Hecrf Manual

Higher Education
2018-2019
Classification
and Rating Framework
Higher Education Classification and Rating Framework
2018 - 2019
Manual Version 1.0
Higher Education Classification and Rating Framework HECRF 3

CONTENTS
Introduction ............................................................................................................................................................................................... 6
Criteria ......................................................................................................................................................................................................... 7
Five Core Categories............................................................................................................................................................................... 8
Four Elective Categories........................................................................................................................................................................ 9
Scoring & Scaling.................................................................................................................................................................................. 10
Calculations ........................................................................................................................................................................................... 11
Teaching .................................................................................................................................................................................................. 12
Faculty Student Ratio ....................................................................................................................................................................................13
Percentage of Faculty with Terminal Degree ......................................................................................................................................13
Completion Rate ............................................................................................................................................................................14
Retention Rate .................................................................................................................................................................................14
Further Post-Graduate Study .........................................................................................................................................................15
Innovative Teaching & Learning .....................................................................................................................................................15
Research ................................................................................................................................................................................................... 16
Papers per Faculty or Creative Scholarly Output..............................................................................................................................17
Faculty Presenting at International Conferences...............................................................................................................................17
Citations per Scopus Indexed Paper ........................................................................................................................................................18
Faculty Publications in Scopus Indexed Journals ............................................................................................................................18
PhD Graduates ...................................................................................................................................................................................................19
International Collaborations.........................................................................................................................................................................19
Research Showcasing ......................................................................................................................................................................................20
Employability ........................................................................................................................................................................................ 21
Careers Service Support or Careers Centre .......................................................................................................................................22
Campus Employer Presence .......................................................................................................................................................................23
Graduate Employment Rate ........................................................................................................................................................................23
Alumni Database................................................................................................................................................................................................24
Happiness & Wellbeing....................................................................................................................................................................... 25

Satisfaction & Happiness...............................................................................................................................................................................26
Teaching & Learning Satisfaction..............................................................................................................................................................26
Satisfaction with Academic Support........................................................................................................................................................27
Satisfaction with Learning Resources ....................................................................................................................................................27
Satisfaction with Program of Study .......................................................................................................................................................28
Student Wellbeing Policy ..............................................................................................................................................................................28
Staff Development & Wellbeing.................................................................................................................................................................29
4 Copyright © 2018 Knowledge & Human Development Authority | Confidential & Proprietary
Dubai Strategy........................................................................................................................................................................................ 30
Programs Aligned to Dubai/UAE Strategic Plan .............................................................................................................................31
Industrial Partnerships .................................................................................................................................................................................31
International Students.....................................................................................................................................................................................32
Cultural Diversity................................................................................................................................................................................................32
Elective: Innovation & The Future ................................................................................................................................................. 33
Elective: Student Learning Environment..................................................................................................................................... 36
Elective: Global....................................................................................................................................................................................... 43
Elective: Social Engagement............................................................................................................................................................. 47

FOREWORD
The Higher Education Classification and Rating Framework (HECRF) represents a milestone and
symbolises a new maturity in Dubai’s higher education sector. The last 10 years have seen student
enrolment more than double – from 12,000 students in 2008, to more than 30,000 today. Annual
enrolment growth stands at 4.8%, and shows no signs of slowing. As the sector continues to grow, so too
does the need for a transparent and robust quality framework that will promote further development.
Using the QS Stars system of university evaluation and rating, HECRF was developed in consultation
with private universities in Dubai, and customised to suit our local higher education landscape.
Parents and students will be able to refer to this framework and the individual university reports
published on the KHDA website to help inform their decision when choosing the best university for
them. Institutions will be able to identify and showcase their strengths, and work towards international
standards and best practices across strategically important areas.
Based on the five core categories of Teaching, Research, Employability, Happiness & Wellbeing and
Dubai Strategy, the framework will play a key role in transforming Dubai into a regional higher education
hub, as well as a global centre for knowledge creation and innovation across public and private sectors.
We thank our partners at QS as well as private universities across Dubai for their contribution to world-
class higher education in Dubai, and we look forward to many more milestones in our journey together.
Dr Abdulla Al Karam
Director General, Knowledge and Human Development Authority
CRITERIA
In the analysis of Free Zone campuses, their respective academic portfolios and scope of operational activity, two “types”
of institutions have been characterised: (1) those that are of a comprehensive profile with teaching and research facilities
including a graduate school and professional schools that award master’s degrees and doctorates; (2) those that are of
a special focus or specialist profile, serving to meet demands for particular industry sectors and ongoing professional
development.
In order to establish assessment criteria applicable to the two institutional types, comprehensive institutions were to be
identified, for the purposes of the HECRF exercise, by six basic characteristics: (1) as having research publications; (2) as
offering postgraduate provision; (3) as meeting the student threshold of 350 students; (4) as offering a minimum of 10
approved programs; (5) as offering more than two disciplines. For Specialist institutions, two chief characteristics were
identified: (1) as offering an Academic Degree or Certified Training Provision and, (2) as having less than two disciplines
in operation at the time of HECRF assessment.
Four Core Categories and five Elective Categories (pages 6-7) comprise the KHDA HECRF, each with their own unique set
of indicators and weightings. These weightings differ for Comprehensive and Specialist institutions, as do the distribution
of points across the five levels of evaluation (page 8): (1) Weak; (2) Acceptable; (3) Good; (4) Very Good; (5) Outstanding.
The calculations used to determine the scaling and consequent scores for each category are uniform throughout except
where otherwise indicated (page 9).
CHARACTERISTICS COMPREHENSIVE SPECIALIST
Research Publications ☑ -
Postgraduate Provision ☑ -
Student Threshold (350 students) ☑ -
Number of Approved Programs Threshold (10

☑ -
programs)
Academic Degree or Certified Training Provision - ☑
More than 2 Disciplines ☑ -

CRITERIA
FIVE CORE CATEGORIES
TEACHING RESEARCH EMPLOYABILITY
Teaching Quality remains one of the pillars Research in STEM areas, as well as in the Increasingly, graduate employability
of an institution’s measure of excellence, Arts & Humanities (STEAM) signal an outcomes have become a contemporary
equally communicating the academic institution’s participation in solution- measure for effective skills development.
and scientific value of an institution in a building at a national, regional and global Alongside Teaching and Research,
competitive, global market. With the end- level. The research activity of a university Employability is a chief assurance and a
user in mind, namely prospective students serves its brand and unique value strong factor in end-user choice: the higher
and the families, the Teaching indicator proposition, enabling increased funding, an the employability rate and employer interest
will assess the Teaching aspects in the enriched culture of scientific investigation in an institution’s graduates, the stronger
institutions. and interest from potential international the appeal to international students who
faculty. seek opportunity and return.
HAPPINESS & WELLBEING DUBAI STRATEGY

One of the innovations in social policy for Dubai Strategy refers to both existing and
Dubai has been the attention to the role future policies that enable and leverage
of happiness and wellbeing as a pillar of technological, social and overall SMART
modern life. Likewise, wellbeing and positive development of the city with a particular
emotional development plays an important emphasis on innovation. Universities play
part in defining the way institutions are an important role in driving these strategic
aligned with policy and the real-world, civic agendas through their scientific and
needs of their students. creative endeavours.
FOUR ELECTIVE CATEGORIES
INNOVATION & STUDENT LEARNING GLOBAL

THE FUTURE ENVIRONMENT
Dubai is regarded as a hub for Student experience also encompasses the The way in which a university engages
social and technological innovation. physical environment in which teaching and with the world is a determining factor to
Likewise, universities contribute to learning occurs. Student spaces and access its international profile. Institutions which
the landscape of social and economic to modern lifestyle facilities contribute build sustainable and strategic partnerships
development through the cultivation to the student’s time at the university with organisations and industry are, for
of ideas, inventions and solutions. as being memorable and important. This example, more strongly placed in global
consequently strengthens the market markets for recruitment, research and
appeal of an institution and the student’s employability. The more internationally
sense of valued belonging. integrated an institution is, the greater its
value proposition and market sustainability.
SOCIAL ENGAGEMENT
The way in which an institution engages
with social and sustainable development
policy is now an international standard, and
expectation. Increasingly, institutions are
developing active strategies of public and
community engagement and treating this
area as an essential component to strategic
growth.

