum and help students achieve the program’s learning outcomes. This paper will show the widely used models to design or define the learning outcomes mapping. Many standard models of outcomes mapping from international universities will be illustrated and compared in this piece of work. The research also tries to introduce a curriculum learning outcomes mapping framework, based on revised Bloom's taxonomy that assists stakeholders of higher education institutions in tracing concept development and assessment throughout their academic programs. This study also demonstrated a curriculum learning outcomes mapping methodology that can be used to make sense and use existing data in curricular evaluation. The purpose of this paper is to find learning outcomes mapping model that is suitable, informative and vital to design academic degree curriculum at the higher education institutions, in order to unify and simplify the program accreditation process. This research proposed using the 24 cognitive category levels of Revised Bloom's taxonomy as a mapping model, and the resulted model are called the 24 knowledge dimensions mapping model. The performance of the 24 knowledge dimensions mapping model was tested and compared with four similar models. The test results showed that the 24 knowledge dimensions mapping model has higher effective grades than the four selected standard models.

Keywords: Curriculum Design, Degree Program Outcomes, Bloom’s Taxonomy, Learning Outcomes Mapping Models.