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SELF-ASSESSMENT REPORT

Submitted to ACQUIN(Accreditation, Certification and Quality Assurance Institute)

Self-Assessment Report

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UNIVERSITY OF BALAMAND

SELF-ASSESSMENT REPORT

Submitted to ACQUIN

(Accreditation, Certification and Quality Assurance Institute)

March 26, 2015


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TABLE OF CONTENTS

1. INSTITUTIONAL PROFILE AND STRATEGY ....................................................................................... 8

1.1. TEACHING .....................................................................................................................................................................14 1.2. RESEARCH .....................................................................................................................................................................15 1.3. SERVICES .......................................................................................................................................................................16 1.4. PROFILE: NATIONAL AND REGIONAL CONTEXT ............................................................................................................17 1.5. PROFILE: INSTITUTION POSITIONING .............................................................................................................................20 1.6. UNIVERSITY STRATEGY ..................................................................................................................................................22

1.6.1. Values-oriented trend (trend #1)..................................................................................................................22 1.6.2. Scientific trend (trend # 2) ............................................................................................................................22 1.6.3. Service-oriented trend (trend # 3) ...............................................................................................................23 1.6.4. Qualitative trend (trend # 4) ........................................................................................................................23 1.6.5. Administrative trend (trend # 5) ...................................................................................................................24

1.7. UNIVERSITY OBJECTIVES (GOALS) ................................................................................................................................25 1.7.1. Academic, developmental objective (objective # 1) .................................................................................26 1.7.2. Academic, modernizing objective (objective # 2) .....................................................................................26 1.7.3. Academic, research objective (objective # 3) ............................................................................................27 1.7.4. Academic, qualitative objective (objective # 4) .........................................................................................27 1.7.5. Relational, external objective (objective # 5) ............................................................................................28 1.7.6. Relational, community-oriented objective (objective # 6) ........................................................................28 1.7.7. Administrative objective (objective # 7) ......................................................................................................28 1.7.8. Logistic objective (objective # 8)..................................................................................................................29 1.7.9. Constructional objective (objective # 9) ......................................................................................................29 1.7.10. Financial objective (objective # 10) ..........................................................................................................29

1.8. UNIVERSITY OBJECTIVES (LEVELS AND PROCESS) ..........................................................................................................30 1.8.1. Faculty Academic Category ...........................................................................................................................30 1.8.2. Mixed Faculty Academic and Administrative Category ............................................................................30 1.8.3. Administrative Category .................................................................................................................................30

1.9. STRATEGY ESTABLISHMENT AND IMPLEMENTATION .......................................................................................................31 1.10. STRATEGY VALIDITY ....................................................................................................................................................35 1.11. STRATEGY EVALUATION .............................................................................................................................................36 1.12. INSTITUTION’S PRIORITIES ...........................................................................................................................................38 1.13. EQUAL OPPORTUNITIES ..............................................................................................................................................39 1.14. STUDY PROGRAMS AND PROFILE ...............................................................................................................................39

2. GOVERNANCE ............................................................................................................................... 46

3. TEACHING AND LEARNING ........................................................................................................... 61

3.1. UOB’S UNDERGRADUATE PROGRAMS REQUIREMENTS .................................................................................................80 3.2. UOB’S GRADUATE PROGRAMS REQUIREMENTS ............................................................................................................81 3.3. UOB’S REQUIREMENTS TO DOCTOR OF MEDICINE (MD) .............................................................................................81

3.3.1. Academic Record..............................................................................................................................................82 3.3.2. Personal characteristics ...................................................................................................................................82 3.3.3. Admissions process ...........................................................................................................................................82

3.4. PLACEMENT IN THE HIGHER EDUCATION AREA ..............................................................................................................84

4. RESEARCH ...................................................................................................................................... 86

5. TRANSFER ...................................................................................................................................... 92

6. RESOURCES .................................................................................................................................... 95

7. QUALITY ASSURANCE ................................................................................................................. 102

7.1. PLANTING THE SEEDS OF ACADEMIC QUALITY ASSURANCE ...................................................................................... 105 7.2. INTERNAL REVIEW PROCESS - THE NEED FOR AN INTERNAL LOOK ............................................................................ 111

8. INTERNATIONALIZATION ............................................................................................................ 116

8.1. STRATEGY AND OBJECTIVES ....................................................................................................................................... 116


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8.1.1. AGREEMENTS AND NETWORKS ............................................................................................................................... 117 8.1.2. INTERNATIONAL EVENTS .......................................................................................................................................... 117 8.1.3. PERSPECTIVES ......................................................................................................................................................... 118 8.2. NUMBER OF INTERNATIONAL STUDENTS ..................................................................................................................... 118

8.2.1. The Freshman Program ................................................................................................................................ 118 8.2.2. The MA in Applied Orthodox Theology .................................................................................................... 118 8.2.3 Mobility at ALBA Sin el Fil ............................................................................................................................ 119 8.2.4. Student Recruitment Policy ........................................................................................................................... 119

8.3. INTERNATIONALIZATION OF CURRICULA ..................................................................................................................... 120 8.4. INTERNATIONAL FACULTY MEMBERS........................................................................................................................... 121

8.4.1. International resident and visiting professors ........................................................................................... 121 8.4.2. International Research .................................................................................................................................. 122

LIST OF TABLES

TABLE 1 TIMELINE OF THE DIFFERENT MINISTERIAL DECREES RELATING TO UOB ESTABLISHMENT .................10 TABLE 2 UOB FACULTIES, INSTITUTES, AND SPECIAL PROGRAMS ...........................................................................11 TABLE 3 UOB’S ESTABLISHED RESEARCH AND SPECIAL STUDIES CENTERS ............................................................11 TABLE 4 UOB 158 OFFICIALLY RECOGNIZED DEGREES AND DIPLOMAS FOR AY 2014-2015 .......................12 TABLE 5 RELATIONSHIPS OF UOB OBJECTIVES TO STRATEGIC TRENDS ................................................................31 TABLE 6: UOB BYLAWS AND REGULATIONS .................................................................................................................47 TABLE 7 TUITION FEES OF AY 2014-2015 .....................................................................................................................60 TABLE 8 COMPARABILITY OF LENGTH WITH US AACSB ACCREDITED MBA PROGRAMS .................................69 TABLE 9 FACULTY OF MEDICINE AND MEDICAL SCIENCES MD DEGREE GRADING SYSTEM ............................71 TABLE 10 GRADING SYSTEM (EXCEPT THE FACULTY OF MEDICINE AND MEDICAL SCIENCES) .......................71 TABLE 11 PERCENTAGE DROPOUT ...................................................................................................................................77 TABLE 12 THE CLASSROOM AND LABORATORY COMPUTER DISTRIBUTION – AY 2014-2015 ................... 101 TABLE 13 UOB’S INSTITUTIONAL GOALS .................................................................................................................... 108 TABLE 14 FULL-TIME FOREIGN FACULTY MEMBERS BELONG TO HUMAN SCIENCES’ FACULTIES ................ 121

LIST OF FIGURES

FIGURE 1 UOB AS A CORE TO GLOBALIZATION .........................................................................................................18 FIGURE 2 UOB STRATEGY TRENDS...................................................................................................................................24 FIGURE 3 THE DISTRIBUTION OF THE UOB ALUMNI IN THE VARIOUS FIELDS OF THE JOB SECTORS. ...........32 FIGURE 4 THE DISTRIBUTION OF THE UOB ALUMNI IN IN DIFFERENT COUNTRIES OF THE JOB MARKET. ....33 FIGURE 5 TOTAL NUMBER OF UOB GRADUATES PER FACULTY (UP TO JULY 2014) .........................................73 FIGURE 6 TOTAL ACCUMULATIVE NUMBER OF STUDENTS ENROLLED FOR THE PERIOD OF 2008-2014 ....74 FIGURE 7 TOTAL NUMBER OF UNDERGRADUATE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014..............................................................................................................................................................74 FIGURE 8 TOTAL NUMBER OF GRADUATE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014 .............................................................................................................................................................................75 FIGURE 9 TOTAL NUMBER OF UNDERGRADUATE INTENSIVE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014 ............................................................................................................................................75 FIGURE 10 AVERAGE LENGTH OF STUDY PER FACULTY: AN OBSERVATION OF UNDEGRADUATE STUDENTS ENROLLED SINCE AY 2008-2009 ................................................................................................................76 FIGURE 11 AVERAGE LENGTH OF STUDY PER FACULTY: AN OBSERVATION OF GRADUATE STUDENTS ENROLLED SINCE AY 2008-2009 .....................................................................................................................................77 FIGURE 12 UNDERGRADUATE STUDENTS APPLIED, ACCEPTED, AND REGISTERED BY FACULTY FOR THE AY 2014-2015 .............................................................................................................................................................................79 FIGURE 13 GRADUATE STUDENTS APPLIED, ACCEPTED, AND REGISTERED BY FACULTY FOR THE AY 2014-2015 .........................................................................................................................................................................................80 FIGURE 14 TOTAL NUMBER OF FULL-TIME FACULTY MEMBERS DISTRIBUTED BY RANK – AY 2014-2015 ...95 FIGURE 15 TOTAL NUMBER OF PART-TIME FACULTY MEMBERS DISTRIBUTED BY RANK – AY 2014-2015 ..96 FIGURE 16 TOTAL NUMBER OF ADMINSTRATIVE STAFF AND WORKERS – AY 2014-2015 ............................96


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FIGURE 17 QA AREAS ARE EMBEDDED WITHIN THREE MAJOR CATEGORIES ................................................... 103 FIGURE 18 THE ROLES AND RESPONSIBILITIES OF THE ACADEMIC QUALITY ASSURANCE TEAM ................ 107 FIGURE 19 THE COLLABORATIVE ROLE BETWEEN THE THREE ADMINISTRATIVE PROPOSED BODIES ......... 110 FIGURE 20 A SAMPLE SCHEMATIC REPRESENTATION LINKING QUALITY ASSURANCE TO ACCREDITATION ................................................................................................................................................................................................ 112

LIST OF ABBREVIATIONS

AACSB Association to Advance Collegiate Schools of Business ABET Accreditation Board for Engineering and Technology

ACQUIN Akkreditierungs-, Certifizierungs- und Qualitätssicherungs-Instituts (Accreditation, Certification and Quality Assurance Institute)

ALBA The Lebanese Academy of Fine Arts known as L’Académie Libanaise des Beaux Arts

AQA Academic Quality Assurance AQAT Academic Quality Assurance Team

ARPOA Architecture Religieuse du Patriarchat Orthodoxe d’Antioche AUF Agence Universitaire de la Francophonie

AY Academic Year BA Bachelor of Arts

BBA Bachelor of Business Administration BE Bachelor of Engineering

BFA Bachelor of Fine Arts BIRG Balamand Internal Research Grants

BLS Bachelor of Liberal Studies BOT Board of Trustees

BS Bachelor of Science BTech Bachelor of Technology

BTh Bachelor of Theology CBB Cursos Biblicos del Balamand

CCMS Center for Christian-Muslim Studies CEES Center for Engineering and Environmental Studies

CEP Continuing Education Program CPI Continuous Process Improvement

CSC Career Services Center DBA Doctorate in Business Administration

DES Diplôme d'Etudes Supérieures ECMRC Economics and Capital Markets Research Center

EMBA Executive Master of Business Administration EYH Expand Your Horizon

FASS Faculty of Arts and Social Sciences FHS Faculty of Health Sciences

FLIS Faculty of Library and Information Studies FOBM Faculty of Business and Management

FOE Faculty of Engineering FOM Faculty of Medicine and Medical Sciences

FOS Faculty of Sciences FPGME Faculty of Postgraduate Medical Education


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GISC Geographic Information System Center

IAT Institutional Accreditation Team IFFT The Issam M. Fares Faculty of Technology

IFUIT Issam M. Fares University Institute of Technology ILO Intended Learning Outcomes

IOE Institute of the Environment IOHANES Institute of History, Archaeology, and Near Eastern Heritage Studies

IT Information Technology IVCLA International Visitors Council of Los Angeles

LIRA Lebanese Industrial Research Achievements MA Master of Arts

Ma3bar The Arab Support Center for Free and Open Source Software MAOT Master of Arts in Old Testament

MArch Master of Architecture MBA Master of Business Administration

MCBT Master in Cognitive Behavior Therapy MD Medical Doctor

MEHE Ministry of Education and Higher Education MENA Middle East and North Africa

MFA Master of Fine Arts MLS Master of Library and Information Science

MMCM Master in Museum Studies and Cultural Heritage Management MPh Master of Philosophy

MS Master of Science MTh Master of Theology

NEASC New England Association of Schools and Colleges OAR Office of Admissions and Registration

OSA Office of Student Affairs OTM Office of Tests and Measurements

PhD Doctor of Philosophy PLO Program Learning Outcome

PO Program Objective QA Quality Assurance

SEED Service Experience-Education through Doing SJDIT Saint John of Damascus Institute of Theology

SOFIA Seminario Ortodoxo para la Formación de Ibero América SP Special Programs

TD Teaching Diplomas TLQAA Toward the Lebanese Quality Assurance Agency

UC University Council UCC University Curriculum Committee

UOB University of Balamand UOBRC UOB Research Council


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1. Institutional Profile and Strategy

The University of Balamand (henceforth referred to as UOB) is the first university in the

world established by an Orthodox Church. UOB is a nonprofit and independent institution

of higher education. It was founded by His Beatitude, the late Patriarch Ignatius IV of the

Antiochian Orthodox Christian Church, and was licensed by the Lebanese Government in

1988. Recognizing the noble values of tolerance, coexistence and mutual respect, UOB

welcomes students and faculty members from all over the world. UOB distinguishes itself in

many disciplines.

UOB’s student body has grown from 635 in its first year of operation October 1988 to

5,600 in October 2014. In its early years, priority was naturally given to UOB’s short-term

infrastructure in order to meet the physical and pedagogical requirements of the

formations offered. In 2002, however, the Board of Trustees (henceforth referred to as

BOT) adopted a proposal by UOB President to undertake long-term campus planning that

would best serve the interests of the different Faculties and Institutes by taking into account

their increase in number and development of their programs.

UOB has five campuses:

1. The 454,000 square meter main campus is located in Al-Kurah, north of Lebanon. It

constitutes the largest main campus of any university in Lebanon.

2. The Faculty of Health Sciences, the Faculty of Medicine and Medical Sciences and

the Saint George Faculty of Postgraduate Medical Education have some of their

facilities located in the Saint George Health Complex in Achrafieh, one of the

leading and oldest medical centers in the country.

3. The Lebanese Academy of Fine Arts known as L’Académie Libanaise des Beaux

Arts (ALBA) is located in Sin el Fil, Beirut.

4. The Issam M. Fares Faculty of Technology (IFFT) has its campus in Beino, Akkar.

5. The Souk el Gharb campus is situated on one of the most beautiful locations of

Mount Lebanon, in the Souk el Gharb region, about 20 minutes away from Beirut.

UOB’s Mission Statement finds its origins in two main references, which document the

principal aims and objectives of the University. The first text referring to UOB’s general

main purposes, as approved by the BOT on July 17, 1998, titled UOB Principles and

Goals, stipulates that UOB is a Lebanese nonprofit independent private university

dedicated to serving the society without any discrimination and is committed to excellence

in education, research, and service to the wider community. The text also highlights UOB


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values based on its strong belief in responsible freedom, tolerance, plurality and human

dignity, and its solid commitment to spreading these values throughout the Middle East.

Another text of equal importance, Basic Bylaws as amended by the BOT on June 24,

2011, similarly stresses UOB’s endeavor to provide excellent education based on scientific

inquiry guided by spiritual values and openness.

The latest updated Mission Statement dates to March 26, 2013. As UOB President

iterates, this version “does not rule out the need to amend the statement in the future in

light of new needs, knowing full well that its core ideas will remain intact.” The Mission

Statement states the following:

“The University of Balamand is a private nonprofit independent Lebanese

institution of higher education licensed by the State of Lebanon. It was founded in

1988 by His Beatitude Patriarch Ignatius IV in the name of the Patriarchate of

Antioch and All the East for the Greek Orthodox. The University admits students

from Lebanon and the region without discrimination on the basis of religion,

gender, or physical handicap.

Inspired by the tradition of the Antiochian Christian Orthodox Church in

promoting the welfare of humanity and its highest values, the University is

committed to principles of tolerance, compassion and openness and to Christian-

Muslim understanding. The University is dedicated to graduating professionals

who are well-rounded, critical thinkers, life-long learners, and active citizens in

their respective societies.

The University also seeks to limit the influence of dogmatism and fundamentalism

in intellectual, social, political, religious and cultural fields. The University believes

in responsible freedom, in the role of reason in uncovering truth, and in the

enhancement of human existence under God. Through quality education, rigorous

research, concern for the public good, and engagement with the community, the

University seeks to contribute to nation building, ethical standards, inter-cultural

dialogue, environmental responsibility, and human development.”

Degree-granting institutions in Lebanon are generally authorized by the Lebanese Ministry

of Education and Higher Education (MEHE) through the Council for Higher Education

operating as a nationally recognized licensing and auditing agency. Thus, UOB operates

under a license from the Lebanese Government that authorizes it to grant degrees in its ten


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Faculties and one Institute. Although officially founded as a university in 1988 (Decree No.

4885, dated June 4, 1988), two of UOB’s Faculties/Institutes existed before that date as

independent entities, namely ALBA (Decree No. 2372, dated March 15, 1943) and the

Saint John of Damascus Institute of Theology (SJDIT) (Decree No. 9764, dated February

26, 1975). Table 1 summarizes the timeline of different Ministerial decrees relating to

UOB establishment.

TABLE 1 TIMELINE OF THE DIFFERENT MINISTERIAL DECREES RELATING TO UOB ESTABLISHMENT No.

Decree Date Description

1 2372 March 15, 1943 Establishment of The Lebanese Academy of Fine Arts known as L’Académie Libanaise des Beaux Arts (ALBA).

2 2205 November 03, 1944 Considering ALBA as an institution of public interest.

3 9764 February 26, 1975 Establishment of the Saint John of Damascus Institute of Theology (SJDIT).

4 1415 December 31, 1983 Renewal of the consideration of ALBA as an institution of public interest.

5 4885 June 4, 1988

UOB is founded and includes the following faculties: 1. The Faculty of Arts and Social Sciences (FASS), 2. A higher institution to teach Orthodox theology, 3. ALBA.

6 8728 July 06, 1996 Cancelation of Decree 2372

7 9278 October 5, 1996

Establishment of the: 1. Faculty of Engineering (FOE) (Civil, Electrical,

Computer, Mechanical), 2. Faculty of Sciences (FOS), 3. Faculty of Business and Management (FOBM), 4. Faculty of Health Sciences (FHS), and 5. Licensing two new ALBA majors/departments:

a. Cinema and Audiovisual Direction, b. Institute of Urbanism.

8 1946 December 01, 1999 Establishment of the University College for Technology.

9 1947 December 21, 1999 Establishment of Saint George Faculty of Postgraduate Medical Education.

10 4112 October 17, 2000 Establishment of the Faculty of Medicine and Medical Sciences.

11 3594 March 17, 2010

1. Relocating the University College for Technology to Akkar and changing its name to Issam M. Fares University Institute of Technology (IFUIT).

2. Establishing two new specializations in the Faculty of Engineering:

a. Chemical Engineering and b. Engineering Management.

12 8349 June 15, 2012 Establishing a new program in the Faculty of Engineering: Master in Environmental Engineering

13 9126 November 22, 2012 Establishing the Faculty of Library and Information Studies (FLIS) with three specializations:


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1. Bachelor in Library Sciences, Master in Library Sciences,

2. Master in Museum Studies, and 3. Cultural Heritage Management.

14 232 February 23, 2013 Establishing a PhD program in Theology.

15 33/68/214 September 12, 2014

Changing the status of the IFUIT to become a faculty under the name of Issam M. Fares Faculty of Technology (IFFT).

Currently, UOB has ten Academic Faculties, one institute, and Special Programs, Table 2.

The academic programs offered in each Faculty and the course descriptions are printed

and distributed, and they are also published on UOB website. Table 3 lists UOB’s

established research and special studies centers.