SCORING & SCALING
1 2 3 4 5
CATEGORY WEIGHT Level Level Level Level Level
Teaching & Learning 150 15 35 60 85 105

COMPREHENSIVE
Research 100 10 25 40 55 70
Employability 150 15 35 60 85 105
Happiness & Wellbeing 150 15 35 60 85 105
Dubai Strategy 150 15 35 60 85 105
3 Elective Indicators 300 (100 each) 10 25 40 55 70
1 2 3 4 5
CATEGORY WEIGHT Level Level Level Level Level
Teaching & Learning 200 20 50 80 100 150
Research 50 5 10 20 30 40
SPECIALIST
Employability 200 20 50 80 100 150
Happiness & Wellbeing 150 15 35 60 85 105
Dubai Strategy 100 10 25 40 55 70
3 Elective Indicators 300 (100 each) 10 25 40 55 70
LEVEL OVERALL POINTS
5 OUTSTANDING 700
4 VERY GOOD 550
3 GOOD 400
2 ACCEPTABLE 250
1 WEAK 100
CALCULATIONS
Data - Minimum
x Points Available = Score
Maximum - Minimum
This formula is used throughout the methodology (unless specifically indicated) to scale points according to maximum
and minimum thresholds.
To look at an example, consider Completion Rate, assuming that 30 points are awarded for having between 50% and
90%.
Data from institution: 78% completion rate
Maximum threshold: 90%

Minimum threshold: 50%
Available points: 30
(78 – 50)/(90 – 50) = (28)/(40) = 0.7 * 30 available points = 21
Explanation of Faculty/Student Ratio
Many institutions assume the calculations begin at 0.0% and are distributed up to 10%, but because the minimum
threshold is 2% points are evenly distributed from 2% to 10%. Most of the percentages are not whole numbers and so
we have to round them up or down.
We use a scaling process which is:

(Data – Minimum)/(Maximum – Minimum)
This will give us a percentage between 0 and 100%. We then multiply that
percentage by the total available points to give the final points. Working Example using
Fac-Stu ratio 1:49:

1/49 = 2.0408% ß This is rounded to 1 decimal point and gives 2.0% which is the
minimum. Then this is plugged into scaling model:
(2%-2%) / (10%-2%) = 0%/8% = 0%. Then 0% x 50 points = 0
Assume the indicator awards up to 50 points for ratios between 50:1 (2%) and 10:1 (10%). We get the percentage
figures by dividing the number of faculty by the number of students. If an institution cited a ratio of 14:1, this calculates
into 1/14= 0.071, or 7.1%.

TEACHING
COMPREHENSIVE SPECIALIST
INDICATOR (150) (200)
Faculty-Student Ratio 25 points 25 points
Percentage of Faculty with

25 points 35 points
Terminal Degrees
Completion Rate 25 points 35 points
Retention Rate 25 points 35 points
Further Post-Graduate Study 25 points 35 points
Innovative Teaching & Learning 25 points 35 points
Quality teaching has now become an issue of importance as the landscape of higher education has redefined increasing
international competition, increasing social and geographical diversity of the student body, increasing demands of value
for money, introduction of information technologies, etc., Teaching excellence must therefore be at the heart of a Higher
Education Institution’s core message. As students now invest substantially in their higher education, their choices are
more discerning and their demands more sophisticated.
Institutions are therefore encouraged today to developing innovative teaching, to sharing excellent and expert practice,
and to supporting the interests of students by ensuring high standards of academic provision and strong academic
and employability outcomes. Precisely, higher education for the modern discerning student is a social and financial
investment where teaching quality and the skills acquired are critically important evidence informing choice and the
perceived guarantees of an overall student experience to be had. Identifying reliable and quantifiable indicators to assess
the quality of teaching and the efficiency of teaching initiatives is consequently a challenging and important exercise.
This category therefore seeks to capture data on the strengths of an institution in terms of its teaching quality, its
standard of delivery and its outcomes. Six indicators have been selected to best establish an evidence-base: (1) Faculty-
Student Ratio; (2) Faculty with Terminal Degree; (3) Completion Rate; (4) Retention Rate; (5) Further Post-Graduate
Study and, (6) Innovative Teaching and Learning. Specialist institutions have a higher weight in these indicators as their
focus is chiefly employability and maximising the alignment of skills development with professional markets.
The Teaching category awards a maximum of 150 points for Comprehensive institutions and 200 for Specialist institutions.
TEACHING
FACULTY STUDENT RATIO
Comprehensive Specialist
Points Available 25 points 25 points
Minimum 2% 2%
Maximum 10% 10%
Student Faculty Ratio is, at present, the only globally comparable and available indicator that has been identified to
address the stated objective of evaluating teaching quality. Clearly it is not satisfactory as a qualitative classroom
evaluation as might be considered for a domestic teaching assessment, but it does speak to the notion of “commitment
to teaching”, which ought to correlate strongly, if not completely with the level of teaching quality. The current indicator
requests institutions to submit Full Time Equivalent data for both Faculty and Students. We allow institutions to calculate
and provide respective FTE data, however the calculations used for Faculty must hold equally true for Students. In terms
of students, institutions should count these based on how students are registered - if a student is part-time, then they
are counted as part-time. Data must refer to the most recently completed Academic Year.
PERCENTAGE OF FACULTY WITH TERMINAL DEGREE
Minimum 50% 50%
Maximum 75% 75%
This indicator looks at the percentage of academic faculty staff working at the institution that have been awarded a PhD
or equivalent terminal degree or 10 years industry experience. Here a terminal degree refers to PhD.
Institutions should provide each faculty’s FTE, or at least the FT and PT numbers as calculated by the institution.
Numbers must be from most recently completed Academic Year.

