تقييم أثر الاعتماد الأكاديمي في التحسين المستمر لأداء القيادات الاستراتيجية بجامعة السلطان قابوس من وجهة نظر أعضاء هيئة التدريس

الملخص EN

This study aimed to evaluate the impact of academic accreditation on the continuous development of academic leaders’ performance at Sultan Qaboos University from faculty members’ perspectives.

The study sought to answer the following questions: 1.

What is the reality of strategic leaders’ practices in the colleges of Sultan Qaboos University in the post-accreditation stage from faculty members’ perspectives? 2.

Are there statistically significant differences in the degree of strategic leaders' practices of aspects of continuous development attributable to variables of college type and gender? The study adopted a descriptive approach based on the survey approach, where a questionnaire was developed and distributed to the study population consisting of all faculty members of the Colleges of Arts and Social Sciences, Education, Engineering, and Medicine and Health Sciences at Sultan Qaboos University, who are (470) members according to the statistics of the academic year 2019-2020.

The questionnaire focused on four aspects of improvement in the performance of leaders, namely: (a) mechanisms for continuous development, (b) participation of relevant parties, (c) adaptation to the changes that resulted from academic accreditation, (d) student support mechanisms and programs.

The questionnaire also included a set of variables to obtain personal data of the study sample, namely: gender and college type.

A random sample size of 187 was selected which represented 39.79 of the study population.

The study reached a number of results, the most important of which are that there is a positive general trend by the faculty members towards the roles of strategic leaders in the postacademic accreditation, and that there are no statistically significant differences between the averages of the faculty’s evaluation of the levels of strategic leaders ’performance for all aspects of continuous development.

Also, there are no statistically significant differences according to the variables of college type (humanities / sciences).

The results show that the evaluation of levels of performance of strategic leaders does not differ according to the type of faculty member involved in the evaluation of all aspects of continuous development except for the participation of related parties, where it is clear that male teaching staff members have higher levels compared to female staff members.

The study reached a number of recommendations, the most important of which are: there is a need for strategic leaders in the colleges to benefit from the gains of academic accreditation by working to improve their performance in aspects related to mechanisms of continuous development, the involvement of relevant parties, and ways to adapt to the changes that resulted from academic accreditation.

In addition, the university should grant these leaders more powers to be able to achieve the goals of academic accreditation.