TABLE 2 UOB FACULTIES, INSTITUTES, AND SPECIAL PROGRAMS No. Faculties Link

1 Académie Libanaise des Beaux-Arts ALBA

2 Faculty of Arts and Social Sciences FASS

3 Faculty of Business and Management FOBM

4 Faculty of Sciences FOS

5 Faculty of Engineering FOE

6 Faculty of Health Sciences FHS

7 Faculty of Medicine and Medical Sciences FOM

8 Faculty of Postgraduate Medical Education FPGME

9 Faculty of Library and Information Studies FLIS

10 Issam M. Fares Faculty of Technology IFFT

No. Institutes Link

1 Saint John of Damascus Institute of Theology SJDIT

Special Programs SP

TABLE 3 UOB’S ESTABLISHED RESEARCH AND SPECIAL STUDIES CENTERS No. Centers Link

1 Institute of History, Archaeology, and Near Eastern Heritage Studies IOHANES

2 Center for Engineering and Environmental Studies CEES

3 Institute of the Environment IOE

4 Geographic Information Systems Center GISC

5 Economics and Capital Markets Research Center ECMRC


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6 The Arab Support Center for Free and Open Source Software Ma3bar

7 Center for Christian-Muslim Studies CCMS

As a higher learning institution and in accordance with Lebanese ordinances, UOB follows

the credit-hour system model in nearly all its Faculties. Bachelor degrees, in all programs,

are granted after completing a minimum of 3 years of study following the freshman year

where applicable. UOB offers curricula leading to 158 officially recognized degrees and

diplomas, Table 4, for the Academic Year (AY) 2014-2015.

TABLE 4 UOB 158 OFFICIALLY RECOGNIZED DEGREES AND DIPLOMAS FOR AY 2014-2015 No. Type Acronym

43 Diplomas

1 University Diploma: a special 1-year training program in school library

media center -

13 Teaching Diplomas TD

29 Medical Diplomas: specialized diplomas in postgraduate medical

education (22 Residency programs and 7 Fellowship programs) -

57 Undergraduate Degrees

17 Bachelor of Science BS

11 Bachelor of Arts BA

10 Licence -

7 Bachelor of Technology BTech

5 Bachelor of Engineering BE

2 Bachelor of Business Administration BBA

3 Bachelor of Fine Arts BFA

1 Bachelor of Liberal Studies BLS

1 Bachelor of Theology BTh

56 Graduate Degrees

16 Master of Science MS

15 Master of Arts MA

11 Master -

3 Master of Fine Arts MFA

1 Master of Business Administration MBA

1 Executive Master of Business Administration EMBA


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1 Master of Library and Information Science MLS

1 Master in Museum Studies and Cultural Heritage Management MMCM

1 Master of Architecture MArch

1 Diplôme d'Etudes Supérieures DES

1 Master in Cognitive Behavior Therapy MCBT

1 Master of Theology MTh

1 Master of Arts in Old Testament MAOT

1 Master of Philosophy MPh

1 Professional Master -

1 Medical Doctor MD

1 Doctor of Philosophy PhD

Minor differences, with regards to the credit system, exist in ALBA Sin El-Fil (a Campus

where courses are taught in French) and in the FOM. These Faculties pursue the credit-hour

system but each has a different system of evaluation and requirement for graduation. As

most of the advanced courses are project-based, every student works at his/her own pace.

Note also that the bachelor degree at the SJDIT requires 4 years. Detail description and

the anticipated completion time of the diplomas and degrees shown in Table 4 can be

found in the Catalog and in Appendix 1.1. In addition, UOB offers preparatory courses in

languages and basic sciences (Special Programs) designed to help students acquire the

basic skills necessary for enrollment in their desired undergraduate programs, and

increase their chance of acceptance in their desired majors.

UOB prepares its students to think creatively and interact constructively to enable them to

lead by example. Its commitment to Lebanon and the region is to provide a Service

Experience-Education through Doing (SEED) program. This program teaches students the

importance of teamwork, the necessity of having effective communication skills, various

conflict resolution techniques and the principle of citizenship. The SEED program serves

UOB's mission by preparing members of the local and regional communities to face

tomorrow's challenges.


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1.1. Teaching

In accordance with its Mission Statement, UOB follows the liberal arts philosophy. The

curricula are designed on the basis of promoting citizenship and leadership, and students

are taught critical thinking, and high-quality communication. They graduate with a sound

understanding of science, technology, and global issues, and a discovery of the strong

connections between the humanities, social sciences, and natural sciences. Most programs

offered within the Faculty of Arts and Social Sciences, such as Psychology, Philosophy,

English Literature, and History, fall under the category of liberal arts. This applies also to

technical and professional fields such as Engineering, Business and Sciences, where students

are required to study Literature, Languages, Philosophy, History, Mathematics, and other

liberal arts subjects. In accordance with UOB requirements, all undergraduate students are

expected to take courses in cultural studies. At the master’s or doctor’s degree level,

additional emphasis is placed on specialized courses, where electives usually consist of the

same major.

The Admissions and Registration webpage, provide information regarding the academic

programs, admissions and registration, students’ academic evaluation, and graduations

requirements. Issues pertaining to entrance requirements and procedures are also

published in the Admission Guide – AY 2014-2015, and detailed information on admission

procedures and examinations is provided. Undergraduate and Graduate graduation

requirements are published in the Admissions and Registrations/Academic Rules and

Regulations webpage. Students’ rights and responsibilities, university policies and

procedures, students’ services and resources, and UOB policy on academic integrity are

published in the Student Handbook – AY 2014-2015. The rules and regulations concerning

student conduct are provided in the Academic Integrity and Copyright Policies. Students

have the right to petition certain decisions, and when necessary some issues are examined

by UOB Administrative Committee.

In accordance with its transparency and information dissemination belief, UOB announces

and publishes annual student financial issues in the Admission/Admissions and

Registration/Financial Matters webpage. These issues include fees and expenses; payment

options; financial aid; and withdrawal and refunds. In addition, an annual Financial Aid

Report – AY 2014-2015 is prepared and released.

Likewise, faculty members’ rights and responsibilities are documented and published in the

Faculty Guide. The services and benefits for faculty and staff members, the rules and


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regulations, as well as the role and functions of the University Senate and UOB Standing

Committees, are also published and can be accessed through the links in the

Academics/Faculty Guide sections and the links in the Administration sections on UOB

website. The data concerning the numbers and profile of university faculty and staff

members are detailed in Appendices 1.2, 1.3, 1.4, and 1.5, is published, and annually

updated (Facts and Figures).

1.2. Research

Now, while the academic promotion system is based on three components – teaching,

research, and service – research is given the highest emphasis. Adopting research as

essential criteria for promotion emanates from a UOB conviction that research is one of a

university's major roles in order to properly contribute to socio-economic development

based on science and technology. And in order to organize this part of its mission, UOB

Research Council (UOBRC) has been instituted. Its bylaws are based on four main targets:

1. Encouraging and supporting both theoretical and applied research at UOB.

2. Encouraging the focus of research activities towards areas that are of high interest

for Lebanese society.

3. Connecting UOB research activities with national and international research

centers, and with major publishing houses.

4. Evaluating and continuously improving the quality of research at UOB.

While faculty members conduct research in different fields and on various topics, UOBRC

has defined the following research directions as of high priority for the University:

1. Environmental studies

2. Christian-Muslim studies

3. Statistical center

4. Human-machine interfaces, Information Technology (IT) and telecommunications

5. Biomedical studies

6. Financial modeling and applications

7. Biology, biochemistry and genetics

8. Antioch Orthodox theology studies

Research is conducted both at individual and on team basis. Annually different areas are

covered leading to a significant number of journal and conference publications, Master


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Theses, Doctorate in Business Administration (DBA) at the FOBM, as well as co-tutelle or co-

supervised PhD dissertations. Recently UOB has also launched its first locally-designed PhD

program in Theology, with the concentration on the Antiochian Orthodox Christian heritage.

UOB has also established specialized research centers and institutes, Table 3, to focus on

various issues of local and regional importance such as culture and heritage, environment,

economics, and information technology.

1.3. Services

UOB perceives services as a twofold issue. One fold is associated with the local and

neighboring communities, and the other fold is associated with the student body. Two

essential functions are deployed to provide services to the community: the Continuing

Education Program (CEP) and the SEED program.

The CEP is a Community Service Based program whose purpose is, primarily, to encourage

and facilitate the continued development of the community through the offering of courses

that address the need of non-traditional student body in terms of developing their

professional skills, promoting their personal hobbies and personal interests. This is achieved

through providing courses with flexible contents and duration to suit the need and the

circumstances of the interested community partners. Such courses are divided into:

1. CEP Regular University courses

2. CEP Audit courses

3. CEP Short 24-hour courses

4. CEP Intensive language courses

5. CEP Admission Tests Preparatory courses

6. CEP Seminars and/or Workshops

7. CEP Vocational courses

The SEED program, presents a mode of education in which students combine academic

study with practical service work in the community. The service work is directly related to

classroom content, and is intended to provide students with real life experience of their

academic subject in addition to the good they do in the community. Moreover, their

participation in communities with which they do not ordinarily come into contact encourages

them to think about and discuss questions such as “what does it mean to belong to a

community”, “what is the relation between a community and the larger society”, “how is


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citizenship fostered and developed through service”, and “what are the reciprocal rights

and obligations of individuals to community and society”. These questions, and the issues

that stem from them, are tied into the academic component of the course through reflection

in the classroom—structured class time specifically devoted to thinking about the meaning

of service and its relation to issues of citizenship as well as to course content. It is our hope

that by combining citizenship and course content in this way, we may produce not only

better prepared professionals, but also citizens who are conscious of their obligations to

their community and committed to the preservation and building of a unified society.

UOB provides services also through another unit, the Geographic Information System

Center (GISC). The GISC is a well-equipped and fully-staffed GIS facility. The Center is

equipped with computers, standard GIS peripherals and advanced equipment for GIS

applications. The GISC is available to faculty members, researchers, and students for both

teaching and research projects and it is also an active resource for the community.

While the SEED program and the GISC have been involved in many projects dealing with

recycling, homeless people, and elders care centers, the CEP has put UOB resources at the

disposal of the community to develop professional and personal skills in the form non-

degree courses in different areas: house planning, photography, banking, nursing, nutrition,

to name a few. Furthermore, many projects have been developed with local municipalities

on various issues, mainly environment, water and energy resources.

As for UOB students, many services are provided, both on- and off-campus. The Office of

Student Affairs (OSA) manages the general services offered to students and coordinates

their activities and events. Issues handled by the OSA include: student services (financial

support, housing, food services, student health, parking, counseling, and IT services);

international students affairs (mainly Visas and Residency Cards, housing, and insurance

plans); Career Services Center (CSC) (career fairs, job opportunities, resumes and cover

letter training, training and internships); student life, clubs and societies, and events. Other

services that pertain to academic issues are also provided to students through the Office

of Admissions and Registration (OAR).

1.4. Profile: National and Regional Context

In the introduction of the Strategic Academic Plan 2010-2020 a clear statement has been

made concerning the fabric of UOB:


Page 18

“The Orthodox played a major role in the elaboration of many objectives sought

by the nations living in the region. In fact, based on their own perspective on the

identical history, culture and society fabric shared by nations in the region,

Orthodox intellectuals endeavored for the sake of consolidating the theoretical

fundamentals of a national thought, which gathers in one melting pot all the

components of a region. A region that includes diverse ideologies and inclinations

and that spreads out towards both the Near East and the West.”

The statement is not about the University religion, but rather about the essence on which it

has been established. Figure 1 illustrates UOB’s aspirations as an institution of higher

education aiming at bringing the strengthening aspects of the globalization into the local

experience, while trying to reinforce and spread the Lebanese values into the international

arena.

FIGURE 1 UOB AS A CORE TO GLOBALIZATION

In his book “The Jump Over Barriers” (translation of the Arabic title), UOB President, Dr.

Elie A. Salem, has stated that UOB is not surrounded by a wall. He says that the University

embarks from Lebanon to the Arab East, and to the Lebanese-Arab diaspora. President

Salem continues to say that because Lebanon is an Arab country, then our University should

be concerned with all that relates to the Arab World, and in particular the Arab East. And

because Lebanon has an international dimension through its diasporas, then our University

is also universal and seeks to strengthen the bonds between Lebanon-the mother country

and Lebanon-the diaspora, and to build the connecting bridges with bilateral cultural

movement.


Page 19

The national and regional aspects of UOB profile are also outlined in the Strategic

Academic Plan 2010-2020 along the following axes:

1. Globalization

2. Arabic Language

3. Islam

4. Orthodoxy

5. Regional Situation

6. International Situation

UOB academic curricula are designed to interact with the national, regional, and

international threads in order to consolidate them and make them fuse within the same

civilized mold. In fact, we are convinced that we cannot have a serious contribution on the

international level unless we achieve our sought objectives as regards preparing self

confident graduates, deeply rooted in their heritage, conscious of their political allegiance,

efficient within their Near Eastern civilization and belonging to the world and its era. UOB

believes that the civilization is not limited to a country's political borders; it goes beyond

them towards language, history, common interests with other countries and the potential for

cooperation dictated by the geographical location and political circumstances.

As a university, UOB strives to provide its students with the knowledge that broadens their

horizons of human civilization and prepares them to assume the responsibilities pertaining

to their field of specialization. However, UOB philosophy goes beyond these limits. In fact,

at UOB education does not stand within the boundaries of a given major; it rather goes

beyond them towards the interpretation of the latter as a concrete, tangible practice of

citizenship, which pushes societies forward. UOB highly appreciates the theoretical scientific

researches that broaden mind's horizons and keeps at the same time a great esteem for

applied studies that link the graduates' interest to the community's needs.

UOB strategy concerning citizenship and awareness to local and regional conditions and

needs has empowered the University, within a relatively short span of history, to graduate

students who are highly targeted in Lebanon, the Middle East, and elsewhere. In fact, UOB

alumni have earned over about two decades leading roles in the job market and a very

strong and highly competitive reputation. This reputation has attracted a donation from the

United Arab Emirates Nahyan Family to build the Sheikh Nahyan Center for Arabic Studies

and the Intercultural Dialogue at the main campus. In addition, UOB faculties are becoming


Page 20

more and more involved in collaboration projects with local communities and municipalities,

national ministries, and international agencies.

1.5. Profile: Institution Positioning

UOB was the first university in Lebanon to be established outside Beirut and its suburbs.

This choice of Al-Kurah in the rural Northern part of the country was the first challenge

that the University accepted to overcome with goals set for decentralization and local

development. These two goals have been successfully accomplished and they have greatly

contributed to the social and economic development of the region where UOB main

campus is located.

UOB main campus is the largest contiguous campus of any university in Lebanon. It is also is

one of the most panoramic campuses in Lebanon. It is located on sea-side rocky hill,

surrounded by spacious pine and oak woodlands. The campus is serene yet vivid, peaceful

yet conducive to mental and intellectual growth. The campus is environmentally clean,

accessible and safe. In addition, and as stated by the founder – the late Patriarch Ignatius

IV, the Balamand is not just a university; it is rather a place where everyone feels at home

and within a family.

As stated earlier, UOB is a private university licensed by the Lebanese MEHE. UOB has

served for a long time on the two main committees in the MEHE: The Technical Committee

and the Education and the Higher Education Equivalence Committees. The Technical

Committee is concerned with the examination of files submitted to the Ministry for various

types of academic licensing, whereas the Equivalence Committee is concerned approving

the degrees issued by Lebanese universities and the equivalence of degrees earned

outside the borders. UOB is a founding member of the Universities Association of Lebanon.

The Association is aiming for establishing cooperation ties among the Lebanese universities

and enhancing the quality of higher education in Lebanon. UOB is also a member of a

number of associations: the American Association of Collegiate registrars and Admission

Officers (AACRAO), Association of Arab and European Universities (AAEU), the Association

of Arab Universities (AArU), the Arab Association of Collegiate Registrars and Admission

Officers (ACRAO), the Anna Lindh Euro-Mediterranean Foundation for the Dialogue

Between Cultures (ALF), The College Board (CB), the Communauté des Universités

Méditerranéennes (CUM), the International Association of Universities (IAU), the Linguistic

Data Consortium (LDC), the Société Européenne pour la Formation des Ingénieurs (SEFI), in


Page 21

addition to being an associate member of the Federation Internationale des Traducteurs

(FIT), and a full member of the Global University Network for Innovation (GUNI). A full list

of these organizations and UOB’s memberships in them can be found on this website.

UOB has become over a relatively short time among the first choices for students seeking

quality education in Lebanon. It attracts students from various parts of the country, in

addition to students coming from nearby countries in the Middle East and the Arab Gulf.

Students have become aware of the distinctive features of UOB: open-door policy1,

freedom of faith and expression, tolerance and dialogue, international relations and

academic agreements, and highly recognized and respected degrees. UOB programs

emphasize hands-on and practical experience. Mastering the languages of instruction is

given high priority. The academic programs are regularly reviewed and updated to meet

the latest changes and needs.

UOB alumni have exceeded 8,000 members over about a two-decade period. UOB

graduates have become widespread in various Middle-East and Arab-Gulf countries. Most

of them have succeeded in playing major roles in the job-fields and many of them have

attained leading positions. Quite a few of UOB graduates have completed their post-

graduate educations in various countries in Europe, USA, Canada, and Australia.

Though no clear benchmarking on higher education institutions has been seriously

conducted in Lebanon, a 2014 University Web Ranking done by 4iuc.org has placed UOB

3rd among the 32 most recognized universities in Lebanon. The 4iuc.org ranking is a web-

based ranking that uses the published criteria. In addition a new and more rigorous

ranking has been conducted and released by the QS Intelligence Unit for the first time in

the Arab World. In this QS ranking system, UOB has been ranked 4th in Lebanon and 24th

in the Arab World. The QS ranking is based on the following criteria: academic reputation,

employer reputation, faculty student ratio, international indicators, citations per faculty,

and staff with PhD. The data sources included academic and employer surveys. For more

details regarding the QS ranking, refer to Appendix 1.6.

1 This refers to the fact that UOB’s administration, faculty, and staff have their offices open to students who can easily reach them to discuss with them all matters and concerns and consistently get answers and solutions to their quests.


Page 22

1.6. University Strategy

From the Mission Statement, one can extract UOB main goal commitment: “The University is

dedicated to graduating professionals who are well-rounded, critical thinkers, life-long

learners, and active citizens in their respective societies.”

In order to properly define the 2010-2020 goals and strategies, large-scale planning was

launched. This Strategic Academic Plan 2010-2020 has covered all aspects of UOB and

has been developed along two interlinked axes:

1. The axis of physical requirements in terms of living space, laboratories, the need

for campus student life, the opening of UOB to the community, and logistics in

general.

2. The axis of pedagogical formation in terms of teaching methodology, but also in

terms of the general pedagogical environment and priorities of research, both

theoretical and applied.

The plan has identified strategies along the following trends:

1.6.1. Values-oriented trend (trend #1)

It is associated with the University's identity, its belonging to the Eastern (Antiochian)

Church, and its straight opinion or belief (Orthodox). This trend refers to the fact of

looking at the individual, the community and the environment from a particular perspective

based on the following principles:

1. Loving the other, respecting him, preserving his dignity and working at promoting

all his elements;

2. Interacting with other partners in the community in order to bolster the spirit of

coexistence, especially between Christians and Muslims;

3. Considering the community, in its capacity as a human environment, as the scope

which bears witness to God's protection for the whole humanity;

4. Selecting the environment as the scope for the revelation of God's love for the

entire world.

1.6.2. Scientific trend (trend # 2)

It takes all kinds of sciences, whether mere, applied or human as a mean given to man in

order to better serve the world. Hence, any science is not considered as an objective of its

own but rather as an instrument granted to the scientist in order to be able to realize his

humanity on the one hand and to utilize his talents for the sake of the other, on the other


Page 23

hand. This naturally implies that the mind, the critical thought, and the scientific

inquisitiveness be allocated an exceptional status within university life within clear,

qualitative boundaries as regards the nobility of the objectives and the ethics of the

apparatus.

1.6.3. Service-oriented trend (trend # 3)

It regards the University's social presence as the other facet of its responsibility as an

institution of higher education. This trend is not restricted to practical aspects with restricted

impacts, but goes beyond them to cultural upbringing, civilizing sense, development, the

building of bridges between people and groups and the encouragement to practice the

activities which promote these headings. This last trend is perhaps one of the specific

service oriented aspects, which are the responsibility of an institution of higher education

such as our University, which belongs to a Near Eastern civilization that has its own

peculiarities.