TEACHING
COMPLETION RATE
Minimum 50% 50%
Maximum 90% 90%
Here, we capture data on the Percentage of FTE undergraduate students who graduated within the expected time period
for their course. If an institution has courses that run over different time periods, the institution should submit data for
each cohort in order for an average to be calculated.
Example: If the latest data available is for the class that graduated in May 2018, we should consider each cohort that
graduated then. If an institution offers two, three, and four year courses then they would submit data for the two year
cohort which began in August 2016; the three year cohort which began in August 2015; and the four year cohort which
began in August 2014. If an institution offers courses of different lengths (2 years, 3 years, etc.,.) it should submit data
for each cohort separately, and an overall percentage will be calculated by KHDA.
Data must be from the most recently available graduating class.
RETENTION
Minimum 50% 50%
Maximum 90% 90%
This indicator captures data on the number of students who successfully progress to Year 2 of their undergraduate
program. It captures data on the number of new FTE undergraduate and FTE postgraduate students who have been part
of the institution during the evaluated academic year and continued onto the next academic year of study. Data must
refer to the most recently completed academic year (for year 2 enrollees) AND previous year (for year 1 enrollees). If
an institution offers courses of different lengths (2 years, 3 years, etc.,.) it should then provide data for each cohort
separately, and an overall percentage will be calculated. A total retention rate will be calculated (a straight percentage
across courses of all lengths), rather than an average of each course length.
TEACHING
FURTHER POST-GRADUATE STUDY
Minimum 10% 10%
Maximum 30% 30%
Here we capture the number of undergraduate students who went onto post-graduate study from the last three academic
years, as a percentage of overall graduating cohort number. Here, we want to look at data from three years (2016, 2017,
and 2018 graduating cohorts) and work out an average rate of further study. Institutions need to include a report or
inform in detail from where the cohort numbers were sourced.
INNOVATIVE TEACHING & LEARNING
Minimum 2 2
Maximum 5 5
Examples of innovative teaching & learning can be provided as a list covering, but not limited to: (1) Hybrid Course is
worth 1 point; (2) Mobile Phone app (profile access, grades) 1; (3) Video Conferencing 1; (4) Remote Library Access 1; (5)
Interactive Whiteboard & SMART Classroom Technology 1; (5) Integrated Online Teaching Tools 1; (6) Visual Learning
Environment (VLE).
Other examples can include: (1) lecture capture technology, (2) student response systems (SRS, also known as clickers
and their virtual equivalent), (3) Remote Observation and Video Capture to support evaluation of learning and teaching
practice. Examples must be provided as screenshot or photo where appropriate.

RESEARCH
INDICATOR
(100) (50)
Papers per faculty or Creative Scholarly
20 10
Output
Faculty presenting at international
20 10
conferences
Citations per Scopus Indexed Paper 10 10
Faculty publishing in Scopus Indexed

10 0
Journals
PhD Graduates 10 0
International collaborations 20 10
Research Showcasing 10 10
The Research category, which awards a maximum of 100 points to Comprehensive Institutions and 50 points to
specialist institutions, consists of seven indicators: (1) Papers per Faculty or Creative Scholarly Output; (2) Faculty
Presenting at International Conferences; (3) Citations per Scopus Indexed Publication; (4) Faculty Publishing in Scopus
Indexed Journals; (5) PhD Graduates; (6) International Collaborations and, (7) Research Showcasing.
The overall aim of this core category is to enable institutions to survey and identify research assets where scientific
and scholarly interests, either emerging or established, can be communicated to prospective students and faculty
around the world.
Comprehensive institutions have a higher weighting in this indicator as research is expected to be a recognisable aspect
to the strategic priorities and growth-plan of the university, and therefore an active component to the institution’s
operational reality. Specialist institutions have a lower yield in this category but are nevertheless encouraged to pursue
and promote research when and where possible.
The research output of an institution can be in numerous forms - far more than is currently specified in the methodology.
However, because research can be such a complex reality entailing a variety of stakeholders and output formats, the
HECRF has sought to capture an institution’s research quality / data in the simplest way possible. As with Teaching
and Employability, Research is a fundamental component to an institution’s branding and global messaging, one
which can furnish prospective students and international faculty with an understanding of the scientific and creative
scholarly assets of an institution, and one which strengthens the perceived academic rigour and distinctiveness of an
institution.
RESEARCH
PAPERS PER FACULTY
Minimum 10% 10%
Maximum 50% 50%
Research output is measured here by taking into account the number of papers (or Creative Output) published as a
percentage of Faculty Members who had direct involvement with Dubai Campus. NTROs (Non-Traditional Research
Output) must fall under the following categories: (1) Original Creative Works; (2) Live Performance of Creative Works;
(3) Recorded/Rendered Creative Works; (4) Created / Produced Exhibition; (5) Research Intelligence. The types of
NTRO that fall under these four categories can include but are not limited to: Artistic, Performance & Design based
output; software development/Digital Creative Works (DCW); Audio-Visual Recording; Curated Exhibition/Web-Based
Exhibition; Research Reports for external governing / industrial body or policy activity or policy advocacy enhancement.
FACULTY PRESENTING AT INTERNATIONAL CONFERENCES
Minimum 0% 0%
Maximum 5% 5%
This indicator comprises faculty that have been accepted to present at an international conference (not only attending)
outside of the UAE. A link to the conference website or other evidence such as a PDF agenda must be provided. Data
submitted should be for the most recently completed calendar year.

RESEARCH
CITATIONS PER SCOPUS INDEXED PAPER
Minimum 0 0
Maximum 6 6
This indicator captures data on the number of citations per indexed paper that have been generated through research
output. Citations are an indicator of the popularity and interest a particular research paper generates. Citations are
measured in the Scopus database and cover a 5 year period (currently 2014-2018).
FACULTY PUBLICATIONS IN SCOPUS INDEXED

JOURNALS
Minimum 0% 0%
Maximum 5% 5%
The motivation behind this indicator is to encourage more faculty to publish in Scopus indexed journals, which today is
the global standard for scientific databases. Specialist institutions are not expected to have published in Scopus indexed
journals but are nevertheless encouraged to begin looking into the possibility of publishing in journals with a high degree
of global visibility and impact. Data must cover the stipulated 5 year period (currently 2014-2018).
RESEARCH
PHD GRADUATES
Minimum 0 0
Maximum 10 0
Doctoral education has become of paramount significance in a world where knowledge is the new ‘fuel’ and doctoral
education plays a significant contribution towards developing knowledge economies.
This indicator has been introduced so as to gather data on the number of successful PhD graduates. Data must be
provided as a list for the last five completed academic years. Specialist institutions are not required to submit data for
this indicator.
INTERNATIONAL COLLABORATIONS
Minimum 0 0
Maximum 20 20
International partnerships between universities carry benefits for both staff and students, and especially for the
institution’s brand awareness overseas. Forming international university partnerships helps student recruitment in two
main ways: For domestic students, it offers the opportunity to travel internationally and add to their learning experience
via any programs which may have been set up – and vice-versa for students at partnered universities. It also enables
universities to better understand the culture of other nations, thereby facilitating their marketing success there.
This indicator focuses on international joint, collaborative projects with overseas partner institutions. Evidence must be
provided for the most recent completed calendar year in the form of a comprehensive list of international collaborations
with supporting evidence.

RESEARCH
RESEARCH SHOWCASING
Minimum 0 0
Maximum 10 10
The more an institution showcases its research and creative scholarly output nationally, regionally and internationally,
the greater the public and professional awareness of the institution’s scientific and research acumen. Here, the indicator
seeks to encourage institutions to begin to showcase and platform its knowledge creation and knowledge assets.
Showcasing events should be understood as formally organised events focusing on particular research in progress or
completed work. The event can be held at the Dubai Campus or in conjunction with industry, international academic
partner and/or with the home campus. Evidence provided should be website or social media page/feed regarding the
event (Twitter / Facebook / LinkedIn). This indicator concerns research visibility and evidence must purport to the
institution’s drive to demonstrating its research for professional and public audiences. The research showcasing can be
held in any location/site. Evidence must be provided for last 3 completed academic years.
EMPLOYABILITY
INDICATOR
(150) (200)
Careers Service Support or Careers Centre 50 (or) 50 50 (or) 50
Campus Employer Presence 25 50
Graduate Employment Rate 50 50
Alumni Database 25 50
Prospective students (and parents) carefully weigh up their future employment prospects when selecting degrees and
universities. Employability data is a confidence booster and a strong signal of guarantee, namely that an institution’s
graduates are not only employable, but their employment aspirations are nurtured and supported. Indeed, graduate
employability encompasses the full educational spectrum of values from imparting knowledge and understanding to
developing skills and attributes. The ‘employability agenda’ today holds crucial significance in the strategic mandate of
any leading university, for it has a direct impact on student recruitment, retention, and satisfaction.
Universities have therefore re-examined the methods they use to enhance student employability, leveraging these in a
way to grow and strengthen their brand portfolio and to-market communication behaviours.
Four indicators define the Employability Category: (1) Careers Service Support or Careers Centre; (2) Campus Employer
Presence; (3) Alumni Database and, (4) Graduate Employability. The Employability category through these four
indicators consequently seeks to harness important, marketable information and at the same time align institutions with
the “demands of the day”: the more a university can say about its employability initiatives, the stronger the story for the
end-user and their motivation for potentially choosing a university with a robust employer/employability focus.
The category indicators have been chosen to be as succinct as possible, obtaining data on employability rate but also
employer and alumni outreach. Alumni, for example, have long been a valuable resource for universities and Careers
Advisory Services are using their alumni as an additional resource or opportunity for developing employability. Some of
the examples include the use of alumni as mentors, conducting mock interview practice, and where possible providing
students with work placements. The use of alumni to help deliver some employability activities could also help institutions
overcome current resource constraints. An updated and accessible alumni database is therefore the first step in ensuring
the consistent alumni outreach of an institution.

EMPLOYABILITY
CAREERS SERVICE SUPPORT
Minimum 2 2
Maximum 10 10
Careers and employability support is a central operation to a university. This indicator therefore seeks to capture data
on how campuses support, mentor and guide students in the procurement of employment . Here, the focus is dedicated
careers support staff active at or through the campus. Full-Time, Part-time or outsourced staff who advise students on
career pathways / options are accepted. This number will be submitted as Headcount and not FTE. A list of all staff is
required.
CAREERS CENTER
Minimum 0 0
Maximum 1 1
Binary Metric
{ Careers Centre = Full points

Else = 0
A Careers Center is understood as a specific, established institutional unit with a dedicated consultative area and a
specific team of at least one full time employee dedicated to serving the employability needs of the students as well
as the employer relations of the institution (with easy and recognised access to students and employers). If there is an
existing Careers Center with such characteristics then the result is 100%, in any other case the result will be 0%.
EMPLOYABILITY
CAMPUS EMPLOYER PRESENCE
Minimum 0 0
Maximum 25 25
Campus Employer Presence can be understood in a variety of ways. The concern here is to promote best practices: On-
campus events like workshops, skills sessions, interview rooms and other interactive events; careers fairs and speed
networking events for new and returning employers. Careers fairs continue to be one of the most popular format for
students to connect with potential employers and therefore the rating system employed here encourages institutions
to submit a list of employers and the type of activity undertaken. Points attributed to type of employer engagement is
a mid-term target to be included. For the moment, points are distributed according to the number of employers who
are active on campus for the most recent academic year.
GRADUATE EMPLOYMENT RATE
Minimum 50% 50%
Maximum 90% 90%
Successful graduate employability signals that institutions and employers have supported the student knowledge,
skills, attributes, reflective disposition and identity that graduates need to succeed in the workforce. This indicator
therefore focuses on graduate students employed within 12 months of graduation (excluding those not actively seeking
work or pursuing further study), including graduates who have started their own business and who have undertaken
entrepreneurial activities.
Evidence is required for the most recent graduated class for which the institution has collected employment data. This is
an average of all Undergraduate cohorts and should be based on a minimum response rate of 10% if captured through
survey.

EMPLOYABILITY
ALUMNI DATABASE
Minimum 0 0
Maximum 1 1
Binary Metric
{ If Alumni Database = Full Points

Else = 0
Creating an engaged, supportive alumni network is crucial to an institution’s success. If communication stops once
graduates leave an institution, their understanding of the university will become stale. Instead, they should be kept
informed so they can remain engaged and keep abreast on the progress of the university.
An updated database of institutional alumni is therefore a fundamental instrument of alumni relations.
This database must be in electronic format and evidence provided as a screenshot for proof of quality.
An Excel file is also acceptable, a copy of which must be submitted along with the completed Data Entry Form.
To be acceptable as complete information, the alum must have at least the following information in the database:
(1) Name
(2) Current Email
(3) Current Phone
(4) Current Address
(5) Employer
(6) Current Position
Evidence is required for last 3 completed academic years.
HAPPINESS & WELLBEING
INDICATOR
(150) (150)
Overall Satisfaction &
20 20
Happiness
Teaching & Learning

25 25
Satisfaction
Satisfaction with
25 25
Academic Support
Satisfaction with
10 10
Learning Resources
Satisfaction with
25 25
Program of Study
Student Wellbeing Policy 25 25
Staff Development & Wellbeing 20 20
The UAE Government has set out policy for the nation to be within the top five happiest countries in the world by 2021
as per the Happiness Index (National Agenda 2021). On 20 March 2016, Sheikh Mohammed approved the National
Programme for Happiness and National Charter for Happiness. These serve as the impetus to officially recognising
happiness across public and private sectors as a national development priority. Given the role universities play in society
and their stakeholders, student wellbeing and the way in which teaching and study environments contribute to a positive
educational experience become important contemporary features to a university’s modern identity and its alignment with
such policies. By introducing the core category of Happiness & Wellbeing, the HECRF seeks to precisely capture data on
efforts that are aligned with policy, and how institutions are facilitating environments which nurture and encourage the
personal and professional development of students.
To this can be added the importance of Staff Development and Wellbeing, where the institution facilitates staff and
faculty training in the form of professional development programs/opportunities which increase capability, confidence,
wellbeing and connectedness. By including Staff Development and Wellbeing as an indicator, further evidence is sought
on how institutions are recognising the importance of learning, development and wellbeing opportunities for the staff
employed.

SATISFACTION & HAPPINESS
Minimum 50% 50%
Maximum 75% 75%
The Satisfaction and Happiness indicator addresses the importance for students to feel and build a sense of institutional
identity and most importantly a sense of belonging fostered through positive environments and mindful engagement.
The data for this indicator is taken from the most recent KHDA student satisfaction survey.
TEACHING & LEARNING SATISFACTION
Minimum 50% 50%
Maximum 75% 75%
The Teaching & Learning indicator addresses the value of educational provision as perceived and experienced by
students, who are the focal point of the teaching process. Relations and processes within the teaching process are
closely connected to student contentment. The interrelationship of students and teachers can consequently have a
significant impact on the set goals of the curriculum and the way in which students identify with their chosen course of
study. Teaching strategies therefore become the instrument of achieving student satisfaction. The data for this indicator
is taken from the most recent KHDA student satisfaction survey.
SATISFACTION WITH ACADEMIC SUPPORT
Minimum 50% 50%
Maximum 75% 75%
Academic Support provides a personal and practical approach to academic study and opportunities for both undergraduate
and postgraduate students who develop their learning strategies. The data for this indicator is taken from the most
recent KHDA student satisfaction survey.
SATISFACTION WITH LEARNING RESOURCES
Minimum 50% 50%
Maximum 75% 75%
Resources help students reflect on and develop learning and studying. Students require satisfactory resources for
academic reading, writing, planning, critical thinking, exams and dissertations. The data for this indicator is taken from
the most recent KHDA student satisfaction survey.