1.6.4. Qualitative trend (trend # 4)

It considers excellence not a ground for boast and egoism, but a duty associated with the

fact of servicing. The University's striving for excellence in the processes of teaching and

learning, in theoretical and applied research, in the provision of community services and in

the contribution towards elaborating the civilization of the future is a "spiritual" striving par

excellence. For UOB, the striving for excellence is not an intellectual extravagance to be

bestowed upon it but rather an intrinsic part of its identity.

UOB achieves its objective by focusing on building an effective recruitment strategy. The

university is committed to a policy of equal opportunity in employment. Many of the

faculties identify a hiring plan for an academic position by developing a clear job

description that also includes other criteria such as teaching, advising and mentoring

students. In addition, the university requires that the applicants should have peer reviews

articles in their field of expertise and present a seminar following his/her interview. The

applicants must have an interview with the faculty dean, program directors and some full

time faculty members. The dean will then receive the feedback and evaluation of the

applicants from the interviewers and identify the top candidates. Eventually the dean of

the faculty will meet with the director of the program to discuss and decide about the best

candidates among the pool selected and review their experience and commitment to

contribute to the university objective. Finally the dean will coordinate with the human

resource department to recruit the selected candidate.


Page 24

1.6.5. Administrative trend (trend # 5)

It supports the other trends because it gives them the opportunity to be revealed through

the best available instruments and potentials. This connotation of Administration goes

beyond the inevitable organization to a management system whereby all matters shall be

handled competently and neatly. In fact, UOB is solicited to develop unrivaled methods

able to assist its perspective on itself and contribute to the implementation of a planning,

which emerges from its own charter.

FIGURE 2 UOB STRATEGY TRENDS

Based on these strategy trends, UOB has strived to properly identify and respond to

societal and regional needs. Some examples are given here to illustrate this issue.

1. Chemical Engineering: In spite the fact that engineering education has been widely

covered in Lebanon, UOB was the first university in Lebanon to introduce the

Chemical Engineering specialty in response to the growing national needs in the

various industries and the potential of oil and gas production.

2. Hospital: though many hospitals exist and operate in North Lebanon, very few of

them have the high quality standards. In response to this need, UOB has taken a

decision to establish a university hospital on its premises, on a site that is accessible

to a large portion of the local communities.

3. Research Centers: in order to preserve local cultural and geographical heritage,

UOB has also established the following research and special studies centers, Table

3, to address issues concerned with environment, religions, culture, and heritage.

4. UOB strategy regarding societal and regional issues has also been addressed

through other university structures, such as:


Page 25

a. Ethnographic museum (collecting and preserving cultural and heritage items)

b. Architecture Religieuse du Patriarchat Orthodoxe d’Antioche (ARPOA)

c. Saint Joseph Center of Manuscripts

d. CSC

5. UOB also conducts other activities and provides various services such as:

a. Reviewing and modifying programs based on identified local and regional

needs.

b. Conducting high-school orientation programs.

c. Providing career services and organizing job fairs to graduating students.

d. Publishing books and periodicals focusing on social issues (heritage, foods,

etc.).

e. Organizing workshops and seminars with various partners (YASA, Red

Cross, industries, municipalities, ministries, etc.) on various issues concerned

with public safety and health, politics, economics, energy, environment,

religions, culture, heritage, etc..

1.7. University Objectives (Goals)

In the early years after the establishment of UOB in 1988, priority was given to the

University’s short-term infrastructure, in order to meet the physical and pedagogical

requirements of the programs offered. In 2002, however, the BOT adopted a proposal by

the University President to undertake long-term campus planning that would best serve the

interests of the different Faculties by taking into account the growth of their numbers and

the development of their programs.

Large-scale planning was launched. It covered all parts of the University, developing

along two interlinked axes:

1. The axis of physical requirements in terms of living space, laboratories, the need

for campus student life, the opening of the University to the community, and logistics

in general.

2. The axis of pedagogical formation in terms of teaching methodology, but also in

terms of the general pedagogical environment and priorities of research, both

theoretical and applied.


Page 26

In 2010, and following the extensive work of various committees set for the purpose, UOB

developed the ten year Strategic Academic Plan 2010-2020. Based on the reports

prepared and submitted by committees from all the faculties, ten strategic goals

(objectives) have been identified. Through the process, it was necessary to place these

strategic objectives within a comprehensive approach that constitutes the entity for the

University's administration to be based upon in prioritizing the projects and adopting plans

extending over the next ten years. The ten strategic objectives are as follows:

1.7.1. Academic, developmental objective (objective # 1)

It aims at reconsidering, examining, and analyzing the current university programs in the

light of the university's self-perspective and its own role in compliance with the afore

mentioned trends, especially concerning the human dimension mentioned in the values

oriented trend. This implies a study of the following:

1. The curricula's content, their quality, their educational outcomes, their scope to

qualify individuals through both instruction and advancement and the ways to

implement them.

2. The cultural programs provided within the University, especially as regards their

role in broadening students' horizons and familiarizing them with the cultural

thought, the richness of its diversity and the significance it assigns to the Near

Eastern heritage.

3. The caliber of faculty members who will be entrusted with the qualifying process as

well as their awareness of the particularity of both the University and its programs.

4. The teaching methods and learning support resources used in every domain

(classrooms, library, monitoring and follow up, etc.)

1.7.2. Academic, modernizing objective (objective # 2)

It aims at introducing new degrees, in both existing and new majors, which give the

University an opportunity to get involved in the progress of higher education around the

world and cover the needs of both the community and the current or prospective labor

market through the following:

1. Monitoring and anticipating these needs through keeping abreast of the course of

higher education in the era of globalization and telecommunications revolution.


Page 27

2. Laying the frameworks to support the creation of these new additions at the

University, both on the human and logistic levels.

3. Boosting the relation with the community, its institutions and the labor market as well

in order to develop them and benefit from their support.

1.7.3. Academic, research objective (objective # 3)

It aims at developing all kinds of research at the University so that the latter be able to

assume the role which falls upon it owing to its identity or to the service it is required to

provide in order to satisfy both current and prospective community needs through the

following:

1. Setting up the research priorities that will be adopted by the University and all its

components.

2. Drawing the academic, administrative and artistic cadres able to bolster the

research effort and ensure its productiveness, all with the conception of the proper

motivations it requires.

3. Developing logistic capabilities in order for the University to become the focus of

attention in a number of majors of its choice.

1.7.4. Academic, qualitative objective (objective # 4)

It aims at adopting the "Quality Assurance" policy as a base for the development of the

culture of quality at the University and all its branches in order to achieve an actuality

compatible with the requirements of the principles of "Accreditation", as required in the

international academic community, which implies the following:

1. Working towards the initiation of the culture of censorship (internal, first, then

external)

2. Introducing internal regulatory frameworks in order to carry on with the process of

enhancing the performance at the university so as to fulfill the requirements of the

"Accreditation" systems.

3. Laying the operational rules and procedures which ensure this progression.

4. Refining the criteria for acceptance at the university so as to draw the finest

students and keep them enrolled at the university through a financial aid policy

and an internal treatment which reward excellence and ensure equal opportunities.


Page 28

1.7.5. Relational, external objective (objective # 5)

It aims at developing the University's relationship with the leading institutions of higher

education, research and services both in Lebanon and across the world because such a

partnership can provide the University, and especially the latter's quality oriented effort,

with human, technical and financial resources, which supposes the following:

1. Adopting a policy of priorities as regards the University's peculiar disciplines that it

wishes to be renowned for.

2. Adopting a clear internal policy able to aid the University in establishing,

developing and benefiting from these special external relations.

3. Adopting the administrative organization which allows the University to benefit

from these relations to the greatest extent.

1.7.6. Relational, community-oriented objective (objective # 6)

It aims at reconsidering the University's policy in regard to the process of becoming open

to the community so as to be effective and able to respond promptly to its needs and to

the changes occurring within it, which requires the following from the University:

1. Ensuring that its current programs serve this objective.

2. Developing community service programs, especially those which naturally enable

such services.

3. Directing some research programs towards the practical orientation for which the

community may be in urgent need.

4. Developing communication requisites with all community elements.

1.7.7. Administrative objective (objective # 7)

It aims at developing the administrative perspective at the University in order for it to

bolster the pedagogical effort that is being made to improve the quality of the

performance, as required by the plan. This can be achieved through the establishment of

clear basis for censorship, accountability, transparency and the recognition and promotion

of any exceptional performance, which requires the following:

1. Adopting a new approach to the recruitment process concerning both faculty

members and administrative staff.

2. Adopting new regulations so as to improve, for all personnel, the living allowances

provided by the University which contributes to strengthening the bonds between

them and the institution.


Page 29

3. Establishing frameworks at the University for the qualifying, supervising and

monitoring processes which can contribute to the consolidation of the culture of

Quality Assurance.

4. Laying a policy on dealing with University students, staff and graduates, which can

intensify their sense of belonging to the institution and constitute for them a

motivation for taking part in its ascent towards excellence.

1.7.8. Logistic objective (objective # 8)

It aims at develop existing buildings at the University so as to serve the educational

objective for which they were built, which particularly concerns the following:

1. Developing classrooms and laboratories.

2. Developing telecommunication systems within the University on the one hand and

between the latter and the outside, on the other hand.

3. Developing the methods for using the University's library as a learning center.

1.7.9. Constructional objective (objective # 9)

It aims at considering the university's future needs for buildings able to house the

expansion required by the plan's projects. This objective covers the following:

1. Future buildings in the Balamand campus as well as other existing or short term

prospective campuses.

2. The new research laboratories required for research programs.

3. The facilities that contribute to the achievement of the requirements for reinforcing

the "Quality Assurance System" plan at the university.

1.7.10. Financial objective (objective # 10)

It aims at using financial plans to ensure a more effective implementation of the academic

strategic planning, which requires the following:

1. Reconsidering the financial system so as to provide better and faster maneuvers

which increases the efficiency of administrative work in regard to faculties.

2. Laying the financial schedule for the required projects, according to the university's

priorities, so as to be included in the operational balance for the next ten years or

in the developmental projects adopted by the University's presidency.

3. Improving the University's incomes so as to cover the suggested needs.


Page 30

On the compliance of these objectives with the strategic trends mentioned earlier, Table 5

illustrates how the goals relate to the profile of the University.

1.8. University Objectives (Levels and Process)

Though the Strategic Academic Plan 2010-2020 addressing primarily academic issues,

one can however see that the objectives identified in the plan address both the faculty

academic level as well as the associated institutional level. While UOB’s Mission Statement

present the principal aims of the University, the 10 global or institutional objectives

presented above can be categorized as follows:

1.8.1. Faculty Academic Category

1. An academic, developmental objective (objective # 1)

2. An academic, modernizing objective (objective # 2)

3. An academic, research objective (objective # 3)

1.8.2. Mixed Faculty Academic and Administrative Category

1. An academic, qualitative objective (objective # 4)

2. A relational, external objective (objective # 5)

3. A relational, community oriented objective (objective # 6)

1.8.3. Administrative Category

1. An administrative objective (objective # 7)

2. A logistic objective (objective # 8)

3. A constructional objective (objective # 9)

4. A financial objective (objective # 10)

UOB has already acknowledged the fact that the process by which such strategic plans

can be developed and implemented requires collective and continuous work and effort.

UOB groups that are involved in the process include the University Council (UC), the Faculty

Councils, the Department Chairs and faculty members, the University Committees with the

proper faculty and student representation. UOB should also seek the means and

mechanisms by which other stakeholders could be involved in the process: UOB Alumni,

society groups, as well as employer sector. The process will require holding series of

meetings with proper documentation, as well as collecting and analyzing data from

different sources. In order to make the process more successful, UOB is committed to

establish a proper office responsible for the continuous monitoring and evaluation on the


Page 31

process, whereby continuous data collection and analysis is performed to generate the

proper feedback needed. This office is planned to hold the name of the Office of Tests

and Measurements (OTM) and is planned to become operational in the Fall of AY 2015-

2016. Hence, the Administration is currently in view of announcing for the post on the

website with the hope to recruit and finalize the selection by May/June 2015. In addition,

UOB has already sent in early 2014 two employees – one from the Comptroller’s Office

and one from the Accreditation Office – to participate in a training workshop that took

place in Los Angeles, CA, on the issue of Monitoring and Evaluation (A joint program

sponsored by the USAID in the US and Expand Your Horizon (EYH) in Lebanon, and

executed by the International Visitors Council of Los Angeles (IVCLA) to which UOB is one

of the main private universities who have committed themselves to it by signing the

Organizational Development Plan). These two participants submitted upon their return a

25-page comprehensive joined feedback-report that will also be used as an additional

help to the winning candidate.

TABLE 5 RELATIONSHIPS OF UOB OBJECTIVES TO STRATEGIC TRENDS Objective Trend A

cade

mic

D

evel

opm

enta

l A

cade

mic

M

oder

nizi

ng

Aca

dem

ic R

esea

rch

Aca

dem

ic

Qua

litat

ive

Rela

tiona

l Ext

erna

l

Rela

tiona

l C

omm

unity

Ori

ente

d

Adm

inis

trat

ive

Logi

stic

Con

stru

ctio

nal

Fina

ncia

l

Values Oriented √ √ √ √

Scientific √ √ √ √ √ √ √ √

Service Oriented √ √ √

Qualitative √ √ √ √ √ √ √ √

Administrative √ √ √ √

1.9. Strategy Establishment and Implementation

UOB is currently aiming to accomplish the set objectives by identifying and implementing

various plans and initiatives along the following axes: teaching, research, services, co-

supervised PhD dissertations, community projects (municipalities and SEED), continuing

education programs, and projects with international partners (Erasmus Mundus, CEDRE,

Tempus, HERMES, etc.).


Page 32

As stated earlier, the degrees granted by UOB are licensed by the MEHE of Lebanon, and

they are recognized worldwide. UOB offers 71 undergraduate majors, 57 graduate

majors, and 29 specialized diplomas in postgraduate medical education. The full list of the

different majors offered at UOB can be found on the website as well as in Appendix 1.1.

The majors and degrees offered serve the need of Lebanon and the region in different

sectors and branches of the job market. The review of an 18% sample from the UOB

Alumni database shows the distribution of the UOB graduates in different field of work

sector demands as well as the various countries where they are working. Figure 3 shows

that the demand in the job market recruiting UOB graduates consists significantly of

Engineering, Business, Medicine, Education and Higher Education, Fine Arts, Computer

Information Systems and Technology, Tourism and Hotel Management, and Services. These

fields reflect primarily the need of Lebanon and the Middle East. The item “diverse” in

Figure 3 consists of employers who have recruited UOB graduates from more than one

discipline (mainly engineering, business, and sciences).

FIGURE 3 THE DISTRIBUTION OF THE UOB ALUMNI IN THE VARIOUS FIELDS OF THE JOB SECTORS.

29.5

1%16

.54%

13.6

4%10

.74%

6.73

%3.

70%

3.27

%2.

35%

1.91

%1.

91%

1.60

%1.

17%

0.93

%0.

74%

0.74

%0.

68%

0.56

%0.

49%

0.49

%0.

43%

0.37

%0.

25%

0.25

%0.

25%

0.25

%0.

19%

0.19

%0.

06%

0.06

%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Engi

neer

ing

Dive

rse

Busin

ess

Med

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Educ

atio

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Lang

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Lab

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Publ

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and

Dev

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t…Ph

ysic

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duca

tion

Life

Scie

nces

Sale

sM

ass C

omm

unic

atio

nsDi

vini

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s Ow

ner

Envi

ronm

enta

l Sci

ence

sJo

urna

lism

Ow

n Bu

sines

sPo

litica

l Scie

nces

and

Inte

rior…

Psyc

holo

gyFo

od T

echn

olog

yLib

rary

Scie

nce


Page 33

In fact, Figure 4 shows that about half of the UOB graduates are working in Lebanon, and

the other half is mostly distributed in the United Arab Emirates, Saudi Arabia, Qatar, and

Kuwait. In addition about 6.4% of UOB graduates are in the United States of America.

Others (less than 1% each) include: Afghanistan, Algeria, Angola, Argentina, Bahrain,

Belgium, Benin, Cameroon, Canada, China, Congo, Cyprus, Djibouti, Egypt, Equatorial

Guinea, Gambia, Germany, Ghana, Greece, Grenada, Guinea, Hong Kong, Italy, Japan,

Jordan, Kazakhstan, Korea, South, Liberia, Lithuania, Malaysia, New Zealand, Norway,

Oman, Papua New Guinea, Poland, Portugal, Romania, Senegal, Sierra Leone, Singapore,

Spain, Sweden, Switzerland, Turkey, United Kingdom, Vietnam.

FIGURE 4 THE DISTRIBUTION OF THE UOB ALUMNI IN IN DIFFERENT COUNTRIES OF THE JOB MARKET.

Most programs at UOB use English as the main language of instruction. Some programs

however are offered in either French or Arabic, and a few programs have parallel tracks

in two languages. UOB is aiming at providing quality teaching through recruiting well

qualified faculty members and providing the needed infrastructure and space to insure the

success of the teaching-learning process. UOB has become aware, however, that more

work needs to be exercised to develop and implement an outcome-based teaching-

learning approach.

53.63%

13.29%

8.20%6.38% 6.15% 6.09%

2.22% 1.41% 1.05% 0.82% 0.76%0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Lebanon UnitedArab

Emirates

SaudiArabia

UnitedStates ofAmerica

Qatar Others Kuwait France Australia Nigeria Syria


Page 34

As for research, a good percentage of UOB faculty members are engaged in different

types of research. Some faculty members focus on applied research, while others follow

more a theoretical approach. A research component is also found in quite a few of the

projects conducted in the various UOB Faculties. Many of these projects aim at addressing

vital community needs or at finding solutions to local problems. Most research conducted at

UOB is either published or presented at various international journals or conferences.

Research is also conducted within the framework of UOB International Relations (Appendix

8.1) that led to the co-supervised PhD dissertations that are offered in partnership with a

several European universities. Some of these co-supervisions have been conducted within

the framework of the Agence Universitaire de la Francophonie (AUF). Other research is

also conducted in partnership with international partners within the framework of different

research funding agencies (Erasmus Mundus, CEDRE, and Tempus). Through many of these

projects, UOB has been engaged in many research activities that have provided a

platform for international cooperation and partnership. UOB is also trying to provide some

fund from its budget to encourage research. The research process and UOB fund

allocation are assisted and monitored by UOBRC. UOB research funds however are rather

small amounts, and UOB is seeking to improve this situation.

UOB seeks also to provide different type of services both to its students’ body as well as

to the local communities and municipalities. As for students, UOB is attempting to provide

useful orientation prior to enrollment, while still in the process of choosing their majors.

After enrollment, UOB attempts to maintain an open-door policy whereby students will be

able to obtain the sought advising or assistance from department chairpersons and faculty

members. UOB maintains also a wide scope of services that are provided to the local

community and municipalities either through direct projects conducted in partnership with

these groups or within the framework of CEPs and SEED. Many of the projects conducted in

these programs have social, economic, environmental, and resource development values.

UOB annual budgets are prepared in such a way that ensures sufficient funds and

resources are available and properly distributed to enable the achievement of the set

objectives in each faculty or program. In order to help the faculty members engage in the

research and service projects, UOB administration approved a policy of teaching load

reduction or supplement load compensation. The administration attempts also to reduce the

budget burdens from the building projects by finding donors to most of the newly

constructed buildings. Thus UOB tries to invest most of the tuition revenues back into helping


Page 35

the various faculties to prepare annual budget that will help them in implementing the

proper academic strategies aimed at achieving the set objectives.

As for the academic process, students are advised by faculty members when registering

for courses. During the course administration, students’ work is properly assessed and

feedback is delivered in a timely manner. The students’ performance is evaluated on a

semester-by-semester basis and they are advised accordingly. Graduation requirements

are checked and audited at the time of the programs’ completion. Other students’

assistance activities are also provided which include:

1. UOB provides pre-scheduled orientation sessions to all new students at the

beginning of every academic semester. This is an activity prepared by the OAR.