SATISFACTION WITH PROGRAM OF STUDY
Minimum 50% 50%
Maximum 75% 75%
Consensus about the importance of students’ satisfaction with their academic studies as one facet of academic success
is widely recognised. The data for this indicator is taken from the most recent KHDA student satisfaction survey.
STUDENT WELLBEING POLICY
Minimum 0 0
Maximum 1 1
Binary Metric
{ If Student Wellbeing Policy = Full Points

Else = 0
A specific Dubai Campus Policy clearly addressing and identifying the wellbeing of students and wellbeing initiatives.
STAFF DEVELOPMENT & WELLBEING POLICY
Minimum 0 0
Maximum 10 10
Here the focus is on Staff and Faculty Training Provision in the form of programs which increase capability, confidence
and connectedness for participants as well as building a cohort of capable leaders in the context of the University’s
Campus Leadership. These can be defined as: (1) Leadership and Management Development Programs (First Line-
Management and Team Leader Programs); (2) University/Campus Leadership Programs; (3) Learning & Teaching
Leadership Programs; (4) Early Career Development Programs; (5) Teacher Training.
Programs can also be considered in the form of learning and development opportunities in all aspects of the academic role;
allocating a mentor to provide support and advice; and setting annual objectives which enable academics to develop their
abilities and achievements with a view to meeting the category for promotion and/or full tenured positions. Examples
of support and training provision can also be accepted which facilitate and provide the intentional maintenance and
development of the knowledge and skills needed for university administration and faculty to fulfil and grow in their role.
In terms of Staff Wellness and Workplace Wellbeing Initiatives the following serve as examples: (1) Dietary programs /
workshops; (2) Paramedical Programs (Yoga; Pilates; Soft Therapies); (3) Employee Assistance (Psychological Support
/ Medical Referral); (4) Wellness Adventures (off-site wellbeing initiatives - Team Building with a focus on health and
wellbeing). Evidence must be provided as a list of programs / initiatives with supporting program documentation.

DUBAI STRATEGY
INDICATOR
(150) (100)
Number of
Programs aligned to Dubai / UAE Strategic 50 25
Plan
Industry Partnerships 50 25
International Students 25 25
Cultural Diversity 25 25
Increasingly universities are recognising the strategic benefit they can bring to shaping the future of cities, and the
collective responsibility they play in driving forward city-based and national development agendas. Where once
institutions stood independently of city-based development strategies, today they are embedded and maximising a
positive impact across key sectors, responding to changing needs.
City-based and national strategic plans establish parameters, priorities and milestones for the progress of a society
and the economy, its citizens, workers, researchers, students and businesses can aspire to. Strategic policy imperatives
are set out across key sectors responsible for driving such development. Higher Education Institutions are tasked with
responding to the demand for new skills, new industry horizons and new knowledge clusters. Likewise, Higher Education
Institutions have an important role to play in Research and Development (R&D) and in improving R&D effectiveness
by increasing the translation and commercialisation of research which comes through the alignment of programs with
national agendas.
With this, the role of cultural diversity and internationalisation are equally important for they define a nation’s or a city’s
ambition to be truly international.
The Dubai Plan 2021 thus describes the future of Dubai through integrated, complementary perspectives. More
importantly, the Plan describes the characteristics required to deliver on the city’s aspirations in all areas, and examines
the society needed to support and empower professionals across private and public sectors. The goal is to advance the
cultural, social and technological prosperity of Dubai and the professionals who work across its sectors. Underlined
through such policy is the importance of the creation of educated, cultured and healthy citizens, capable of not only being
productive in a variety of fields but advancing and redefining these fields.
On this basis, four indicators have been chosen to compose the Dubai Strategy category: (1) the number of programs
aligned to the Dubai 2021 Strategic Plan; (2) Industrial & Corporate Partnerships; (3) International Students and, (4)
Cultural Diversity. Limiting the category to these four indicators enables important detail to be obtained and a narrative
constructed on how institutions are engaging with the speed, development and opportunity of the city within which they
operate.
DUBAI STRATEGY
PROGRAMS ALIGNED TO DUBAI STRATEGY / UAE

AGENDA
Minimum 20% 20%
Maximum 50% 50%
This indicator captures data on the percentage of institutional programmes that are linked to the Dubai Strategic Plan
2021. Programs must provide evidence of program modules that are aligned with either the Dubai Plan or UAE’s Vision
2021 Knowledge Economy target areas: Sustainable Environment & Infrastructure (Connectivity; Materials; SMART
solutions); Safe Public & Fair Judiciary (Monitoring System & Surveillance; Legal Structures; Policy Enhancement);
Well-Rounded Lifestyles (Health systems; Civil Support Mechanisms; High-quality utilities; e-governance; interactive
public platforms); Cultural Identity (Entertainment Platforms and Cultural Preservation; the Arts); Fintech (financial
innovations using the appropriate tools and techniques); Innovation & Entrepreneurship (Biotechnology ; A.I; Agri-Tech;
Nanotechnology; Blockchain Technologies). Other target areas could include Information technology and communication,
Data Mining & Analysis, Robotics and A.I., Education, etc. Institutions must provide a list of aligned academic programs
highlighting aspects of the course which pertain to national target areas. Data reported here is for the last completed
academic year.
INDUSTRY PARTNERSHIPS
Minimum 0 0
Maximum 20 20
A variety of partnerships can be considered for this indicator. The focus in this indicator is to capture data on how Dubai
campuses are engaging with industry. Campuses may have partnership agreements in place with several sectors such
as energy and resources, pharmaceuticals and healthcare, ICT, telecommunications, transport, construction, banking
and insurance. Each partnership should be distinctive and long-term, tailored to a company’s strategic direction, market
sector and research and development needs. Evidence must be provided in the form of a list with any other supporting
documentation. For example Memorandums of Understanding, evidence of program/lab sponsorship/provision by an
industrial partner. The partnership must be active in the first instance and supporting evidence must be provided of
ongoing partnership interaction. Reporting for the last completed academic year.

DUBAI STRATEGY
INTERNATIONAL STUDENTS
Minimum 10% 10%
Maximum 30% 30%
Here we seek to measure the inbound internationalisation of the institution, namely, overseas non-Emirati citizens who
have specifically enrolled and undertaken a course of study at the institution.
Data requested is for the last completed academic year. Evidence for the most recent completed academic year must be
provided as a percentage of the overall student number for that year.
CULTURAL DIVERSITY
Minimum 0 0
Maximum 5 5
The promotion of cultural diversity requires administrators to think critically about the ways diversity impacts education
and the profile of an institution to be internationally appealing to both students and their families overseas. This
indicator has therefore been introduced so as to mirror the important role played in the culturally diverse and vibrant
profile of Dubai, while at the same time encouraging institutions to promote and position themselves in both traditional
and nontraditional target economies. Data for the most recently completed academic year must be submitted listing the
number of different nationalities in the student body.
INNOVATION & THE FUTURE
INDICATOR
(100) (100)
Incubation Facilities & Accelerators 25 25
Industrial Research Projects 25 25
Patents 25 25
Documented Start-Ups & New Ventures

25 25
in UAE
The role of universities in the 21st Century is progressively changing from the traditional profile of places of academic
teaching and research, to a landscape of operations where intellectual property and innovation, societal impact, and
regional development are defining factors to growth and sustainability.
This said, the universities today are tasked with the contemporary responsibility of going beyond traditional disciplinary
limitations and developing a culture of academic enterprise and knowledge entrepreneurship. Parallel to this, is the
scenario where institutions must also be prepared to deliver higher education at scale – in a manner that bestows status
upon universities based upon the outcomes they achieve and their scope of economic, social and scientific impact.
Universities, large and small, historical and young, have a role to play in unlocking the economic and social value of ideas,
through scientific and creative enterprise. The way Higher Education Institutions contribute to the innovation potential
of the society in which they operate, means that collaboration between industry and universities, incubation facilities and
accelerators, patents and start-ups are a fundamental characteristic to an institution’s modernity and relevance.
Industry and research collaboration, such as research contracts, consultancies and joint Intellectual Property (IP) filings,
are critical aspects to defining the efforts which enable the translation of the ideas and knowledge cultivated at university,
to commercial applications. All these aspects contribute to the innovation eco-system of broader society and the broader
economic advantages this brings with it.
The category of Innovation and the Future is introduced precisely on this basis: to identify and encourage the growth
of innovation through academic, scientific and creative means. Composed of four indicators, the intention is to capture
data on how universities are beginning to work with the idea of innovation as a strategic priority and socio-economic
reality, and how they are beginning to embed innovation as a strategic priority to an institution’s strategic plan.
Innovation, globally identified as the key to sustainable growth driven by the development and commercialisation of
ideas and inventiveness, is also the key to the sustainable development of Higher Education Institutions where ideas and
inventiveness are cultivated and nurtured.

INCUBATION FACILITIES & ACCELERATORS
Minimum 0 0
Maximum 1 1
Accelerators offer dedicated office space to start-ups in the first phase of development. Incubators offer dedicated
office and development space to the start-ups for a set period of time. A university / campus may have accelerators
which focus on moving technology-based start-ups rapidly from initiation to funding / commercial support. Traditionally,
Incubators and Accelerators fall under the remit of a University’s Enterprise Initiatives, however both Incubation and
Acceleration concern Start-Up Space, the development and growth of which will differ. Institutions should provide
evidence of Incubation and Acceleration Spaces / Facilitation either in the form of photographic evidence supported by
comprehensive guidelines or the campus webpage.
INDUSTRIAL RESEARCH PROJECTS
Minimum 0 0
Maximum 20 20
Here we examine joint research projects with corporations (non-university), yielding publications and/ or Knowledge
Transfer in the last 5 completed academic years. Either Scopus evidence of Industrial Research published and unbound
by NDA or Knowledge Transfer. Here, the publication has to be related to industry research and not an academic partner
(university-industry co-authored research publications). This indicator concerns the degree to which a campus has close
collaborative links and personal relationships between academic researchers and corporate R&D staff. Each publication
counts as one point in this indicator as does Knowledge Exchange tangible outputs. In terms of Knowledge-Exchange
(non-Scopus university-industry outputs) the following examples are accepted, but not limited to: (1) Licensing
technologies, tools or training material; (2) Consultancy services and commissioned research; (3) Commercialisation and
Development Activities.
PATENTS
Minimum 0 0
Maximum 5 5
Intellectual Property (IP) can be defined as the novel tangible output of an intellectual or creative activity and patents the
registration of inventions, new products or processes. Within a university environment this is often viewed as the product
of research projects and collaborations. This indicator seeks to collect data on the number of inventions that have been
registered internationally through the Patent Cooperation Treaty (PCT) and the UAE Copyright Department, Ministry of
Economy. Evidence to be provided for the 2014-2018 period.
DOCUMENTED START-UPS & NEW VENTURES IN UAE
Minimum 1 1
Maximum 5 5
A list of start-ups and new ventures by the university’s graduates with the following characteristics:
(1) the start-up is a separate and autonomous legal entity

(2) the start-up is a commercialising entity and is therefore a venture which is commercially
active
A New Venture can be defined as a small business invested in by one or more individuals or groups with the expectation
of the business bringing in financial gain. Evidence must be provided for last 3 calendar years.

STUDENT LEARNING ENVIRONMENT
INDICATOR
(100) (100)
Student Activity Centre or Student
20 20
Clubs
Sports Facilities 20 20
Student Transport 20 20
Online Resources (Research

20 20
Databases)
IT Infrastructure 20 20
Student Support 20 20
Alumni Networking Events 20 20
Lab/Specialist Space 20 20
Learning Spaces 20 20
Student Accommodation 20 20
In the Student Learning Environment category, institutions must choose five indicators out of a total of ten. This category
was created in order to address opportunities arising from the physical and academic geography of the campus, and to
measure and make visible how infrastructure has been deployed with high-quality student learning experience in mind.
For example, subscribed access to online Research Databases, annual Alumni Events and Spaces are equally important
aspects to a student experience, which provide significant return on student expectation and go towards cultivating a
true sense of educational identity and valued belonging.
As with each category presented by the KHDA HECRF, indicators which serve as the basis for international best practice
are introduced not only to ascertain the current scope of activities, but to encourage the identification and development
of strategic priorities across operational areas, which can enhance development, academic provision and international
market appeal.
STUDENT ACTIVITY CENTRE - OR - STUDENT CLUBS
Minimum 0 0
Maximum 1 1
Binary Metric
{ If Student Activity Center / Student Clubs list as defined = Full

Else = 0
A student activity centre is a specific recreational space for students to relax and socialise. This is not to be understood
as a Student Learning Space. The Student Activity Centre may include a games room, a communal socialising area with
a café, television and film access, a gaming room etc., Photographic evidence must be provided.
Universities generally welcome the contribution made to student life by clubs, societies and other organisations as
these nurture an important sense of educational belonging and institutional identity for the student. In terms of
Student Clubs, the institution should provide a list of at least ten student active clubs to qualify for full score.
SPORTS FACILITIES
Minimum 0 0
Maximum 1 1
Binary Metric

{ If Sports Facilities as defined = Full Points
Else = 0
This indicator looks at the availability of Sports Facilities, Indoor Gyms or Sports Courts either on or off campus
available for student sports’ recreation and physical training. Shared facilities are accepted for this indicator. The
institution should provide a web link OR photographic evidence for on-site and off-site sports facilities. For those
facilities which are not owned by the university, the institution should provide a copy of the formal agreement between
the facility and the institution. Full points are awarded if institutions have ANY ONE of these facilities on or off
campus: indoor gym, indoor sports court, outdoor sports court, outdoor sports pitch.

STUDENT TRANSPORT
Minimum 0 0
Maximum 1 1
Sub-Indicator 1

{ If University Owned Student Transport = Full Points
Else = 0
Sub-Indicator 2

{ If On-Campus Parking for 10% of Overall Students = Full Points
Else = 0
This indicator is composed of 2 sub-indicators each worth 50% (10 points). In the first instance, we seek to capture data
on whether the campus provides its own transport for students. In the second instance, the aim is to understand which
campuses have available parking spaces for 10% of overall students. For Sub-Indicator 1, photographic evidence of own
transport must be provided. For Sub-Indicator 2, photographic evidence of the car park and/or campus blueprint will
suffice.
ONLINE RESOURCES (RESEARCH DATABASES)
Minimum 0 0
Maximum 5 5
Research databases are organized collections of computerized information or data such as periodical articles, books,
graphics and multimedia that can be searched to retrieve information. Databases can be general or subject oriented with
bibliographic citations, abstracts, and or full text. These databases are fundamental tools for student research. This metric
seeks to measure student access (from campus or remotely online) to the following most popular Academic Research
Databases: (1) Ebsco (2) Proquest (3) Scopus (4) Web of Science (5) Emerald (6) IEEE (7) JSTOR (8) PubMED (9) CQ
Researcher (10) LexisNexis Academic (11) PsycINFO (12) Project MUSE. Evidence must be provided as screenshots
displaying logged in status for each respective database.
IT INFRASTRUCTURE: LEARNING MANAGEMENT

SYSTEM
Minimum 0 0
Maximum 1 1
Binary Metric

{ If Learning Management System as defined = Full Points
Else = 0
This indicator refers to an institution’s use of an LMS. This refers to a software application for the administration,
documentation, tracking, reporting and delivery of educational courses and programs. LMS examples can include (but
are not limited to) Moodle; ATutor; Eliademy; Forma LMS; Dokeos; ILIAS; Opigno; OpenOLAT. Evidence must be provided
as screenshots displaying administrator status.