UOB President frequently attends the opening ceremony on that occasion;

2. A Student Handbook – AY 2014-2015 and a Career Guide Handbook – AY

2014-2015 are prepared by the OSA, and are distributed to all students, faculty

members, and academic administrators;

3. Guidelines and directives for students are provided in the Catalog and online on

UOB website. All students are assigned advisors to help them throughout the

duration of their academic studies.

4. Faculty members are required, in accordance to UOB regulations and syllabus

forms prepared by the Academic Quality Advancement Team (AQAT), to prepare

a syllabus for each course taught that includes criteria pertaining to how students

are evaluated and course grades are assigned.

1.10. Strategy Val idity

While the notion of academic assessment and accreditation processes have been known

and implemented in the USA for about 50 years now and about 20 years in Europe,

Lebanon’s experience with these issues is much more recent. Like most universities in

Lebanon, UOB has followed a traditional approach that considered the academic quality

to be embedded and implicit within the educational process itself, i.e., one would do what

is considered to be right and fit to achieve the main academic goal: “Provide a good

education that enables the attainment of a better life.” Modifications would be

implemented whenever considered necessary and on the basis of keeping and improving

the successful experiences and emerging needs. Thus, one may consider that UOB has

implemented a self-determined approach concerning defining objectives and assessment


Page 36

measures. While the process may not be identical to what is considered today to be the

common international (American and European) trends, UOB has been able to build its own

success experiences. In addition to that, and in order to line up with current international

trends, UOB has sought consultancy from SASAKI twice between 2003 and 2008 to help in

setting campus and academic strategic plans. The process might have been more successful

if it was done a continuous rather than discrete time basis and by taking into account some

significant input from major stakeholders.

In assessing the success of its strategies UOB relied mainly on three indicators:

1. The general feedback concerning the success of UOB alumni who have earned

good reputation over relatively short period of time and who have become

strongly attracted for recruitment.

2. The growth of the student enrollment in most of the faculties and the new programs

launched.

3. The good number of national and regional donors who have shown good

confidence in UOB by donating the funds needed in most of the new buildings and

facilities.

While the indicators mentioned above could be important, they may not be sufficient to

provide an accurate tool for the assessment of the success of UOB strategies implemented

towards the achievement of the desired objectives. The process requires more

comprehensive assessment that is conducted over relatively longer period of time with

more feedback collected and analyzed from various stakeholders, mainly UOB alumni and

employment sectors. The process needs to be iterated and modified on regular basis in

order to develop more efficient and more realistic assessment policies and procedures.

1.11. Strategy Evaluation

At this stage, and with the objectives and strategy being still in the making process, the

evaluation of the success of the process remains as yet to be explored. However, UOB has

already started preparing the essential platforms aimed in that direction. Two University

groups have been assigned: the Academic Quality Assurance Team (AQAT) and the

Institutional Accreditation Team (IAT).

The goal of UOB Academic Quality Assurance (AQA) is educational quality control.

Although time-consuming and often labeled as tedious, AQA produces lots of benefits in


Page 37

terms of enhancing students’ learning experiences and planting Continuous Process

Improvement (CPI) seeds for accreditation and certification. An extended role for Quality

Assurance (QA) is the facilitation of global professional mobility for University graduates.

Some of the goals of UOB AQAT are to:

1. Assist in setting internal metrics and standards that are consistent with benchmarks

and external requirements,

2. Hold training seminars and workshops on executing QA initiatives,

3. Provide the necessary data to Faculties and academic programs for self-study

preparation and compilation,

4. Monitor progress on carrying out program-level internal review process,

5. Update Faculties and programs on the requirements of external QA agencies and

organizations, and

6. Promote CPIs, via a display of success stories on their implementation, through a

QA conference.

For the actual accreditation process, the UOB Institutional Accreditation Team has

completed the following tasks:

1. Submitting a Draft Eligibility Report to the New England Association of Schools and

Colleges (NEASC) - an American academic accrediting agency in AY 2012-2013;

2. Submitting an updated version of this draft for AY 2013-2014;

3. Submitting the Self-Assessment Report to the Accreditation, Certification and

Quality Assurance Institute - ACQUIN - a German academic accrediting agency.

Currently, the IAT is working on updating the Draft Eligibility Report to reflect the AY

2014-2015 data.

The IAT is also working in conjunction with a group from the Faculty of Engineering in

preparing the program accreditation process of the Accreditation Board for Engineering

and Technology (ABET). The FOBM recently became a member of the Association to

Advance Collegiate Schools of Business (AACSB) and representatives from the faculty have

been actively participating in local, regional and international conference meetings

organized by AACSB. FOBM geared up its efforts towards achieving AACSB standards

and conducted several workshops on assessment of course-level and program-level

learning outcomes/goals and on sustained continuous improvement and documentation.


Page 38

It is worth noting here that over the past few years and after the initiation of the

accreditation process and the work of the appointed accreditation committee, important

changes have been witnessed concerning the perception of the process as well as the

accompanying mental and psychological experiences.

1.12. Institution’s Priorities

UOB priorities are set currently along three major axes:

1. Buildings and infrastructure

2. Programs scope and quality

3. Institutional and program accreditation

The buildings and infrastructure process includes:

1. Building an Executive Business Center on the Main Campus.

2. Completing the second phase of the Engineering complex in the Main Campus

3. Finishing the Sheikh Nahyan Center for Arabic Studies and the Intercultural

Dialogue in the Main Campus

4. Completing the Issam M. Fares Faculty of Technology in Akkar

5. Completing the campus in Souk El-Gharb

6. Building the University Hospital

Recently, UOB has embarked on a process of reviewing the academic programs towards

an outcome mapping approach. This process is coordinated by UOB AQAT with

representative members from all UOB Faculties. The AQAT members will ensure reporting

timely feedback on the progress being made in QA implementation of initiatives and

tasks, follow up internally, and assist in achieving the following goals:

1. Assess the extent of the CPI implementation,





(internal review) preparation and compilation,

5. Monitor progress on carrying out program-level internal review tasks,

6. Update Faculties and programs on the requirements of external QA agencies

and/or boards,


Page 39


QA conference, and

8. Explore the potential of using standardized exams for measuring students’

Learning Outcomes.

1.13. Equal Oppor tunities

Based on its Mission Statement, UOB has adopted and implemented a non-discriminatory

policy regarding enrollment and recruitment. The policy of equal opportunities is reflected

along five major axes:

1. Admission is based on academic merits

2. Faculty recruitment is diversified and based on qualifications

3. Faculty promotion is based on academic performance and achievement

4. University genders are balanced at all levels

5. Financial aid is granted to all needy applicants

1.14. Study Programs and Profile

When UOB was officially established as a university in 1988, there were no more than

seven other private institutions of higher education in addition to one national university in

Lebanon. Today, there are more than 40 private institutions of higher education operating

in Lebanon. UOB was the first private university in Lebanon to be open outside the regions

of the main capital, Beirut. At that time, ALBA (an already existing leading Lebanese

academy of fine arts) joined into the establishment of UOB after having served since

1937. ALBA programs have been selected and designed to prepare students to serve the

needs of Lebanon and the region in terms of distinguished architecture, interior design and

decoration, restoration, and other fine arts disciplines. The ALBA programs offer students

an exciting and challenging place to develop their abilities and achieve their goals. The

students are encouraged to give full expression of their talents, as they develop the skills

necessary for a successful professional career. The students are also enabled to identify

and solve a variety of problems, to think critically and constructively, to communicate

effectively, and to acquire the cultural and historical perspectives necessary to function in a

rapidly changing environment.


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The other existing institution that has joined in 1988 in the establishment of UOB was the

SJDIT that was officially licensed in 1975. The institute has contributed through its theology

program to serving the needs of the Antiochian Orthodox Church in the Middle East and

elsewhere in terms highly qualified clergy. The institute has preserved and conducted

research on various historical manuscripts on the history and faith of the Orthodox Church.

The institute has also conducted and organized various conferences and workshops on the

inter-religion dialogue and co-existence.

The third faculty that has been added in 1988 to establish UOB was the FASS. The early

programs in the FASS provided quality degrees in languages and humanities that

prepared graduates mostly for school teaching, journalism, and translation. Currently, the

FASS programs offer students the means to achieve their goals in an interconnected society

through a contemporary curriculum emphasizing interdisciplinary vocation, research, and

service. The liberal arts programs offer students extraordinary opportunities to broaden

their views and develop their critical thinking skills - two essential ingredients in any

successful career. The FASS academic departments offer also a diversified array of majors

at both the graduate and undergraduate levels, some of them in association with major

European institutions. The FASS programs rest on a solid theoretical underpinning, but they

also include strong appreciation for the value of practice-based learning that allows our

students to meet the demands of the market as well as enjoy the richness of the market-

place of ideas.

By 1996, UOB has added four other faculties: FOS, FOE, FOBM, and FHS. The early

programs in the FOS focused on Computer Science, aiming developing aiming at

developing skilled computer programmers who are well informed about the latest

developments in Information Technology. The graduates of these disciplines were highly

needed and not easily found in Lebanon at that time. Since then, the FOS has added

programs in life and natural sciences aiming at preparing students for pre-medical studies

or degree-holding graduates who are able to engage in advanced research in the fields

of Biology, Chemistry, and Environment. In addition to these majors, the FOS offers degrees

in Mathematics and Physics. The FOS serves also the academic needs of UOB Faculties in

terms of Mathematics, Chemistry, Physics, Biology, and programming. Not only has FOS

built strong ties with its sister Faculties at UOB, and it has also established academic and

research bridges with other institutions both in Lebanon and abroad.


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The programs in the FOE offered degrees in Computer Engineering, Electrical Engineering,

Civil Engineering, Mechanical Engineering, and lately in Chemical Engineering. UOB was

the first university in Lebanon to offer engineering programs that split the educational

program of the certified engineer in Lebanon into two degrees: the BS (a three-year

program) and the MS (a two-year program following the BS). This structure gave different

kinds flexibility to students: being able to work and acquire some practical experience

before continuing the MS program; having the option to continue their graduates at other

universities or in other countries; choosing an MS specialization within a particular field

that suits more their ambitions. Regardless of the field chosen by the students, the FOE

aimed at graduating highly qualified and competitive engineers with the following

qualifications:

1. Broad education necessary to understand the impact of engineering solutions in the

context of relevant societal issues;

2. Ability to analyze and solve engineering problems by applying mathematics,

science, and engineering fundamentals;

3. Capability to identify, formulate, and solve engineering problems through a

process that includes planning, specification development, design, implementation,

and verification;

4. Competence to design and conduct relevant experiments and to analyze and

interpret the data;

5. Ability to function and communicate both individually and within multidisciplinary

teams;

6. Awareness of professional and ethical responsibility; and

7. Ability to engage in life-long learning.

The FOBM has established a premier business school renowned for the quality of its

teaching, research and community engagement. The programs delivery method is student-

centered. The FOBM is committed to the education of socially responsible professionals

ready to lead change in local and regional business environments. In the various fields of

business, economics, marketing, management, and hotel management, the FOBM aims at

providing unmatched first class education to all aspiring learners, irrespective of their

gender, color, citizenship, or political views. The FOBM envisioned future is to be identified

as pioneer and leader in business, economic, and tourism and hotel management education

in Lebanon and the Middle East. The FOBM programs are based on the following core

values are:


Page 42

1. Tolerance, openness and inquiry,

2. A student-centered Faculty,

3. Unequivocal excellence in all aspects,

4. Opportunity based on merits,

5. CPIs, and

6. Transparency and accountability.

The FHS programs are offered at two UOB locations: within the Saint George Health

Complex in Achrafieh (Beirut) and on UOB Main Campus (Al-Kurah). The undergraduate

degrees are offered in Health Promotion, Medical Laboratory Sciences, Nursing (in English

or French), Nutritional Sciences, and Public Health and Development Sciences, with

possibilities available to complete pre-Medical requirements and dual degrees. Graduate

degrees can be pursued in Clinical Laboratory Sciences and a professional Master degree

in Laboratory Sciences with a Laboratory Management focus. Plans are underway for

other Master degrees in addition to a PhD. Throughout all of its programs, the FHS is

committed to excellence in health education, research and service to the community. Some

of the special features that FHS is aiming to build upon include:

1. Academic programs that link education with community work in the environment,

school health, community health and nutrition, health advocacy, mental health

promotion, health awareness campaigns, landmine risk awareness and victim

rehabilitation, and many others;

2. Co-academic and co-curricular activities, in partnerships with governmental/non-

governmental institutions and organizations, expand teamwork and leadership

abilities, and build foundations for understanding, networking and commitment;

3. Partnership with Saint George Hospital University Medical Center facilitates hands-

on clinical and practical training; and

4. Multi-disciplinary curricula that equip graduates with the professional competencies

and skills needed to meet the challenges of the work environment in today's health

sector.

Between 1999 and 2000, UOB has added two faculties: FOM and FPGME. At the FOM the

Medical Education begins with the first two years at UOB main campus. The four-year MD

program is completed with two years of clinical training at Saint George Hospital

(founded 1875) in Achrafieh-Beirut; one of Lebanon’s leading academic tertiary care

medical centers. The four years of education and clinical patient-oriented training form an


Page 43

integrated modular continuum that emphasizes an analytical inquisitive process of learning

based on active hands-on acquisition of knowledge and skills through closely supervised

and tutored teamwork. This allows students to expand their knowledge in basic as well as

applied medical sciences and build professional character, skills and problem solving

abilities. All are essential as foundations for postgraduate training and leadership in

providing quality health care. Institutional affiliations with leading centers of excellence in

Europe and North America facilitate transfer of knowledge and extensive academic and

professional exposure of students and faculty. Moreover, such affiliations allow interested

students to study in other faculties and medical centers.

The FPGME is committed to providing high standard postgraduate medical education. Its

objective is to provide excellence in patient care, clinical research, and medical education.

The Faculty provides a scholarly environment in which both teaching staff and residents

can participate in a well-structured postgraduate curriculum, in research activities, and in

on-going medical education. The residency-training program promotes interaction among

all involved: healthcare providers, patients, and families. The training program offers

residents the opportunity for personal, clinical, and professional growth under the

supervision and guidance of the teaching faculty and administration. The program ensures

that house staff provides safe, effective, and high quality patient care with increased

responsibility at each postgraduate level.

In 1999 UOB obtained a license from the Lebanese Government to establish an institute of

technology. This license was enacted in 2008 by establishing the IFUIT. Led by its

commitment to development and community service the University has established a

channel for university technology education. This came at the time when a well-known

Lebanese benefactor and former minister, Mr. Issam Fares, was looking for a major project

that will contribute to the development of the Akkar area in North Lebanon, not too far

from the borders with Syria. Upon donation from Mr. Issam Fares, and over a land that he

had also donated for the project, UOB established the IFUIT. In September 2014, MEHE

has decreed the change in status of IFUIT to become the “Issam M. Fares Faculty of

Technology” (IFFT). The main campus for the IFFT is in Akkar. However, some technology

programs are still offered on the main UOB campus. While classical engineering and

science education still provide a good platform for the conceptual research and design in

the various fields of engineering, the IFFT programs provide an education that lies in the

occupational spectrum between the craftsman and the engineer, providing skilled

professional graduates. The programs lead to a Bachelor of Technology (B.Tech.). UOB


Page 44

Technology programs prepare the students to perceive and visualize the cause-effect

relationships and the underlying mechanisms and phenomena. The students will be able for

example to install and operate technical systems; devise hardware from proven concepts;

develop and produce new products; service machines and systems; manage construction

and production processes; provide sales support for technical products and systems; etc.. In

addition to serving in the development of the Akkar region in Lebanon, the IFUIT programs

will produce graduates who shall be the highly needed skilled workforce that will assist in

the development of the Lebanese industry and service sectors.

Most recently, UOB has established in 2012 the FLIS. As stated in its Mission Statement, a

key role of UOB is to "create and communicate knowledge". To accomplish this, access to,

and management of, information in all its forms becomes a basic need in a modern,

dynamic, and knowledgeable society. The FLIS has been established to cater to this need.

Living in the age of information, persons engaged in providing information, or providing

access to information play a crucial role in the life of their communities. The FLIS program

prepares its graduates to become members of an elite class. Elite, because scholars from

all fields of knowledge, and researchers in search of information, will be dependent upon

the graduates’ skills and efforts to advance their work and enhance their knowledge and

scholarship. Because the study and management of information is multidisciplinary and has

aspects rooted in the arts and the sciences, holders of a BA or a BS degree may join the

graduate program of the Faculty. Candidates are offered a choice of different

concentrations depending on their undergraduate education or their own personal

interests. FLIS program is designed to offer its candidates a strong philosophical and

theoretical basis in this field of study. But, at the same time it seeks to empower them by

exposing them to vigorous practical training programs. Consequently, cooperation with

leading experts and institutions in the field is an integral part of the program. FLIS aims to

graduate students who will be capable of leading and directing centers and institutions

that deal with information in any form, such as school libraries, academic libraries,

research and archive centers, museums, art galleries, heritage centers, archaeological sites,

etc.


Page 45


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2. Governance

As it is stated in the Principles and Goals and since its inception by the Antiochian

Orthodox Church, UOB believes in

“Eastern Orthodox heritage which is based on openness and the acceptance of

others and works on securing the national interests…The Board of Trustees is the

supreme authority at the University. It appoints its President, Vice President and

the Deans and Directors. The Board operates within regulations empowering it

with the right to establish the University and supervise it. The University of

Balamand believes in responsible freedoms, and in the role of the mind in

investigating facts, elevating the standards of living, and deepening human

existence within God’s sanctity. The University, based on its historical roots, strives

for Christian and Moslem understanding and co-existence within a pluralistic

society, unified as to its national principles, and open to the Lebanese and Eastern

emigrants.”

Hence, responsible freedoms (academic and otherwise) are secured. Among other articles,

and based “on international charters, agreements and covenants on human rights, in

particular the International Declaration of Human Rights, the International Covenant on

Civil and Political Rights, the UNESCO Convention Against Discrimination in Education, the

international conference on Academic Freedom in Arab Universities”, UOB asserts for

students the “freedom of expression in an academic atmosphere that respects distinctions

and values differences.”, for Faculty to “exchange thoughts and opinions and publish them

without restrictions”, and that “the right of the academic community towards public and

civil society institutions imposes on it basic scientific and moral commitments, most

importantly the commitment to educational and human values, respect of students and

treating them according to educational and professional qualifications.” A full text on

Academic Freedom is published.

In that spirit, UOB’s academic, administrative, and financial affairs are governed by

written formal bylaws and regulations, Table 6. These regulations and operational

procedures, in addition to many other texts related to academic promotion, job

descriptions and similar documents, were specifically enacted to ensure the transparent

operations of UOB’s different divisions. Beside these texts, and in addition to its well-

defined academic construct, UOB possesses a clear administrative and financial

organizational structure that supports the implementation of its strategic initiatives.


Page 47

TABLE 6: UOB BYLAWS AND REGULATIONS Title Date of last alterations Enacted by

Principles and Goals July 17, 1998 BOT

Basic Bylaws June 24, 2011 BOT

Academic Freedom 2005 UC

Internal Bylaws – University June 24, 2011 BOT

Internal Bylaws – Faculties June 4, 2009 UC

Regulations of Geographic Branches June 24, 2011 BOT

Financial Regulations June 24, 2011 BOT

Academic Personnel Regulations June 22, 2012 BOT

Code of Business Ethics June 7, 2002 BOT

Policy Statement on Harassment February 11, 2013 UC

Exclusive Hiring June 7, 2002 BOT

Non-Academic Personnel Regulations August 1, 2008 UC

Appendices Relating to Employees and Workers January 23, 2008 UC

Research Council Bylaws June 14, 2002 UC

Senate Bylaws September 19, 2006 BOT

Deeply rooted in its heritage, UOB maintains close links with the Antiochian Orthodox

Church throughout the world. These relationships prevail in two major areas:

1. In addition to its secular members, UOB’s BOT includes four representatives of the

Church, namely, the Patriarch as Chairman, and three other Archbishops from the

Holy Synod chosen by the Patriarch himself;

2. Through signed protocols, land plots allocated to UOB are contributed by the

Antiochian Orthodox Patriarchate and by the Tripoli and Al-Kurah Archdiocese of

Greek Orthodox. Moreover, in case UOB is dissolved for reasons of force majeure,

unforeseen and independent of its will, the properties will revert to their original

owners.

It is noteworthy that this religious affiliation, including matters related to UOB’s assets, are

governed by official protocols, and that the extent of intervention of the Patriarch and the

other Archbishops BOT members is managed by Articles 4 to 8 of the Basic Bylaws and

Articles 1 to 12 of UOB’s Internal Bylaws – University.


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The BOT supervises UOB’s academic, administrative and financial affairs. Being the

supreme authority of UOB, the BOT enjoys the broadest powers and has in particular the

power of decision-making concerning all of UOB’s Basic Bylaws, the bylaws for the

teaching and administrative corps, and the bylaws of each Faculty, in all that does not go

counter to the Basic Bylaws.

The President administers the University under the supervision of the BOT and with the aid

of the UC. The BOT appoints special committees to vote on and present recommendations

and directives. These committees include the Executive Committee, the Finance Committee,

the Academic Committee, the Committee for Development and Public Relations and the

Committee for Planning and Construction. Each committee has its reporter. These

committees are responsible for the issues submitted to them by the BOT, the Executive

Committee, and the President of UOB. The committees meet on UOB’s Main Campus unless

necessity dictates otherwise.

The BOT is composed of the following:

1. His Beatitude the Patriarch of Antioch and All the East of the Greek Orthodox

Church, Chairman of the Board,

2. Three Archbishops from the Holy Synod to be chosen by the Patriarch,

3. Members from Lebanon and the Arab East, and related emigrant communities, who

have expertise in education, business, and public affairs. Their number must not be

less than twenty, and

4. Honorary Member(s).

The members are selected by the Patriarch, the Chairman of the BOT, whose Office the

Patriarchate founded the University. The members are selected for a 5-year period subject

to renewal. They are selected on the basis of their interest in higher education and their

potential to contribute to the University. Their contribution could be educational and

financial.

The term of the BOT is five years. The BOT meets biannually during the months of June and

November. Emergency meetings may also be held at other dates.

At the regular yearly meeting held in June, the resignations and additions of new members

is studied.


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The Executive Committee is composed of His Beatitude, Chairman of the BOT, the Vice

Chairman, and a maximum of ten members. In case of the Patriarch’s absence, the BOT

Vice Chairman presides over the Executive Committee.

The Executive Committee undertakes to present the bylaws to be voted on by the BOT. It

also proposes amendments it considers appropriate to these bylaws. The Executive

Committee follows University affairs and takes the decisions needed in the interval

between the meetings of the BOT.

His Beatitude appoints a Vice Chairman from among the Archbishops who are members of

the Board. A secretary chosen from within or outside the BOT oversees the organization of

the minutes of the BOT’s sessions and the required reports. The BOT appoints a comptroller

from outside itself, and if the BOT considers it appropriate, it may elect a financial

secretary to supervise UOB’s financial policies.

BOT members are not entitled to any compensation or remuneration for their efforts. For

more information, refer to the BOT Bylaws and the biographies of all its current members

that display their short resumes.

The BOT appoints the President of UOB who remains in office for a period subject to the

board’s decision. The President is the chief executive officer who administers all of UOB's

affairs (academic and administrative) and participates in the discussions of the BOT

without the right to vote.

The President is the link between the BOT and UOB, its committees and Faculties; he may

legally attend the meetings of the committees held by the BOT. His tasks include the

following:

1. Setting the academic plans for UOB, supervising them and administering UOB

according to these plans,

2. Representing UOB in legal actions, before the courts of justice and all official and

private institutions and individuals,

3. Presiding over the meetings of the UC, preparing its agenda and reporting its

suggestions to the BOT, with a special focus on executing the decisions of the UC,

4. Implementing the decisions of the BOT,

5. Preparing the budget proposal and the yearly report to be presented to the BOT,

6. Nominating the faculty members to the rank of Professor and Associate Professor

and appointing new faculty members, in accordance to UOB regulations,


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7. Appointing and dismissing employees and workers,

8. Contributing to the campaigns that support UOB and sustain it,

9. Implementing all the prerogatives entrusted to him by the BOT.

At the academic level, as the Academic Organizational Chart shows, the President chairs

the UC - the legislative body of the university through which all bylaws are iterated,

updated, and/or recommended to the President for final approval. The UC consists of the

Vice Presidents and the Deans; it is up to the President to call the Heads of Departments

and Directors of Institutes to consult with them on matters relating to their work. The vice

presidents are the following:

1. the Vice President for Academic Affairs,

2. the Vice President for Planning and Educational Relations,

3. the Vice President for Development, Administration, and Public Relations,

4. the Vice President for Health Affairs and Community Relations,

5. the Honorary Vice-President for Medical Affairs in the US

At the administrative level, as the Administrative Organizational Chart shows, the President

oversees the work of

1. Directors: President’s Office, Procurement and Campus Services, Construction and

Maintenance, Finance and Business, Public Relations, Landscaping and Gardening

and Agriculture, and Human Resources,

2. Deans: Admissions and Registration, and Student Affairs,

3. Assistants to the President: Academic Advancement, and Information Systems and

Technology,

4. Vice-Presidents

The first president of UOB was the late Dr. George Tohmeh (1988-1990), a Syrian

professor of philosophy and history and prominent diplomat. He was succeeded by His

Excellency, the late Mr. Ghassan Tueni (1990-1993), a leading Lebanese statesman,

diplomat and journalist. The current president, Dr. Elie A. Salem, has previously served as

Dean of the Faculty of Arts and Sciences at the American University of Beirut and as

Deputy Prime Minister and Foreign Minister of Lebanon.

As stated above, UOB has a UC that is headed by the President. This UC consists of the

President, Vice Presidents, and the Deans of all the faculties. The UC pursues the following:


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1. Proposes the Bylaws of the various Faculties and institutes of the University and the

Faculty therefore;

2. Discusses the draft budget and the annual report;

3. Nominates the members of the academic body, the heads of administrative units

and the Chief Financial and Business Officer;

4. Deliberates on and approves the curricula and programs as recommended by the

administration of Faculties and Institutes;

5. Accepts to participate in scientific and cultural conferences and appoints the

University representative thereto;

6. Studies the draft contracts made by the University, within the limits stated in the

budget and approved by the Board;

7. Proposes the acceptance of grants, bequests and other donations;

8. Submits recommendations on whether or not to file court cases or to defend them;

9. Expresses an opinion on the amendment of these Bylaws;

10. Any matter proposed by the President of the University.

For full details, see Article 19 in the Internal Bylaws - University.

In addition, UOB has a Senate – an advisory body on academic matters to the President

of the University. The BOT approved the Senate first bylaws in June 2001. The last

amendments were approved by the BOT in 2006. Since then, the faculties’ representation

figures in addition to representatives may change annually, especially with the launching

of new faculties over the years.

At the faculty level, each faculty is headed by a Dean. The Academic Personnel of

faculties consists of the President, The VPs, the Dean and Associate Dean(s), Assistant

Dean(s), the University Librarian, and the University Registrar (ex-officio), and of Academic

Personnel of the rank of Instructor and higher from all academic units. In each faculty, a

Board is formed. The main concerns of the Faculty Board revolve around the status of the

Faculty, its policy, the academic and students’ matters. Each faculty has six committees

entrusted with duties:

1. Admission Committee,

2. Curriculum Committee,

3. Library Committee,

4. Scientific Research Committee,

5. Academic Committee, and


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6. Graduate Studies Committee.

These Committees shall have administrative duties in all procedural matters relating

directly to their duties. However, with regard to the planning duties, they shall act as

advisors to the Faculty Board. Full details of the faculties’ bylaws and role and duties of

each committee are found in the Internal Bylaws - Faculties.

Students are also involved in decision making. As the Student Handbook – AY 2014-2015

iterates in p. 19, there are two types of committees in which students participate:

1. Faculty Committees:

a. Curriculum Committee

b. Library and Information Technology Committee

2. University-Wide Committees:

a. Campus Life

b. Social and Cultural

c. Curriculum

d. Library and Information Technology

e. Orientation

f. Administrative

Each faculty holds elections each academic year to have a certain number of students as

members in one or more of these committees mentioned above. Elected students hold office

for one year starting on December 1st and ending on November 31st (Student Handbook –

AY 2014-2015). A printed copy of this Handbook is always available for students to pick

from the Office of Student Affairs (OSA) and can also be found on the website. In

addition, under the supervision of the “Campus Life and Student Development Office” at

the OSA, the clubs’ and societies’ members elect their officers for that same duration.

UOB has currently five operational branches. Each of the campuses, with the exception of

the Main Campus, has a Branch Director who is simultaneously a member of the UC. UOB’s

Central Administration (Main Campus) “is the sole decision maker on all matters relating to

the academic plans, the attainment of academic and administrative quality at the Branch,

and the achievement of the appropriate course for the Branch and all its programs.” The

Branch Director is directly connected with the Presidency. This Director is entrusted with the

Branch’s academic and administrative leadership. As to the academic and administrative

coordination between UOB’s Central Administration and its faculties, research centers,


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active programs and academic activities in the geographic Branch (if any), these “shall

take place through the Branch Director assisted by the officers responsible for the

academic programs and the administrative services.”

In addition to the Branch Director, each Branch has the following officers:

1. A Coordinator for each academic program,

2. A Registrar (Assistant to the University Registrar),

3. A Comptroller (Assistant to the Chief Financial and Business Officer),

4. A Student Affairs Officer (independent from the University OSA),

5. A Public Service Officer,

6. An IT Officer,

7. A Librarian,

8. An Academic Programs Officer,

9. An Administrative Board consisting of the Branch Director as President, a

representative of each academic program at the Branch, and the officers

responsible for the administrative and logistic divisions.

Full description of all matters related to Branch officers’ functions and duties are found in

the Regulations of Geographic Branches.

Teaching and Learning is overseen by the Chairperson of each Department. This

Chairperson consults and reports directly to the Dean and as such manages the academic

and administrative affairs of the faculty.

In terms of interfaculty and general coordination between different entities within UOB

and between UOB and the community, it should be noted that such matters are discussed

and decision is taken all in the UC. There, Deans, Directors, and other members see what

and how such coordination should and will take place. Matters discussed in this respect

cover items such as the curriculum, the General Requirements courses offered in all

branches, different services offered to and by the community, etc. UOBRC also prepares

an updated “Priorities List” which is eventually also discussed and approved in the UC

usually in specialized meetings. Several committees (that have only consultative/advisory

powers to the UC) are formed. Once their study is completed, they bring back their

perspective to the main UC meeting for final approval and decision. University Curriculum

Committee (UCC) is one such advisory committee. The CSC is another. There, communication

between all faculties constantly takes place especially while organizing for Career Days.


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In addition, this Center also prepares for placement and interviews to help UOB graduates

grasp different job opportunities. Human Resources (HR) is also present in UC meetings; the

Director of Special Programs attends special UC meetings.

Addressing service from and to the community, one has to look at this issue from several

perspectives. The SJDIT offers three different certificate (non-degree) programs in

theology,

1. Al Kalimah, offers the program in Arabic and aims at preparing tomorrow’s

“leaders to serve parishes with full devotions.” Currently, there are 82 students, of

whom 38 are enrolled in AY 2014-2015. Enrolled students come from different

nationalities – Lebanese, Syrian, Palestinian, American, Jordanian and Egyptian.

2. The Seminario Ortodoxo para la Formación de Ibero América (SOFIA) (Orthodox

Formation Seminary for Latin America). As its Mission specifies, it “is an e-learning

program in Spanish at the Institute of Theology committed to provide Orthodox

formation for laymen and women in the service of the church.” Currently, there are

51 students, 17 of whom have enrolled in AY 2014-2015. They all come from

Argentina, Brazil, Chile, Colombia, Mexico, and Spain.

3. Cursos Biblicos del Balamand (CBB). As its Mission stipulates, it is an e-learning

program in Spanish at the Institute of Theology committed to provide Eastern

Christian Education for Christian Orthodox in Latin America and Spain. The

academic mission of the program is to prepare church leaders, catechists and youth

coordinators with a competent knowledge of Scripture and its interpretation

considering both, the Orthodox hermeneutical tradition and modern linguistic and

historical-critical methods. Currently, there are 36 students enrolled, 7 of them

registered in this AY 2014-2015. They come from Argentina, Brazil, Chile,

Colombia, Costa Rica, El Salvador, Guatemala, Mexico, Nicaragua, Peru and

Spain.

Each of these programs has a Mission in addition to a set of Learning Objectives and

Learning Outcomes.

One another end, today’s world is governed by technology and in particular Information

Communication Technology. This has a profound impact on education and on Higher

Education. A faculty group was formed in March 2014 at UOB to address the issue of

online teaching and learning as this may serve better the community. The task involves

making recommendations to the University’s administration regarding “Online directions in


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Teaching and Learning”; studying e-learning, blended learning, MOOCs, etc.. The group

split into four main teams, each assigned to study a certain dimension. The four teams are:

1. Teaching and Learning Methodologies,

2. Assessment Challenges and Solutions,

3. Infrastructure, Resources and Technology, and Financial Implications, and

4. Sustainability and Management.

The deadline for teams to submit their proposals for group study is end of June 2014.

Believing in its role in serving the community, the OSA at UOB focuses on civic engagement

and community involvement activities by organizing and funding projects that are of

particular interest to the community, and specifically in underdeveloped areas in the North

and South regions. The civic engagement culture is spread out through programs, courses,

clubs and societies. Many of those activities are on campus ex: Cut for Hope (to support

the Children Cancer Center of Lebanon), Blood Donation (for the Red Cross), Clothes

Donation (for orphans and prisoners), Fund Raising events for a cause, etc..

At a larger scale, the OSA initiates, manages and funds a number of multidisciplinary

projects and awareness campaigns targeting the University community and the neighboring

community. Those projects are tailored in a manner to engage students from a number of

schools in the region. Examples of such projects are the “Smoke Free Campus” project, the

“Do Not Litter” project and the “UOB Recycles.” In all these projects, the OSA ensures that

High School students are involved so they can be trained to become influential messengers

and potential leaders in their own societies.

The “UOB Recycles” project at UOB aims at building partnership with schools in the region

of North Lebanon in the objective of spreading awareness and encouraging the 3R

(Reduce, Reuse, Recycle) culture among youth. One main component of the project is a

thematic multidisciplinary competition organized on a yearly basis among different teams

from a number of schools. This academic year, participating schools add up to 60, half of

which are public schools who joined based on cooperation with the Municipality of Tripoli

(the capital city of North Lebanon). It should be noted that funds for the “UOB Recycles”

project are provided by the University and prices and awards are provided by sponsors.


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The theme for AY 2013-2014 is “Awareness.” A major event under the slogan “Drugs Cost

you more than Money” was organized to alert students on the danger of drugs from a

legal, security, substance abuse and therapy point of views. The event was organized in

close collaboration with Saint George University Medical Center, Internal Security Forces,

Directorate of Justice, and Skoun (a therapy center).

Another event entitled “Safe Mode On” was also organized on May 15, where the OSA

commemorated Motorcycle Awareness Month by hosting representatives from Ducati,

YASA, Wing Riders and Internal Security Forces who spread awareness about road safety

through an open seminar that was followed by a motorcycle parade around campus.

On the occasion of the International Day to End Violence against Women and in a

collaborative effort between OSA and United Nations Information Center in Beirut (UNIC-

Beirut), the issue of violence against women “through the male gaze,” a panel discussed

was organized. Currently, the Theater Club in collaboration with UNIC is organizing an

educational theatrical performance entitled “we are all human.”

The CSC organizes an annual “Volunteering (Opportunity) Day” in collaboration with the

SEED program. The main objective behind this event is to help students acquire practical

experience through Internship/Community Service Projects. NGOs are invited to

participate and present their mission, share stories and spread awareness for building a

strong civic engagement culture. This yearly event is usually featured by a presentation

prepared by a famous figure who usually is a leader in volunteerism and activities. Social

organizations partnering with UOB on specific projects usually present their donations

during the event. Other events include an annual career fair in which more than 50

companies participate to recruit students for employment and internship. Moreover, the

CSC in collaboration with BLOM Bank Corporate Social Responsibility (CSR) initiative

"BLOM Shabeb" organizes a career orientation to high school students to introduce

students (Grade 11th and 12th) to various professions and career opportunities (more than

700 students from 11 different schools attended a series of presentations). Other multi-

scale projects comprise health safety projects in collaboration with the FHS.

Student publications consist of a monthly student newspaper that covers University events

and activities through visual reports as well as topics that are of interest to the community.

The Highlights-UOB Student Newspaper gives students, professors and employees the

chance to express and share their thoughts with the University’s community through well-

written articles that target University issues and concerns, as well as broader topics about


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the larger community. These topics tackle academic, social, cultural, political and religious

issues. The Newspaper also covers the University’s events and activities.

Moreover, the Youtube YouHighlights UOB Channel is a platform for students to produce

visual reports that aim to cover University activities and events, as well as their own

concerns. Thus, it advertises for the University and its students’ activities, and it also

develops the students’ writing, presenting, photography and video editing skills, hence

meeting the University’s goal of total student development.

Student involvement in campus life and their engagement in the community constitute the

core extra-curricular activities at UOB. A vast number of such activities are organized

through the service departments of the OSA e.g., clubs and societies (including

International Students’ Office), Guidance (CSC and Counseling), Publications, and Athletics.

Most activities are organized by students under the supervision of an advisor and are

summarized as follows:

1. Plays organized by the Theater Club in which students perform under the

supervision of a Drama professor. A feature of the theater club this year is a play

2. Contests (Poetry, English Writing, Math-Vision, Standup Comedy, etc.).

3. Performances by the Music Club (musical ambassadors who perform classical works

of Eastern and Western music), the Oriental Choir and the Folkdance clubs who

jointly organize annual tributes to famous composers and singers. They also

perform in major University functions such as Founder’s Day and the graduation

ceremony. Lately, they represented Lebanon in “the International Ankara Youth

Festival” and won the bronze medal in International Delphic Festival Folk Instrument

Competition.

4. Major social events such as Rally Paper, Outdoors, Donation campaigns, Miss UOB,

etc.

Moreover, Students are offered the opportunity to join Athletic Varsity Teams. Being key

players and supporting or leading their teams, and sharing responsibility for the team

majorly improve their character. Those teams yearly participate in International

Championships for Universities in the Middle East, Europe, North Africa and the Far East.

They also organize and participate in interfaculty and inter-universities tournaments.


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The Athletics Department organizes events related to civic engagement and social services

such as:

1. Organizing the Al-Kurah Marathon where participants were from various Al-Kurah

organizations, schools and villages participate.

2. Organizing an annual Sports Tournament for high schools in the North Lebanon

region.

The OSA organizes a series of training sessions (retreats, workshops, lectures, etc.) for club

officers and active students in order to enhance their leadership and soft skills. Those

programs target more than thirty clubs and societies that organize an assortment of

educational, recreational and cultural programs.

Retreats are organized annually (two days event), off-campus for active students from all

campuses. They aim at developing a sense of belonging among students and are designed

in a way to promote positive attitude in a multicultural environment. Four sample programs

of such retreats are attached in Appendices 2.1, 2.2, 2.3, and 2.4.

Other types of training programs are annual workshops geared towards communications

skills and team building that are usually intended for students, faculty and staff members

who volunteer to work as ushers in the annual graduation ceremony. These workshops are

also organized off-campus for a group of more than 200 people. It has been realized

that such work enhances the communication flow among students, staff and faculty

members.

Additionally, some clubs (Red Cross Youth Club, United Nations Club, etc.) are affiliated

with non-governmental organizations and undergo trainings as directed by their respective

NGO. Sample training programs organized for the Red Cross Youth Club members at UOB

can be found in Appendix 2.5.

Societies are formed by programs and departments within the Faculties and usually

undergo trainings by the departments such as the Science Students, Medical Students,

Business Students, Engineering Students, Mass Communication Students, Political Sciences

Students, Psychology Students, Public Health Students etc. Students in these societies usually

focus on awareness (such as breast cancer, HIV, earthquake risks, health fair, etc.),

exhibitions and debates.


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The Office of Student Affairs constantly informs students about exchange programs

offered specifically by the US Embassy, such as MEPI, NESA, Fulbright, Hamline Exchange,

etc. and prompt students to apply and enroll. Many students have already benefited from

these programs and now play a key role in recommending and planning more developed

leadership activities based on their gained experience in these programs. A summary of

activities may be found in a chart format.