STUDENT SUPPORT
Minimum 0 0
Maximum 1 1
Here we seek to gather data on course administrators who are the primary contact point for enrolled students.
Institutions must provide the name and function of the adminstrator/s in order to qualify for scoring.
ALUMNI NETWORKING EVENTS
Minimum 0 0
Maximum 5 5
Universities must provide a list of alumni events, such as networking events, which occurred in the last completed
academic year. Events can be formal or informal and can take many formats. The key is ensuring there is a common
theme or area of interest, whether this is based on class year, course or sector. Institutions must provide social media or
web evidence, or another form of event documentation. The event can be hosted on or off-site, but must take place in the
UAE and remain under the brand umbrella of the Dubai campus.
LAB / SPECIALIST SPACE
Minimum 0 0
Maximum 1 1
Binary Metric
{ If Lab/Specialist Space as defined = Full Points

Else = 0
This indicator refers to a distinct environment with specialist equipment, such as specialist laboratories, studios, machinery
and software platforms that are particular for the program requirements. The equipment/facilities can be owned by the
university, or can be part of a partnership with a third party. In the case of physical equipment photographic evidence
is required, and screenshots are required for specialist software used at workstations. Here, we seek to understand the
percentage of programs using specialist spaces.
FLEXIBLE LEARNING SPACES
Minimum 0 0
Maximum 1 1
Binary Metric

{ If Flexible Learning Spaces as defined = Full Points
Else = 0
This indicator concerns the physical space available for students to commune, study and share academically, and
principally the intersection between architecture and education. Physical spacial design determinants such as: (1) Access
to terminals / workstations, (2) Access to Laptops / Tablets, (3) Exam Study Space, (4) Themed Lounge / Communal
Seating, (5) SMART seating / Movable Furniture / Study Pods. Institutions must provide photographic evidence of these
spaces. Institutions must provide photographic evidence of at least three of the above examples to qualify for scoring.

STUDENT ACCOMMODATION
Minimum 0 0
Maximum 2 2
Sub-Indicator 1 Sub-Indicator 2
{ If Own Student Accomodation = 50%

Else = 0%

{ If formal off-campus rental agreements = 50%
Else = 0%

This indicator is composed of 2 sub-indicators each worth 50% (10 points). In the first instance, we seek to capture
data on whether the campus provides its accommodation for students. In the second instance, the aim is to understand
if campuses have formal off-campus rental agreements in place with a provider . For Sub-Indicator 1, photographic
evidence of own accommodation must be provided. For Sub-Indicator 2, a pdf copy of agreement must be provided.
GLOBAL
INDICATOR
(100) (100)
Joint initiatives with home campus/
20 20
International Partners
International
20 20
Faculty
International
20 20
Accreditations
Inbound Exchange
20 20
Students or Home Campus Mobility
Outbound
Exchange Students or Home Campus 20 20
Mobility
The Global category addresses the need for institutions to cultivate a global outlook in order to offer students the best
possible preparation for global lives and careers.
The key here is to encourage institutions to recognise, cultivate and apply strengths in a way that supports sustained
forms of Global Engagement which benefit both the student’s expectation of international experience and opportunity,
and the institution’s international brand profile. For this reason, we have sought to introduce five basic indicators which
serve as the foundation to any international strategy: (1) Joint Initiatives; (2) International Faculty; (3) International
Accreditations; (4) Inbound Student Exchange and, (5) Outbound Student Exchange. Ultimately, it will be important
for institutions to have their own campus-based internationalisation strategy, as this is also a fundamental instrument
to university operations. However, it is hoped that by institutions identifying strengths and priorities through these five
indicators, campus-specific strategies can eventually be built and made available.
Essentially, an international perspective is embedded in every layer of the university’s operational structure, and the home
campuses are testimony to this. However, Higher Education Institutions in the Free Zone can also develop a comprehensive
approach to internationalisation, or sooner, Global Engagement, scaled to the institution’s scope of operation, academic
and research portfolio. This said, the steps towards developing a comprehensive international strategy require new
academic, research and industry partners who share the institution’s global ambition and who are willing to support and
develop international initiatives. Thus today, we not only have tri-lateral partnerships defining new research projects
and forms of university enterprise, but also international P3 collaborations (Private-Public Partnerships) which define
advanced forms of research internationalisation.

GLOBAL
JOINT INITIATIVES WITH HOME CAMPUS / PARTNERS
Minimum 1 1
Maximum 10 10
Joint initiatives can be defined as but not limited to: Summer Schools; Scrum Workshops; Boot-Camps; Overseas
Visits / Exchange Programs; Shared Lab Spaces/Seminars; Articulation Agreements. The institution should provide
comprehensive evidence of each initiative, by way of a detailed list and relevant supporting documentation. Data should
cover the most recently completed academic year.
INTERNATIONAL FACULTY
Minimum 0% 0%
Maximum 25% 25%
International faculty must contribute to course content and be responsible for effective course delivery and/or contribute
to the research of the Dubai Campus. Institutions must provide a list of international faculty names who are currently
active, and their institutional status.
GLOBAL
INTERNATIONAL ACCREDITATIONS (PROGRAM

LEVEL)
Minimum 1 1
Maximum 5 5
These must be accreditations for programs rather than professional bodies where professionals can register. Each
accrediting body will only be counted once. Evidence of international accreditations for specific programs run at the
Dubai campus must be provided.
INBOUND EXCHANGE STUDENTS / HOME CAMPUS

MOBILITY
Minimum 0 0
Maximum 2% 2%
This indicator concerns the number of exchange students coming in on credit-bearing programs either from international
partners or the home campus. A list of students, course, course duration and credit transfer must be provided as evidence.
Data must be provided for recently completed academic year.

GLOBAL
OUTBOUND EXCHANGE STUDENTS / HOME CAMPUS

MOBILITY
Minimum 0 0
Maximum 2% 2%
This indicator concerns the number of exchange students going out on credit-bearing programs either from international
partners or the home campus. A list of students, course, course duration and credit transfer must be provided as
evidence. Data must be provided for recently completed academic year.
SOCIAL ENGAGEMENT
INDICATOR
(100) (100)
Scholarships &
20 20
Bursaries
Inclusiveness & Access 20 20
Voluntary Work 20 20
Social Corporate
20 20
Responsibility & Sustainability
Students of Acadmic Determination Support

20 20
Policy
Social Engagement is defined as the ability to work constructively between social groups in order to create more resilient
and sustainable communities. University-community engagement has become an important aspect to an institution’s
operation, especially since it defines the way it is embedded in the society which it serves. Social engagement therefore
becomes an activity which defines an institution’s scope of participation in building these resilient and sustainable
communities. It has been globally recognised that there are two fundamental aspects to university-community
engagement: (1) where institutions mobilise and combine university knowledge and community experience to address
social disadvantage and exclusion (this sooner concerns the way in which research serves community development) and,
(2) a university’s service to its local community where “non-economically productive activity” such as caring, sustainable
development, self-management of health and well-being, voluntary activity define outreach actions.
Today, universities develop fully strategic programmes of community-university engagement which define tangible
benefits to local communities. In the light of this, the category of Social Engagement seeks to understand how engaged
and embedded institutions are in the local community and how social engagement is not merely fringe activity but a
recognised and accountable action of the institution.
By introducing five fundamental indicators, the intention is therefore to encourage institutions to identify the importance
of university-community engagement. The more a university embeds its social engagement activities into its operational
and strategic mandate, the more public engagement can eventually be incorporated into research, knowledge exchange
and teaching. In this way, institutions in the free zone can begin to assert themselves in new ways which are not only
conducive to the Dubai and UAE vision, but also to putting international best practices into place which define a truly
engaged university.