For furthering the communication and cooperation between various internal entities of the

University, the President calls in the Fall of almost every year for an “Annual Retreat” to

which VPs, Deans, Directors, and frequently students are invited. Main concerns discussed

cover the University’s effectiveness and reflecting on UOB’s performance of the past

academic year. A sample of such a retreat’s program is found in Appendix 2.2.

Although belonging to the Antiochian Orthodox Church, financial autonomy is optimized.

UOB has no funding body; its estimated annual revenues for any financial year includes

the revenues from fees and tuitions, aids and donations, revenues from services, revenues

from endowments, bequests and investment returns of the University Fund and its

endowment, and other miscellaneous sources (see Financial Regulations).

In AY 2014-2015, UOB total budget amounts to 74,550,853 USD obtained as follows:

1. 91.8% from students’ fees and tuition, Table 7

2. 1.5% from gifts

3. 3.4% from services (faculty and student housing, and student parking)

4. 3.3% from endowment

Expenditure takes place in the following manner: the faculties’ Deans and Branch Directors

study and prepare their needed budget; a draft of which will be submitted to the

President before March 30 each year. The President studies these budgets with the

concerned body and presents them to the UC in preparation of the final draft General

Budget. The president submits the finalized draft General Budget to the BOT within May

of each year. There, it is first studied and discussed by its Financial Committee. If this

Committee is unable to convene, the BOT’s Chairman refers the matter to the BOT

Executive Committee. Full details are found in Financial Regulations.


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TABLE 7 TUITION FEES OF AY 2014-2015 Tuition / Credit Hour

Program Undergraduate (USD) Graduate (USD)

Freshman 405

Arts and Social Sciences 361 607

Business and Management 401 537

Sciences 405 597

Engineering 448 455

Technology 229

Library and Information Studies 361 607

Health Sciences 405 597

ALBA-Sin El Fil 212 431

ALBA-Main Campus 342 431

Medicine

Year 1 : 25,000 Year 2 : 23,750 Year 3 : 22,500 Year 4 : 21,000

Table 7 is also published on the website. The funds are distributed among scholarships,

endowments, physical plant, and current (operational) expenses.


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3. Teaching and learning

The entirety of courses offered by UOB in both undergraduate and graduate programs is

taught solely by means of face-to-face instruction. This is a restriction imposed by the

MEHE which has not yet recognized distance or online learning in any program. An

Attendance Policy limits the number of absences to one sixth of the course sessions;

otherwise, a student is considered as having officially withdrawn from the course.

This legal restriction on face-to-face instruction does not allow UOB to provide any

distance learning option, although it is technically able to. However, UOB strives to

continuously and effectively maintain a high quality of whatever teaching/learning

methodology is implemented, while maintaining vigilance on advancements in e-learning,

and is prepared to innovate whenever the government restriction is lifted. Currently, many

faculties are using e-learning tools “Moodle” where students can download lectures and

assignments and access relevant audio or video material.

In accordance with its Mission Statement, UOB follows the liberal arts philosophy. The

curricula promote citizenship and leadership, and students are encouraged to adopt

critical thinking and high-quality communication. They graduate with a sound

understanding of science, technology, and global issues, and a discovery of the strong

connections between the humanities, social sciences, and natural sciences. Most programs

offered within the FASS, such as Psychology, Philosophy, English Literature, and History, fall

under the category of liberal arts.

This also applies to technical and professional fields such as Engineering, Business and

Sciences, where students are required to study Literature, Languages, Philosophy, History,

Mathematics, and other liberal arts subjects. In accordance with UOB requirements, all

undergraduate students are expected to take courses in cultural studies.

At the master’s or doctor’s degree level, additional emphasis is placed on specialized

courses, where electives usually consist of the same major.

Teaching and learning methods at UOB can be classified as traditional and contemporary

with support of technology and related tools. The teaching and learning environment is to

a large extent centered on the learner and much time and effort is assigned to making

sure the student obtains an excellent education. Classrooms are equipped with white

boards and projectors. Most faculty members use contemporary and recent editions of


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textbooks. The University invests in resources, both physical and virtual to ensure that

students have at their disposal reference materials and databases.

UOB fosters self-learning by encouraging the students to present seminars and research

project presentations. Through this process, the student will learn how to monitor their

academic thinking, motivation and time management. On the other side, instructors share

their knowledge with the students during the lectures and encourage participation. In many

of the University courses, the participation grade constitutes a substantial portion of the

overall grade.

UOB has agreements with several well-known national and international institutes in order

to provide the students with best practical training experience at both undergraduate and

graduates levels to meet their future job market worldwide. See, for instance, the

agreement with the Union Memorial Hospital and the Good Samaritan Hospital in Maryland

as mentioned in Appendix 8.2. Some Faculties like ALBA and SJDIT offer every semester a list

of institutions for training of their students according to their field of specialization.

UOB has a future plan to increase its international profile by promoting international

faculty in order to integrate a global perspective into teaching and learning. Some

faculties has hosted international professors in the past to share their knowledge and

exposed UOB students to foreign educational experience. In addition many seminars were

conducted at UOB by inviting visitors to share their international research experience or

expertise. (Appendices 3.1, 3.2, and 3.3)

One item in the University Mission is to contribute to human development; therefore the

University is committed to provide the best academic and social experience possible for its

students during their enrollment. The goal of the University is to create a vital campus by

engaging students in social activities and learning programs. The University encourages the

students to be involved in clubs and societies to enhance their communication skills, become

lifelong learners, leaders and effective citizens upon graduation. The student services

include a counseling center that provides a broad range of high quality services that

address the students social, educational and emotional development needs. Other services

include:

1. Campus Life and student development services

2. International students services

3. Student Counseling


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4. CSC

5. Student health services

6. Student work program services

7. Housing services

The CSC provides student guidance and support as they develop and pursue their career

plans. Career services include:

1. Career Workshops

2. Career Seminars

3. Internship placements

4. Annual Career Fair

5. Career Counseling for students

6. Updating students with current job postings and offers

7. Recruitment presentations

8. Career Orientation for high school students

9. Contacting the alumni (or development office) for cooperation and assistance

10. Visits to other career fairs

11. Development of Entrepreneurial skills

12. Follow up with graduating students and receiving updated resumes

The CSC has taken the initiative to expose students to volunteering and to interact with the

community. For this purpose the CSC organizes annually a community fair in which non-

governmental organizations are invited to introduce students about their missions and

prompt them to enroll. Note that non-governmental organizations sometimes offer

internship and job opportunities to enroll students and graduate students on a full-time and

part-time basis.

UOB offers a wide range of courses to provide any kind of learning need and human

development through the CEP. It is a Community Service Based program whose aim is,

primarily, to encourage and facilitate the continued development of the community through

the offering of courses that address the need of non-traditional student body in terms of

developing their professional skills, promoting their personal hobbies and personal

interests. This is achieved through providing courses with flexible contents and duration to

suit the need and the circumstances of the interested community partners.


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The UOB assessment procedures employ a number of methods which range from exams, to

quizzes, to projects, to case studies, to presentations, to critiques, to a variety of other

methods emphasizing the achievement of learning outcomes and developing graduate

qualities and characteristics. The process is outcomes-based. It starts with the preparation

of a course syllabus with a clear focus on learning outcomes and competencies as well as

on teaching and learning methods appropriate for the achievement of stated outcomes.

The process is as follows:

1. Documenting needed pre-requisites for learning outcomes and topics.

2. Itemizing topics and concepts the instructor intends to convey to students with

explicit identification of the Learning Outcomes matching them.

3. Spelling out “Intended Learning Outcomes (ILO’s)” and engaging students in

discussing them and identifying with their importance.

4. Providing clear linkages between topical coverage and course learning outcomes.

5. Determining and designing assessment methods (exams, quizzes, assignments,

projects, etc.) for the purpose of assessing stated learning outcomes. In other words,

providing connection between assessment methods and course learning outcomes.

6. Testing for (assessing) outcomes’ achievement.

7. Reflecting on the achievement of these outcomes as students’ work is assessed

(measure their degree of achievement).

8. Closing the loop across teaching, learning and assessment.

Appendices 3.4, 3.5, and 3.6 show sample presentations on the support provided to drive

assessment forward with a focus on outcomes-based assessment. Closing the loop and

providing an overall mapping of the assessment tool for continuous improvement purposes

is normally structured in a table (tabulated) or listed as follows:

1. Assignment/Task Type/Assessment Tool

2. Topic

3. Intended Learning Outcome (addressed Course Learning Outcome)

4. Bloom’s Taxonomy Level

5. Class average or performance on this task

6. Extent of Achievement as compared to a benchmark or a specified metric.

7. Observations and proposed changes for the future.

The assessment here reflects what takes place on day-to-day basis in the classroom and

also what the faculty member does in reflecting on the data. It starts with identification of


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course learning outcomes, examining the availability of resources to achieve them,

designing and selecting assessment tools to study extent of achievement, and using the

results to close the loop. This process is best demonstrated through the Course Notebook for

continuous improvement purposes.

The licensing mechanism of a Lebanese higher education institution is applied at the MEHE

through the Council of Higher Education and the associated technical committees. The

process starts with the receipt of a file that is reviewed by a specialized committee which

issues a report and establishes a follow-up process on the submitted file. Based on the

report from the technical committee, the Council of Higher Education issues a

recommendation for licensing. The final decision on licensing a higher education institution is

left to the Council of Ministers. A start-up process, followed by an audit visit or an on-site

visit to verify the institution's compliance with the licensing criteria, leads to the recognition

of the programs and the diplomas awarded to students (Higher Education of Lebanon).

UOB is licensed by the Lebanese Government to operate and to grant academic degrees

in all the currently existing faculties, Table 1. The University operates pursuant to the

Higher Learning Regulations in Lebanon, which allow for freedom of learning and for the

establishment of private universities.

According to the Lebanese Higher Education Regulation of the MEHE:

1. The university Bachelor’s, a first level degree, to which are eligible the holders of

the Lebanese High School or its equivalent. It necessitates as duration of studies a

minimum of three academic years or their equivalent in semesters, in which case,

the minimum studies duration can be no less than two and a half academic years.

This is in addition to the total number of credits required to receive the degree in

accordance with the regulation of the institution recognized by the Higher

Education Council.

2. The university Master’s, a second level degree, necessitates minimum studies

duration of two academic years for the holders of first level degrees, in

accordance with the regulation of the institution recognized by the Higher

Education Council.

3. The university PhD, a third level degree, necessitates minimum studies duration of

three academic years for the holders of second level degrees, in accordance with

the regulation of the institution recognized by the Higher Education Council.


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4. A university degree to practice particular jobs, whose name, studies duration, and

academic and professional conditions shall be defined by a decree, upon proposal

from the Higher Education Council based on the recommendation of the Academic

Technical Committee, while taking into consideration the regulatory conditions of

trades stipulated in the Law and applicable regulations. In such a case, the decree

shall include special regulations relative to the second and third levels.

5. A Specialized Technical Diploma necessitates - subsequent to a high-school degree

- minimum studies duration of two academic years in a higher technical institute.

The degree is awarded to those who pass successfully the official examination held

by the Ministry of Higher Education in various majors. Its studies conditions and

majors are academically and technically defined by decree upon proposal from

the Minister.

6. Education Vocational Degrees:

a. The Bachelor of Education which falls under the Bachelor regulation

b. The Teaching Diploma - a one-year-study period subsequent to a

Bachelor’s degree - specialized in one teaching or procedural major area

approved by the curricula. Teaching Diplomas can be taught in parallel

with the courses of the Bachelor’s degree provided that the studies duration

for both degrees are no less than four academic years or their equivalent

in semesters and in accordance with the regulation of the institution

recognized by the Higher Education Council.

c. The Master’s Degree in Education which falls under the Master’s regulation,

its studies conditions and majors are academically and technically defined

by decree upon proposal from the Higher Education Council based on the

recommendation of the Academic Technical Committee.

MEHE description of curricula and programs: Each university adopts a unified form for the

description of curricula and programs it offers. A curriculum includes the following:

1. Course time.

2. Type of course pertaining to:

a. Required courses (from inside or outside the major).

b. Optional courses (chosen among courses from inside or outside the major).

c. Free elective courses (chosen from open-list courses from inside or outside

the major).

3. Type of each course:


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a. General ability course (languages, computer skills, and academic-related

skills).

b. General culture course.

c. Specialization, concentration or minor course.

4. Quality of each course:

a. Theoretical, practical applications or training course.

b. A course designed for a final project, dissertation, or thesis.

5. Outcomes of every course.

6. Instruction and learning mechanisms and assessment system.

7. New programs at UOB are developed based on an understanding of the

marketplace and on the teaching and research interests of their faculty. The

University takes into consideration the increase demand during the school

orientation program of a particular program not available at UOB. Many new

programs were then developed in the last years and were licensed by the

Lebanese ministry of higher education, Table 1.

In order to launch new programs, the UCC was established to offer

advice/recommendation on the launching of new academic programs Recommendations

are forwarded to the UC for approval. The UCC has generated templates for

undergraduate and graduate programs to be filled by program designers and encompass

a program’s rationale, objectives, learning outcomes, resources needed, and other matters.

Once approved, the concerned program communicates its plan, objectives, learning

outcomes, content, delivery method(s), and assessment tools and methods to the wider

community by preparing a file to be submitted to MEHE and by publishing them in the

catalog and on the website. The concerned academic unit appoints a faculty member to

oversee the running of the program (coordinator, chair, director) who ensures that students

are advised continuously.

At UOB, each and every study program has a set of Program Objectives (POs) as well as

a set of Program Learning Outcomes (PLOs). POs are defined as broad statements that

describe the accomplishments that the program is preparing graduates to achieve. These

are also called “aims” and “goals” of the program. PLOs are narrower statements that

describe what students are expected to know and be able to do by the time of

graduation. These relate to skills, knowledge, and behaviors that students acquire in their

matriculation through the program. Appendices 3.7, 3.8 and 3.9 display samples of these

objectives and outcomes for programs from across the University. Workshops were carried


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out to faculty members to assist them in the process of formulating objectives and

outcomes. .

UOB assures that all faculties develop their own assessment strategy to be implemented in

their programs. The strategy is developed based on discussions amongst faculty members

and, whenever applicable, in consultation with the requirements of accreditation agency

for the specific major. For example, PLOs of the Bachelor of Business Administration

program and those for the Master program are closely related to requirements specified

by AACSB accreditation agency; and PLOs for Engineering programs in the various

disciplines are closely related to Student Outcomes specified by ABET.

Driven by the notion of outcomes-based assessment, a representative set of faculty

members:

1. Puts together program mission, objectives, and outcomes

2. Maps program objectives to program outcomes

3. Maps curriculum courses to program outcomes. The result exhibits underemphasized

and over-emphasized outcomes.

4. Develops and/or selects assessment methods and tools

5. Plans an assessment schedule for the various outcomes.

6. Provides documentation/evidence for meeting outcomes.

Also, a process chart starting with objectives and outcomes is normally linked to setting

strategies, benchmarks, and metrics. The process for objectives, strategies, outcomes,

assessment methods and metrics shows how these elements are inter-connected and is

summarized by the following steps:

1. Develop program objectives (about six to seven statements).

2. Develop a list of strategies and actions for each objective to enable achievement

of objectives.

3. Develop program outcomes (About twelve to fifteen statements expressing

expectations and for which evidence can be provided).

4. Link some of the outcomes to the pre-selected strategies. These outcomes result

from achieving the particular program objective based on the successful

implementation of related strategy.

5. List some pre-determined benchmarks which are appropriate for the outcomes of

the study program.


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6. Identify assessment methods which can effectively measure each outcome and

would yield information which can be applied towards program improvement.

7. Identify performance criteria in the form of rubrics and metrics.

Through the strategies, the objectives and the outcomes are linked and PLOs are then

integrated within the curriculum by mapping courses (and intended Learning Outcomes at

a course level) to program learning objectives and outcomes. This map shows schematically

which objectives/outcomes are covered well in the curriculum, which are covered to a

medium extent, and which are to a low extent. Modifications and adjustments are made to

the curriculum to ensure coverage and acceptable achievement.

Some of the program curricula of degrees offered by UOB are designed in comparison

to similar international programs while incorporating accreditation requirements. The

faculty of business exhibits an example of comparability of the MBA degree offered at

UOB and those comparable degrees in the US. The two-year MBA program offered by

the Faculty of Business and Management consists of 39 credits in addition to bridging

courses (14 credits) for students with non-business backgrounds. This is comparable and

consistent with typical MBA programs in the US. UOB MBA program has nine core courses

(3 credits each; 45 hours of teaching per semester) that cover the major disciplines within

business in addition to a field project (3 credits) and a set of 3 elective courses (3 credits

each) that may fall under a particular concentration.

TABLE 8 COMPARABILITY OF LENGTH WITH US AACSB ACCREDITED MBA PROGRAMS

Name of Universities Bridging Credits

Core Credits

Electives Credits

Core + Elective Credits

Program Length

Auburn University (Alabama College of Business) - 24 12 36 2 Years

California State University Stanislaus 21 24 9 33 2 Years

University of Georgia 27 18 12 30 - Adelphi University (New York) 36 24 9 33 - North Carolina Central University (North Carolina) 30 27 6 33 -

Texas State University (Texas) - 33 9 42 -

The number of hours of student work depends on student ability, teaching and learning

methods. In addition it will vary among various faculties. The workload of students is

calculated according to NEASC. The student workload consists of both scheduled contact


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time (lectures, tutorials, laboratories, workshops, etc.) and individual (or group) study

literature. The normal expectation of a student workload is approximately 36 to 45 hours

per week, which is equivalent to one hour of lecture and two hours of out of class student

work (The students’ number of credit per week varies between 15 and 18, equivalent to

45 to 54 hours per week).

Hours/Week:

1-3 hours of study per hour of

lecture attendance

3 hours of delivery

per week =

3-9 hours of study per

week per course

Hours/Semester:

15-45 hours of attendance per

semester

3 hours of delivery

per week =

45-135 hours per

semester per course

Hours for the final exams: 15-25 hours of study on the final examination2.

Total of hours per course and per semester: 60 hours (1 credit course)

160 hours (3 credits course)

UOB, as a higher learning institution and in accordance with Lebanese ordinances, follows

the American model with the credit-hour system in nearly all its Faculties. Bachelor

degrees, in all programs, are granted after completing a minimum of 3 years of study

following the freshman year where applicable. UOB offers, for AY 2014-2015, different

curricula leading to 158 officially recognized degrees and diplomas, Table 4.

Minor differences, with regards to the credit system, exist in ALBA Sin El-Fil (a Campus

where courses are taught in French) and in the FOM. These Faculties pursue the credit-hour

system but each has a different system of evaluation and requirement for graduation. As

most of the advanced courses are project-based, every student works at his/her own pace.

Note also that the bachelor degree at the SJDIT requires 4 years.

In addition, UOB offers preparatory courses in languages and basic sciences (Special

Programs) designed to help students acquire the basic skills necessary for enrollment in

their desired undergraduate programs, and increase their chance of acceptance in their

desired majors.

2 Varies depending on whether student had preceded the daily study or not during the semester


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A copy of all degrees offered and the anticipated completion time can be found in

Appendix 1.1 as detailed in the Catalog; the definitions of the above-mentioned acronyms

in page 6 of the Admission Guide – AY 2014-2015.

UOB uses more than one grading system. A numerical grading system with the

corresponding GPA (i.e., percentage equivalence and the 4.0-point maximum) is used in all

Faculties except the Faculty of Medicine and Medical Sciences. This latter adopts a letter-

grade system. These grading systems are as shown in Table 9 and Table 10.