SOCIAL ENGAGEMENT
SCHOLARSHIPS & BURSARIES
Minimum 0% 0%
Maximum 5% 5%
Institutions must provide a list of students receiving scholarships/bursaries for the most recently completed academic
year. This can include bursaries of any kind and of any amount: tuition fees scholarships, awarded to students (on a needs
basis, merit-based, sport-based, disabilities..); program fee discounts to low-income families as respectively identified.
INCLUSIVENESS & ACCESS
Minimum 50% 50%
Maximum 100% 100%
Inclusive access is here defined as: persons with determination access to Campus; persons with determination Parking;
Wheelchair access; Lift/Ramp access. Parking Spaces should be located within 50 metres of an accessible entrance
(or the distance set by the local ministry of health / planning department) and desirably be under cover. Parking Bays
need to be wide enough to accommodate wheelchair traffic to and from the car. Changes in levels should be avoided,
especially at entrances and exits. Where this is not possible both ramps and steps should be available. Doors should have
a minimum clear opening width of 800mm (830mm is preferred) for a wheelchair. Where double doors are used at least
one door should be a minimum of 800mm wide. Main facilities should be at main entrance level, where if small changes in
level do occur they can be dealt with by duplicating stairs and ramps. Routes from entrance doors to lifts, stairs, enquiry
desks and toilets should be clearly defined and unobstructed. Seating should be generously provided especially around
areas where waiting is likely. Campus restrooms have an allocated disabled lavatory. Photographic evidence should also
be provided of ramps, restrooms and corridors. 100% of the score is determined by full access.
A PDF Campus blueprint with access points must be provided with supporting photographic evidence of ramps, parking
spaces (if applicable) etc.
SOCIAL ENGAGEMENT
VOLUNTARY WORK
Minimum 0 0
Maximum 10 10
Institutions must provide a detailed list of voluntary initiatives for the most recently completed academic year. Social
media pages should also be provided as supporting evidence, or screenshots of the institution’s website coverage or
each initiative. Voluntary initiatives/projects can be defined as (but not limited to): charitable initiatives/projects; social
outreach (schools, hospitals etc.,); university sponsored green initiatives / projects (“plastics scouting” / “city clean-up”);
university philanthropy; disaster relief.
SOCIAL RESPONSIBILITY
Minimum 0 0
Maximum 1 1
Binary Metric

{ If Green Policy or CSR Policy = Full Points
Else = 0
Online details of the institution’s green footprint. Campus “green policy” document is acceptable, or alternatively the
campus’ CSR policy covering (1) Ethical Responsibility; (2) Philanthropic Responsibility; (3) Environmental Responsibility,
and (4) Economic Responsibility.

SOCIAL ENGAGEMENT
STUDENTS OF ACADEMIC DETERMINATION SUPPORT

POLICY
Minimum 0 0
Maximum 1 1
Binary Metric

{ If Students of Academic Determination Policy = Full Points
Else = 0
As part of the UAE’s progressive policies, the government will provide an integrative education system in public and
vocational education and adapt school curricula to cater their needs. It will also provide qualified teachers and specialists,
appropriate supportive technologies and learning materials. This indicator therefore seeks to assess the preparedness
of institutions to provision equally high standards of academic support, teaching and learning experiences for students
of academic determination.
Institutions must therefore provide a copy of its formal Academic Determination policy, explicating in detail its accordance
and adherence to the UAE ‘s policy on Education for People of Determination, outlining in comprehensive fashion the way
in which the institution is prepared in terms of program support, student life and infrastructural access.

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Higher Education

Manual Version 1.0

Higher Education Classification and Rating Framework HECRF 3

Five Core Categories............................................................................................................................................................................... 8

Four Elective Categories........................................................................................................................................................................ 9

Scoring & Scaling.................................................................................................................................................................................. 10

Happiness & Wellbeing....................................................................................................................................................................... 25

Elective: Innovation & The Future ................................................................................................................................................. 33

Elective: Student Learning Environment..................................................................................................................................... 36

Elective: Social Engagement............................................................................................................................................................. 47

Higher Education Classification and Rating Framework HECRF 5

CHARACTERISTICS COMPREHENSIVE SPECIALIST

Student Threshold (350 students) ☑ -

Number of Approved Programs Threshold (10

Academic Degree or Certified Training Provision - ☑

More than 2 Disciplines ☑ -

Higher Education Classification and Rating Framework HECRF 7

FIVE CORE CATEGORIES

TEACHING RESEARCH EMPLOYABILITY

HAPPINESS & WELLBEING DUBAI STRATEGY

INNOVATION & STUDENT LEARNING GLOBAL

Higher Education Classification and Rating Framework HECRF 9

Teaching & Learning 150 15 35 60 85 105

Employability 150 15 35 60 85 105

Happiness & Wellbeing 150 15 35 60 85 105

Dubai Strategy 150 15 35 60 85 105

3 Elective Indicators 300 (100 each) 10 25 40 55 70

Teaching & Learning 200 20 50 80 100 150

Employability 200 20 50 80 100 150

Happiness & Wellbeing 150 15 35 60 85 105

Dubai Strategy 100 10 25 40 55 70

3 Elective Indicators 300 (100 each) 10 25 40 55 70

LEVEL OVERALL POINTS

4 VERY GOOD 550

Data from institution: 78% completion rate

Maximum threshold: 90%

(78 – 50)/(90 – 50) = (28)/(40) = 0.7 * 30 available points = 21

Explanation of Faculty/Student Ratio

We use a scaling process which is:

(2%-2%) / (10%-2%) = 0%/8% = 0%. Then 0% x 50 points = 0

Higher Education Classification and Rating Framework HECRF 11

Percentage of Faculty with

Completion Rate 25 points 35 points

Retention Rate 25 points 35 points

Further Post-Graduate Study 25 points 35 points

Innovative Teaching & Learning 25 points 35 points

FACULTY STUDENT RATIO

PERCENTAGE OF FACULTY WITH TERMINAL DEGREE

Higher Education Classification and Rating Framework HECRF 13

Data must be from the most recently available graduating class.

FURTHER POST-GRADUATE STUDY

INNOVATIVE TEACHING & LEARNING

Higher Education Classification and Rating Framework HECRF 15

Citations per Scopus Indexed Paper 10 10

Faculty publishing in Scopus Indexed

PAPERS PER FACULTY

FACULTY PRESENTING AT INTERNATIONAL CONFERENCES

Higher Education Classification and Rating Framework HECRF 17

CITATIONS PER SCOPUS INDEXED PAPER

FACULTY PUBLICATIONS IN SCOPUS INDEXED

Higher Education Classification and Rating Framework HECRF 19

Careers Service Support or Careers Centre 50 (or) 50 50 (or) 50

Campus Employer Presence 25 50

Graduate Employment Rate 50 50