TABLE 9 FACULTY OF MEDICINE AND MEDICAL SCIENCES MD DEGREE GRADING SYSTEM

H Top 10% of the class

VG Very Good (VG > Mean + 1sd)

G Good (Mean < G < Mean + 1sd)

HP High Pass (Mean – 1sd < HP < Mean)

F Fail (F < Mean – 2sd)

I Incomplete

W Withdrawal

WF Withdrawal with Fail

TABLE 10 GRADING SYSTEM (EXCEPT THE FACULTY OF MEDICINE AND MEDICAL SCIENCES)

Ungraded Notation

Aud Audit

CBE Credit by Examination

F Fail

I Incomplete

M Graduate course

N Non-credit, not counted in average

P Pass

R Repeated course

S Satisfactory

T Counted after a change of major

V Non-credit, counted in average


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W Withdrawal

WF Administrative Withdrawal

Y Final grade issued on an annual basis

Z Counted towards a degree (in the case of year to be repeated)

Undergraduate Graduate

Range Range GPA Notation Range Range GPA Notation

95.00-100 4.00 Outstanding 95.00 - 100 4.00 Outstanding

85.00 - 94.99 3.25 - 3.99 Excellent 90.00 - 94.99 3.50 - 3.99 Excellent

80.00 - 84.99 3.00 - 3.24 Very Good 85.00 - 89.99 3.25 - 3.49 Very Good

75.00 - 79.99 2.50 - 2.99 Good 80.00 - 84.99 3.00 - 3.24 Good

70.00 - 74.99 2.00 - 2.49 Fair 75.00 - 79.99 2.50 - 2.99 Fair

60.00 - 69.99 1.00 - 1.99 Weak 70.00 - 74.99 2.00 - 2.49 Weak

Below 60.00 Below 1.00 Fail Below 70.00 Below 2.00 Fail

Student recruitment is a major task of the Office of Admissions and Registration. To

accomplish this mission the office sets a yearly plan that includes visits to schools all over

Lebanon and the Arab world; in addition to participation in many prominent career fairs

and educational exhibitions in Lebanon and the region including Cyprus, Syria, Jordan,

Saudi Arabia, United Arab Emirates, Kuwait, Qatar and Bahrain.

Since its inception in 1988, UOB has graduated, as of 1992, many classes amounting to

12,939 graduates. The Total Graduates per Program 1992-2014 shows the total numbers

of degrees awarded in each program during the 26 years of UOB’s existence, and the

Total Graduates per Program 2010-2014 shows the same information, only for the past

five years. Additionally, Figure 5 illustrates the total number of UOB graduates per Faculty

up to July 2014. The University is expecting to have a 5% increase of students’ admission

every year. As of July 2014, UOB has graduated a total of 12,939 students distributed

per faculty as shown in Figure 9.


Page 73

FIGURE 5 TOTAL NUMBER OF UOB GRADUATES PER FACULTY (UP TO JULY 2014)

UOB enrolments for all levels of study have increased. The largest percentage increased in

2009-2010 and 2010-2011. In the 2011-2012, 2012-2013, and 2014-2015 academic

years, a 4%, 5%, and 3% increase in enrolment was observed, respectively. The University

is expecting to improve students’ enrolment of at least 5% every year.

Both FOE and ALBA have the highest number of enrolments, Figures 6 and 7 (Appendix

3.10). In the last 3 years, the University increased its students’ acceptance to 5% (range

between 2,241 to 2,375 students). During the last five academic years (AY 2010-2014),

6,564 students were enrolled in undergraduate and graduate programs. Among those

enrolled, 8% of undergraduate and 1% of graduate students were enrolled in intensive

English program since they have not met the English language proficiency requirement

(Appendices 3.11, 3.12, 3.13, and 3.14). In the AY 2014-2015, the University registered

2,407 students, 78% (1,874 students) were enrolled in undergraduate programs and 22%

(533 students) in the medical degree and master’s graduate programs.

3,4403,243

1,694

1,4581,265

799

461298

20774

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

FOE ALBA FOBM FASS FOS FHS FOM SJDIT FPGME IFFT

FOE 3,440 ALBA 3,243 FOBM 1,694 FASS 1,458 FOS 1,265 FHS 799 FOM 461 SJDIT 298 FPGME 207 IFFT 74 Total 12,939


Page 74

FIGURE 6 TOTAL ACCUMULATIVE NUMBER OF STUDENTS ENROLLED FOR THE PERIOD OF 2008-2014

FIGURE 7 TOTAL NUMBER OF UNDERGRADUATE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014

0

50

100

150

200

250

300

350

400

450

2008 2009 2010 2011 2012 2013 2014

FOE

ALBA

FHS

IFFT

FASS

FOS

FOM

FOBM

SJDIT

FLIS

0

50

100

150

200

250

2008 2009 2010 2011 2012 2013 2014

FOE

ALBA

IFFT

FOHS

FOS

FASS

FOBM

SJDIT


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FIGURE 8 TOTAL NUMBER OF GRADUATE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014

FIGURE 9 TOTAL NUMBER OF UNDERGRADUATE INTENSIVE ENROLLED STUDENTS PER YEAR PER FACULTY FOR THE PERIOD 2008-2014

0

20

40

60

80

100

120

140

160

180

200

2008 2009 2010 2011 2012 2013 2014

ALBA

FOE

FOM

FASS

FOBM

FOS

FHS

SJDIT

FLIS

0

10

20

30

40

50

60

2008 2009 2010 2011 2012 2013 2014

FASS

FOHS

FOE

FOBM

FOS

ALBA


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Courses can differ in length varying from three years to six years for a degree in

architecture. The majority of full time courses are three years and many courses in

engineering’s lead to a Master’s degree after five years. In most faculties, students

complete their degree in 4 years instead of three years, the regular completion date of

most programs. The main reason for that is students’ preference to take their courses at a

comfortable pace and not overload themselves in order to graduate with a relatively

higher GPA. In addition, other students who scored upon admission in the range between

527 and 597 on the paper-based TOEFL, or between 71 and 99 on the internet-based

TOEFL, must complete the English language courses (ENGL101/ENGL102) during the first

year of enrollment in the university which may also delay their graduation. UOB has a high

graduation rate varying from 74% to 92%. The Graduation rate was calculated based on

the percentage of the initial 2008 cohort who completed the program in six years or

fewer as shown in Figure 10 for undergraduate students and in Figure 11 for graduate

students. For more details, please refer to Appendices 3.15 and 3.16.

FIGURE 10 AVERAGE LENGTH OF STUDY PER FACULTY: AN OBSERVATION OF UNDEGRADUATE STUDENTS ENROLLED SINCE AY 2008-2009

100% 100%

87%81%

68% 67%59%

54%

17%

10%13%

29% 30%35% 41%

61%

3% 6% 3% 3% 6% 4%

22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

IFFT SJDIT ALBA(French)

FOS FHS FOB FAS FOE ALBA (Eng)

5 years 4 years 3 years


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FIGURE 11 AVERAGE LENGTH OF STUDY PER FACULTY: AN OBSERVATION OF GRADUATE STUDENTS ENROLLED SINCE AY 2008-2009

The dropout rate from 2008 to 2012 ranges from 4% to 37% with a median of 16% as

shown in Table 11 and for more details, please refer to Appendix 3.17. The reason

behind the dropout is mainly the low expectation and commitment of students to their

academic duties. In most cases of drop out from the program, students are more likely to

change their course study. Very few numbers of students drop out from the University.

TABLE 11 PERCENTAGE DROPOUT3

Faculty 2008 2009 2010 2011 2012 2013 FOS 22% 20% 26% 33% 29% 37% IFUIT - - 11% 11% 16% 22% ALBA (French) 10% 13% 12% 14% 13% 6% ALBA (English) 5% 14% 10% 14% 17% 15% FOE 13% 8% 14% 15% 16% 20% FOBM 13% 15% 16% 13% 20% 26% FASS 7% 21% 4% 20% 15% 13% FHS 13% 16% 5% 16% 14% 22%

3 Dropout rate is the percentage all full-time bachelor degree-seeking undergraduate students who entered the institution as new first-time students and dropped the program after one year of their enrollment.

100% 98%

86%

67%

50%43%

28%

17% 13%

2%

5%

9%50%

43%67%

50%

24%

5%

7%17%

13%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALBA (Eng) FOM(Medicaldegree)

FOE ALBA(French)

FOM(Graduate

studies)

FOS FOB FHS FAS

3 years 4 years 5 years


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In order to decrease the dropout rate caused by financial need, UOB offers partial or full

financial aid to eligible students whose financial situation cannot cover educational costs. In

AY 2013-2014, financial aid totaled $8,775,534 broken up as follows: $7,280,563 in

direct aid and $1,494,971 in the form of graduate assistantships and student work.

Financial aid is offered to undergraduate students in the form of need scholarships, merit

scholarships, scholarship support, sibling grant, student work, and deferred payment.

Graduate students are eligible to apply for Graduate Assistantships.

UOB offers also financial Support which consists of:

1. Merit Scholarships,

2. Financial Aid,

3. Student Work (for Undergraduate Students),

4. Assistantships (for Graduate Students), and

5. Sibling Grant.

Basic counseling is offered by the University for students in need and continuous support by

the students advisors help in day to day problems. Students throughout their enrolment at

UOB are allocated to faculty advisors who are associated with each major. One of

advisors responsibilities is to provide guidance and constructive advice. In addition, UOB

provides counseling services managed by the Office of Student Affairs. The goals of UOB

Counseling Center is to ensure the balance between freedom and responsibilities, between

social opportunities and social realities and help students succeed academically and

socially and to help them understand difficult emotions and overcome hard situations.

UOB’s Mission Statement stipulates that it

“admits students from Lebanon and the region without discrimination on the basis

of religion, gender, or physical handicap. The University is committed to principles

of tolerance, compassion and openness and to Christian-Muslim understanding.”

Accordingly, UOB wishes to serve not only its Lebanese residents but also citizens from

other parts of the world. As for admission policies, and for each academic program, UOB

has clearly articulated conditions for admission to the University. Additionally, UOB states

in the Strategic Academic Plan 2010 2020 under the suggested projects in the academic

domain: “After having acquired many years of experience in higher education and being

generally held in esteem by the labor market for the high standard of its graduates, UOB

is currently in need of a review of some admission norms in order to draw the finest


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students. This project aims to reconsider the admission criteria, which are currently in effect

in Faculties in order to raise the standard of first year students and work towards the

instruction of students who are qualified to cope with the requisites of the sought

excellence and the progression of scientific research.”

In order to achieve this strategic initiative, UOB revised and improved its admission

strategies and procedures. UOB is attentive to the various phases of the student’s learning

journey, from marketing and orientation through admission, enrollment, financial aid,

retention, graduation, and alumni engagement.

Students that satisfy the admission criteria (Appendix 3.18) set by each Faculty are duly

accepted on a regular basis; however, those who do not meet the admission requirements

may be accepted conditionally if they are reasonably close to stated requirements. In the

Fall Semester of AY 2014-2015, UOB received 2,937 applications to the different

undergraduate majors in all Faculties/Institutes across all campuses; 2,375 acceptances

were issued, and a total number of 1,516 students registered, 70% (1,056 students) were

enrolled in undergraduate programs and 30% (460 students) in the medical degree and

masters graduate programs. Figure 12 and Figure 13 show the applied, accepted, and

registered undergraduate and graduate as per faculty, respectively.

FIGURE 12 UNDERGRADUATE STUDENTS APPLIED, ACCEPTED, AND REGISTERED BY FACULTY FOR THE AY 2014-2015

475 504

305

193

355

132

177

22

353

426

277

168

319

106

144

17

250 229

132 132 110

67 57

15

-

100

200

300

400

500

600

ALBA FOE FHS IFFT FOS FASS FOBM SJDIT

Applied Accepted Registered


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FIGURE 13 GRADUATE STUDENTS APPLIED, ACCEPTED, AND REGISTERED BY FACULTY FOR THE AY 2014-2015

Other informative Facts and Figures – AY 2014-2015 are also published periodically on

the University website.

3.1. UOB’s Undergraduate programs requirements

UOB’s Undergraduate Admission Requirements:

1. Students with a secondary school certificate based on twelve years of schooling

starting with grade one are admitted to the freshman level (Arts or Sciences) after

securing permission from MEHE.

2. Students with a Lebanese Baccalaureate or its equivalent are admitted to the

sophomore level in a major to be declared on the day of registration.

3. Students with a bachelor’s degree pursuing a Teaching Diploma.

Acceptance to the sophomore year in the undergraduate programs is based on SAT scores,

high school grades, and student ranking. 50% of the admission decision is based on school

grades and rank of the student’s last three schooling years, while the remaining 50% is

based on the SAT scores.

147

195

92

67

43 40 37

7 5

118

80 86

54

39

24 32

7 5

103

78 74

47

31

17 15 7 5

-

50

100

150

200

250

FOE FOM ALBA FASS FHS FOBM FOS SJDIT FLIS

Applied Accepted Registered


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3.2. UOB’s Graduate programs requ irements

Applicants to graduate studies must hold a bachelor’s degree from a recognized institution

of higher learning with an undergraduate cumulative average of at least 80/100 or its

equivalent as evaluated by the department the applicant wishes to join.

Acceptance into the graduate program is based on the recommendation of the Faculty

Graduate Admission Committee. An applicant may be admitted on probation if he has an

undergraduate cumulative average of at least 75/100 or its equivalent as evaluated by

the department the applicant wishes to join.

Graduate students with a different background from the graduate degree being pursued

may be asked to take a number of undergraduate courses as bridging courses. They must

obtain a grade of at least 70 or its equivalent in each bridging course. If a student fails to

obtain a grade of 70 or its equivalent in any of the undergraduate bridging courses, he

may only repeat that course once. Failure to meet the requirements stipulated above will

result in the student being dropped from the graduate program. Students who are taking

bridging courses are allowed to also take graduate-level courses (maximum 6 credits)

following the approval of the concerned department and the dean of the Faculty. Bridging

courses must be completed during the first year of enrollment in the graduate program.

Applicants to English-track majors, who were not selected in their previous universities

through a standard English Proficiency Test (TOEFL, SAT, or other approved tests), are

required to meet the English Language Proficiency Requirement (a minimum of 600 on the

paper-based TOEFL, or 100 on the internet-based TOEFL). Applicants, who score in the

range 527-597 on the paper-based TOEFL, or 71-99 on the internet-based TOEFL, are

admitted but must complete the English Language courses (ENGL101 and/or ENGL102)

during the first year of enrollment in the graduate program.

In some programs, students may choose one of three routes for conducting a research or

professional project at the graduate level: A Field Project, a Graduate Project, or a Thesis.

3.3. UOB’s requirements to Doctor of Medicine (MD)

Candidates are selected on the basis of academic record and personal characteristics as

evaluated by the Admissions Committee chaired by the Faculty Dean. Attributes of

importance include:


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3.3.1. Academic Record

1. Bachelor’s degree from a recognized institution.

2. Completion of premedical requirements as follows:

a. Biology, minimum 8 credits.

b. Chemistry, minimum 12 credits.

c. Physics/Basic Electronics, minimum 8 credits.

d. Humanities, minimum 6 credits.

3. Academic Performance

4. Medical College Admission Test (MCAT) scores

5. English Language Competency, if graduated from a non-English school or institute.

6. Computer Literacy

3.3.2. Personal characteristics

1. Communication capabilities and willingness to function as a team player.

2. Character, extracurricular interests, diversity of experience and extent of

involvement in community based activities.

3. Achievements in research projects and/or medically related topics.

4. Understanding of the profession of medicine and interest in a career within the

context of this profession.

3.3.3. Admissions process

The admissions process includes:

1. Evaluation of a completed application to the Faculty Dean.

2. Evaluation of all required documentation including:

a. Official academic transcripts.

b. MCAT scores.

c. Three reference letters.

3. A personal interview

Applicants are ranked by the Admissions Committee in a transparent and structured

manner and are advised in writing of the result of the process.

Many services are provided to students, both on- and off-campus. The OSA manages the

general services offered to students and coordinates their activities and events. Issues

handled by the OSA comprise seven divisions:


Page 83

1. CSC services (career fairs, job opportunities, resumes and cover letter training,

training and internships),

2. Counseling Center,

3. Dormitories (Freij and Beit Al Talibat),

4. Campus Life and Student Development Office,

5. International Students Office (mainly for Visas and Residency Cards, housing, and

insurance plans),

6. Athletics Department, and

7. Highlights newspaper.

Last year, the OSA has published the Athletics Handbook – AY 2013-2014 and is currently

still in force. This Handbook for University Sports has been developed for Student-Athletes

to provide pertinent information about the athletic activities of the Varsity Teams at UOB.

The Varsity Teams participate in tournaments organized by UOB and other universities in

Lebanon as well as tournaments organized by the Lebanese Federation for University

Sports. They also participate in international sports tournaments. Though students’ work on-

campus has been provided for many years now, OSA published the Student Work Guide –

AY 2014-2015. Student work is considered to be an integral part of the daily operation

of Faculties, Departments, Centers, Institutes and Offices at UOB. The mission of the

Student Work Program (SWP) is to offer students, mainly those with financial need, on-

campus jobs which would allow them to earn income that will be deducted from their

tuition fees and at the same time would help them achieve both professional and personal

development skills. This Student Work Guide (SWG) provides students with the policies and

procedures related to student work e.g. application, acceptance, placement, working

hours, compensation, job expectation and rights and responsibilities. It also provides

faculty and staff members who oversee student workers with information on supervising

student workers, managing student time sheets, preparing and communicating job

expectations, and evaluating job performances.

The University issues on a continuous basis, policies, regulations and declarations that

define ethical standards and the disciplinary principles that the members of UOB

community are expected to follow in their personal and work relationships. With its

commitment to morality, the University is particularly concerned about the issue of

Harassment and is keen to interpret it in the context of our Eastern culture that is open to

global influence.


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In accordance with its transparency and information dissemination belief, UOB announces

and publishes annual student financial issues in the Admission/Admissions and

Registration/Financial Matters sections on UOB website. These issues include fees and

expenses; payment options; financial aid; and withdrawal and refunds. In addition, an

annual Financial Aid Report – AY 2013-2014 is prepared and released.

UOB also provides pre-scheduled orientation sessions to all new students at the beginning

of every academic semester. This is an activity prepared by the Office of Admissions and

Registration. UOB President frequently attends the opening ceremony on that occasion; A

Student Handbook – AY 2014-2015 prepared by the OSA, and is distributed to all

students, faculty members, and academic administrators; Guidelines and directives for

students are provided in the Catalog. All students are assigned advisors to help them

throughout the duration of their academic studies.

3.4. Placement in the Higher Education Area

Since its establishment in 1988, UOB has built a very good reputation in Lebanon, and it

has become known among the top ranked universities in Lebanon. UOB has succeeded in

attracting students from all over Lebanon and from abroad. As previously mentioned, a

2014 University Web Ranking done by 4iuc.org has placed UOB 3rd among the 32 most

recognized universities in Lebanon and in the QS Intelligence Unit ranking UOB has been

ranked 4th in Lebanon and 24th in the Arab World. Over the past two decades, UOB

alumni have become highly demanded in the various sectors of the job market, both at the

national and regional levels. UOB has the biggest campus in the north region and includes

the highest number of faculties. Another UOB campus will be opened soon in the Souk al-

Gharb town. The later will be the largest in the town.

The Atmosphere at the University is governed by family environment among friends and

administrators, friendly ambiance and professionalism. The result is the caring spirit that

defines the campus, attract and retain students. Most of the students want to have the best

education with affordable tuition fees therefore high tuition fees can act as a disincentive

to attract students to the University. UOB has decided not to have a major increase in fees

yet slight increase occur with the increase of inflation. In response to rising fees, many of

the students are benefiting from University financial support. All in all, and compared to its

closest competitors, UOB offers quality education with distinguished campuses and facilities

at a relatively more affordable cost. UOB has uniqueness since it is the only university in


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Lebanon that offers aeronautical engineering program. In addition, UOB is the sole

university that offers a three-year program leading to the University Diploma of

Technology at IFUIT

.


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4. Research

Research is an integral part of activities conducted at UOB. The faculty is a strong unit at

the University, and research activities were originally managed only at Faculty level. In

2002, the UOBRC has been established to conduct an institution based management of the

research. Since that date, UOBRC is in charge of monitoring, motivating and supporting

research at the University. The Council is also charged to develop and propose the

University research strategy and to valorize the outcomes of research activities. Every

Faculty in the University has a representative within the UOBRC. A secretary general

nominated by the President of the University manages UOBRC with the support of a vice

secretary general and a secretary both elected by and from Council members (Appendix

4.1). The structure of UOBRC posted on the University website. UOBRC reports directly to

the President of the University. UOBRC meets regularly to discuss the different of issues

under its authority, from the main research topics to the selection of proposals to support

etc. (See Minutes of Meeting, Appendix 4.2). At some stage UOBRC used to discuss the

ethical aspects of research proposals. Currently this has been mostly transferred to the

ethical board in the research committee of the Saint George University Hospital (Faculty

of Medicine).

In addition to the governance of research at the institutional level, every faculty has its

own research committee in charge of developing the activities at the Faculty level.

Moreover, several research centers, Table 3, that focus on specific thematic domains are

established in the University.

Since its establishment in 1988, several approaches have been used to develop and adjust

the research concept at the University. Part of the strategic planning efforts in 2003-2004,

and with the recruited help from the Sasaki group that led to the set by the Sasaki Master

Plan, UOBRC has set in 2003 a first strategic plan for the development of research

activities at the University including the research priorities (see Science and Technology

Taskforce Report). For that purpose, a study of the global, regional and national trends

has been performed and crossed with the University potentials and needs that have been

measured using a University wide survey and by conducting interviews with each unit or

department of the University. Not only this strategic plan defines the research priorities

and approaches, but it also draws a map of the domains of research activities at the

University. Since 2003, UOBRC is updating the University research priorities and

approaches on a regular basis. In 2010, UOB envisioned also a Strategic Academic Plan

2010-2020 that addresses research among other points (see especially pp. 52 to 54). This


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eventually led to the latest update of the priorities report that was done during the Fall

semester of 2013-2014. All Faculties have been asked to report on their activities and

priorities. Out of those feedbacks an updated set of research priorities has been defined.

This clearly shows the involvement of the different units and components of the University in

setting the research concept at the University.

The latest research priorities domains at UOB are:

1. Antiochian Orthodox theology, thought, tradition and heritage

2. Arab thought and history of Lebanon, the Mediterranean and Arab the Region

3. Biology and biochemistry with application in herbal medicine and plant natural

products

4. Biomedical sciences and engineering

5. Cancer Studies and Oncology

6. Christian-Muslim studies

7. Environmental sciences and engineering

8. Financial Economics, Management and Marketing

9. Genetics

10. Health sciences, pain and epidemiology

11. Human-machine interfaces, information technology and communications

12. Languages, literature, and educational studies

13. Materials and structures

14. Mathematics and in particular statistics

15. Microelectronics, electronics, robotics and control

16. Nanotechnology and nanomaterial

17. Nutrition and Food Sciences

18. Psychiatry and psychology

19. Thermofluids and aeronautics

These priorities are directly connected to the strategy of the University that aims at

managing the resources allocated to research in a way permitting the academic members

to remain informed about the latest developments in their active fields of research and at

the state of the art. They also consider the local societal needs in conformance with the

directives of the University to serve the society to which it belongs. Here it is worth noting

that the UOBRC is very active in several national committees concerned with industrial

research and has been on the administrative board of the Lebanese Industrial Research


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Achievements (LIRA) since 2004. Finally, by defining these priorities and by making them

public, UOBRC calls for the forming of research groups or transverse multidisciplinary

structures where critical mass can be achieved yielding a significant impact in terms of

research outcomes.

UOBRC submits a yearly report to the President describing the activities conducted in

managing and promoting research at Balamand. In addition to the specific activities and

reporting conducted for the purpose of strategic planning, UOBRC compiles at a bi-yearly

basis, a research activity report. This report summarizes the research activities at the

University level as well as the major outcomes in terms of publications and involvement in

projects (see the latest Research Activity Report). UOBRC also communicates with the deans

of the different faculties directly or through the representatives of the respective faculties

in the Council.

Financially, UOBRC has a yearly envelop of 100,000 USD dedicated to an internal

program used to fund research activities as seed money. A rigorous call for proposal and

selection process is defined to this program (See the latest Balamand Internal Research

Grants (BIRG) Call for Proposal). The selection process forms an additional opportunity

used by UOBRC to communicate to the UC not only the result of the selection but also

information about the quality and the characteristics of the proposals (See BIRG Selection

Evaluation Report – 2012). The UOBRC regularly informs the faculty members and

students about the call for proposals from different granting agencies. Recently, and in the

context of a European Tempus project IDEAL, a new office has been created at the UOBRC

to manage the grants and projects. This office has now the formal tasks of informing the

academic members of the University about the existing grant opportunities and to support

them in developing their proposals.

In its yearly recommendations to the UC, the UOBRC calls since 2006 for the development

of doctoral studies. There is a strong belief within UOBRC that this is a crucial vector to

develop research activities at the University. Recently, the University started a doctoral

program at the Saint John of Damascus theology institute. In parallel several joint PhDs

have been developed during the past decades especially with French universities in the

form of co-supervision. This permitted significant achievements and sometimes excellence in

specific research fields. Besides, the UOBRC encourages research based education

especially at the Masters level. It is currently promoting ideas in this domain with the

University governance.


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In addition to the fact that the UOBRC at the University is encouraging research at Masters

and doctoral levels, it has developed special policies to encourage young researchers,

members of the academic staff. For example, in the selection procedures for the internal

grant program, a criterion is specified giving more points or weighing the process towards

encouraging young researchers. Moreover, there is a special attention to young

researchers in the diffusion of information about potential grants call for proposals and in

supporting them applying to those grant programs.

To directly support research and as an instrument of promotion and research development,

the University has allocated a yearly budget for smaller-size research projects. For AY

2013-2014, 6.1% of the total UOB budget, $4,550,000 was been allocated to UOBRC;

it has been spent as follows: $2,534,731 for the purchase of equipment to assist faculty

members in their research, $598,500 for travel to participate in international conferences to

present research paper, $1,086,415 for participation in electronic journals, periodicals, etc.,

$330,500 for direct support to faculty members within UOBRC towards their research.

A call for proposals is submitted to all the university academic members once per year

with clear rules and regulations. Submitted proposals are received by the UOBRC and the

process of selection is started. A small group of researchers is formed to follow up this

process. This group selects the reviewers for each proposal who can be internal and/or

external to the University. The proposals are then submitted to the reviewers. Based on the

reviewers’ comments and evaluation the UOBRC discusses and evaluates the submitted

projects’ proposals and an evaluation report is written with clear recommendations about

which proposal to fund. This report is submitted to the UC. It also includes a global

evaluation of all the proposals for the current year and in comparison with the previous

years. Besides this central process directly managed by UOBRC, the different faculties also

directly support the research activities in more or less rigorous way depending on the

faculty and on its research committee. In some faculties a process similar to the central

process is being applied. In most faculties, the following different forms of research

support and incentives are applied: credit release, research assistantship, conferences’

travel costs and costs of stay, etc. It is worth noting that professors and researchers may

obtain direct financial incentives and shares from the research projects they could attract.

UOB with all its faculties has developed several research laboratories and engaged

several technical assistants that support the research activities and projects. The Issam M.

Fares Library is a real modern learning center with subscription to a wide range of

scientific journals in nearly all fields providing a great support to any research activity.


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Finally, it is worth noting that the research activity of a professor is a main factor

impacting her or his academic promotion.

In this context, several researchers at UOB have succeeded establishing strong

relationships with peers at Lebanese, regional, and international institutions. The University

has participated in several European research projects and has led some of them (in FP6,

FP7, EuroMed and Tempus projects), American projects (USAID-SEED, AMIDEAST, etc.) and

UNDP projects. The University professors also participate in national projects (funded by

the Lebanese Council for Scientific Research) or bilateral projects (e.g., CEDRE French-

Lebanese research cooperation program). UOBRC has been of great support in several

projects’ submission and management. These projects are in different domains.

In addition to the national or international projects, some of the projects funded directly by

the UOBRC include partners from abroad universities or from peers Lebanese universities.

The University participates also in different technology evaluation campaigns like those

organized by NIST in the USA or in the frame of European projects or by European

scientific associations. Several colleagues from the University are also active in different

scientific associations and lead some committees at the national, regional or international

levels.

In terms of publications, UOB is ranked among the five first universities in Lebanon in the

number of publications (see SCORPUS Ranking of Publications). However, UOBRC and all

the faculties are constantly encouraging the faculty members for a higher production in

terms of publications.

As for future development, the University will maintain the current activities and will

develop further the office of grants newly established at the UOBRC. This office will

increase the support to the academic staff seeking to attract research projects. The

University will try to push further the development of research groups through funding

using seed money small-size projects but also one important multidisciplinary thematic

project per year that involves a larger number of faculty members and external socio-

economic partners. Relationships with the University partners in Lebanon, the region, and

internationally will continue to be fostered and further developed. The communication with

the faculties, however, is still an issue to be addressed and in-depth discussions with

Faculties are necessary to engage transversal research actions. Finally, UOBRC will

maintain the call for the establishment of a postgraduate school and doctoral studies that

respect the Salzburg principles.


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5. Transfer

Universities cannot be compared to businesses. They are stable, yet flexible and

adaptable institutions due to the combination of activities they do including traditional

lectures, experiential learning, group discussions, hands-on training, and most importantly

research. So, universities not only teach and educate, but also create new knowledge and

develop new ideas. This combination of duties postulates an engagement with society that

emphasizes the role of those universities in supplying the industries with innovation and

contributing in driving economic and social growth.

UOB realizes this responsibility and accordingly it states in its mission: “Through quality

education, rigorous research, concern for public good, and engagement with the

community, the University seeks to contribute to nation building, ethical standards, inter-

cultural dialogue, environmental responsibility, and human development.”

So, UOB is a university that nurtures research in addition to supporting learning, discovery

and creativity. Accordingly, it is engaged with the community and is a leader in addressing

real problems that affect real people. This is reflected across the missions of the different

programs. Accordingly, the Information Systems programs states that it addresses “socially

oriented problems through research leading to new knowledge, and developing

partnerships with the public and the private sectors in order to strengthen and promote the

growth of the information system sector.” The Electrical Engineering provides programs

“with quality research components which are responsive to the needs of society and

industry, and which provide excellent educational opportunities for students and an

environment for intellectual growth and fulfillment”, “with a strong embedded commitment

to serve the local and national needs in the vital areas, mainly the safe and renewable

energy resources, the environment safety and protection, and the socio-economic

development.” Among the aims of the Computer Engineering programs is “creating,

expanding and disseminating knowledge through scholarly activities.” The Tourism and

Hotel Management School maintains “a strong relationship with the industry.” The Business

Administration programs strengthen “ties with local businesses and contribute to their

development through educated consultancies and information-based decision making.”

Although, UOB does not have a technology transfer office but it encourages and supports

all the initiatives, originating on or off campus, involving research and getting the research

discoveries to the public. UOB actively inspires and supports partnerships with local and

regional institutions and companies. While most research universities are in the business of


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moving research discoveries from the laboratory to the marketplace, UOB, being a young

university, does not claim being at that position but on the road to that it supports a large

assortment of service activities that involve research, training and educating of the

community, supporting regional, state and national economic development, promoting new

and existing industry and government relationships, ensuring the University and the

community adoption and compliance with regulations and standards. All UOB faculties are

successfully involved in projects and partnerships with the community. This success is built on

mutual recognition of needs, shared problem definition, and a joint search for solutions.

UOB believes that knowledge does not just reside in the University, but that there are many

kinds of knowledge, developed and held by different sectors of society, and that further

advances in knowledge require joint activity. Accordingly, UOB, despite its young age

developed knowledge linkages bringing different partners to share the types of

knowledge they have and leading to programs responding to the new societal context.

Although UOB is engaged in hundreds of cooperation projects with a large number of

communities, Appendix 5.1 presents a list of the technology transfer activities that are

running at the time of writing this report, these programs range from service learning to

community partnerships.

On the other hand, the Lebanese environment, due to a multitude of economic and political

factors, does not have enough room for the transfer of technology. Accordingly, the

activities in Appendix 5.1 are a full listing of UOB involvement in community projects and

partnership, while the following selection is a sample of those projects that show an

encouragement of the use of technology to benefit society, demonstrate research program

relevancy and value, permits researchers to partner with the private sector, leverage

resources, and share ideas, and give increased visibility to researchers and enable,

regardless of the significance of the royalty income generated and earned.

Another form of transfer of technology at UOB is the SEED program. While this program is

seen by many as a pure service program, it really involves a good extent of transfer of

technology. Through this program, the University initiates the students to share their

knowledge in community-oriented projects. Since these projects are supervised by regular

faculty members, new ideas come to light and more innovative solutions spring from the

exposure to the open field that the community presents.

The service nature of the SEED projects confines their main contribution to different forms

of development. A sample of the projects performed by the SEED students includes:


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1. Orphanage development: Education students assisted the children in their studies

and Library Science students read stories for them.

2. Non-Governmental Organizations benefit from Mass Communication students

writing reports and helping in campaigning for social issues, Computer Science

students creating web pages and databases.

3. Municipalities and service agencies benefit from Business students collecting data

and analyzing statistics, Statistics students filing office documents, Electrical

Engineering students designing electrical installation plans for public parks and

observing the control and maintenance of electric power stations, and Civil

Engineering students assisting in designing maps for sanitary and waste water

pipes.


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6. Resources

In the AY 2014-2015, UOB has a total of 1,131 Faculty Members split into: 469 full-time4,

Figure 14, and 662 part-time4, Figure 15, members serving the five current campuses in

Lebanon, in addition to 291 administrative staff members.

FIGURE 14 TOTAL NUMBER OF FULL-TIME FACULTY MEMBERS DISTRIBUTED BY RANK – AY 2014-2015

In terms of teaching, faculty give courses and lab sessions, meet with their students based

on a one Office Hour per week for each given course, prepare for their sessions (using

multimedia when needed), etc.. In addition to teaching, faculty members are involved in

various committees. At the department level, faculty members attend bi-weekly or monthly

departmental meetings. At the faculty level, members may become part in one or more of

the following standing committees: Admission, Curriculum, Library, Scientific Research,

Academic and Graduate Studies, Internal Bylaws – Faculties. At the University level,

members may become part of the Senate, the UC and/or the UOBRC. Some may also be

assigned as chairpersons or academic advisors in their departments or in their faculties.

Several faculty members are involved in research and are currently engaged in on-going

projects. Occasionally, and upon need, they may be assisted by research-assistants (these

are Master-level students that are engaged in research as part of their student-work

4 Full-time and part-time members’ resumes of UOB faculties and institutes are found at this link.

135

9489

54

3631 30

0

20

40

60

80

100

120

140

160

Clinical Doctors Lecturer AssistantProfessor

Instructor AssociateProfessor

Professor Researcher


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engagement). Out of the 43 student clubs and societies, 32 are active in AY 2014-2015,

with each a full-time faculty member as Club Advisor.

FIGURE 15 TOTAL NUMBER OF PART-TIME FACULTY MEMBERS DISTRIBUTED BY RANK – AY 2014-2015

FIGURE 16 TOTAL NUMBER OF ADMINSTRATIVE STAFF AND WORKERS – AY 2014-2015

594

68

0

100

200

300

400

500

600

700

Lecturer Clinical Doctors

199

92

0

50

100

150

200

250

Administrative Staff Workers


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At the administrative level, the staff is clustered in two blocks – professional staff and

support staff. Professional staff members do various tasks in offices and laboratories.

Support staff are the workers whose main tasks are gatemen, gardeners, and drivers. A

full detail of all these administrative tasks along with their distribution for this current

academic year found in Appendix 1.4.

As it is stated in the Academic Personnel Regulations, UOB requires that the candidate

holds a minimum of a Master degree to be eligible for the rank of Lecturer and below

(instructor, lecturer, lab-assistant, etc.). As to the ranks of Assistant-, Associate-, or Full-

Professor, recruitment necessitates that candidates must hold a PhD and be involved in

research.

Recruitment at the Assistant Professor or higher needs good evidence of research and

publications, primarily refereed journal publications; preference is given to files with

better research and publication records. No specific number of years in terms of teaching

experience at the Assistant professorship rank or higher is required as a criterion for

recruitment.

The recruitment cycle is processed through the Dean of each faculty based on the needs of

the courses offered. When a vacancy arises, the Dean starts his search through its data

bank or may require the help of the Human Resources office to get their requirements of

resumes. In addition, the vacancy is announced on the University’s website.

After initial screening, the concerned dean presents together with their recommendations

their candidates to the UC. The selection decision is followed by an offer letter prepared

by the HR office and signed by the President. Once the candidate replies positively, a

contract is prepared detailing all terms and conditions of the engagement as per

University Rules and Regulations. The full-time candidate is also requested to sign a

document on Exclusive Hiring to guarantee copyright ownership of all work and research

to UOB. At the onset of AY 2014-2015, UOB has 469 full-time faculty members and 662

part-time faculty members, Figures 14 and 15. Hence, the ratio of full-timers is 41.5%;

while that of part-timers is 58.5%.

Recruitment of part-time faculty members follows the same procedure as that of the full-

time faculty members. Hence, and for the rank of Instructor and Lecturer, a minimum

qualification of an MA in their respective area of specialization must be submitted upon

application. The degree must also have an equivalency from the Equivalence Committee at


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the Lebanese MEHE. The same applies for PhD holders who give courses on part-time

basis. The only exception to that is for candidates who have graduated from the Lebanese

University (the government’s official university) where no equivalency is required thereof.

UOB adopts the American approach to the understanding of “Credit” and as such uses it

to calculate the teaching course-load of its faculty. One credit is equivalent to one

teaching hour (contact-hour) per week for theoretical courses. As such, a three-credit course

is equivalent to 45 contact hours per semester. As to laboratory (applied) courses, one

credit is equivalent to three collective work-hours per week. One Laboratory course is

typically equivalent to no less than 36 contact hours per semester.

As such, the teaching load for part-time staff is generally a maximum of 6 credits per

semester. Exception to this exists in all faculties on need-basis as recommended by the

chairperson and approved by the Dean.

For fulltime faculty members, the teaching load is normally 24 credits per academic year

(Fall and Spring), with the exception of the faculty of medicine and health sciences that

have a teaching load of 30 credits. A reduction of 3 credits per semester is granted to

any full-time faculty member engaged in research based on the recommendation of the

respective Dean. In addition, a reduction of 3 to 12 credits per semester is granted to full-

time faculty members who have administrative duties such as Deans, Vice-Presidents, etc..

Excluding the data of ALBA Sin El-Fil, the latest comprehensive review at the end of the AY

2013-2014 shows that the full-time faculty members have effectively given around 54%

of the total teaching load. This figure is currently around 54% during Fall AY 2014-2015.

As for ALBA Sin El-Fil, the data shows a significantly lower percentage, about 15% of the

total teaching load. In fact, ALBA is a fine arts school and relies mostly on part-timers who

are concurrently professionals that have their own private fine arts offices.

UOB is well staffed in terms of non-academic personnel. In fact, the University has 199

employees and 92 workers in AY 2014-2015. The employees are allocated mainly to do

administrative work (i.e., secretaries, executive secretaries, administrative assistants etc.) in

addition to specialized staff (i.e., IT and Finance). The basic functions of the administrative

staff are to carry out various secretarial and clerical duties, typing, keeping and updating

files, drafting routine correspondence, dispatching incoming and outgoing mail, scheduling

of meetings, etc.. IT personnel duties involve software development, networking,

telecommunications, helpdesk support, IT security, etc..


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UOB is a relatively new university in Lebanon and the study of such statistics has recently

started. The student-teacher ratio for the past three academic years (2012-2013, 2013-

2014, and 2014-2015) has been the same - 10:1 which UOB and the community

considers as ideal for all teaching purposes and interaction in- and out-of-class.

University Academic Rules and Regulations are set since its inception in 1988. They are

reviewed yearly and updated whenever is needed. UOB main concern is that management

should allocate staff resources. Policies are set for full implementation. When recruiting,

UOB looks for young talented experienced people.

Gender is not an issue that’s why the majority of the administrative workforce is consisted

of women. UOB tends to recruits young people as they can grow and develop themselves

thru their carrier path. UOB is encouraging its staff to pursue advance studies, enroll in

seminars, workshops, where this development could lead to a better carrier position.

As per UOB’s Financial Regulations, the Chief Financial and Business Officer prepares

annually a set of general guidelines while preparing for Business Plan of the Academic

Year. Accordingly, a Projected Plan for Three Academic Years is also prepared.

It is in the hands of the BOT to determine the term of the fiscal year. At UOB, the fiscal

year ends on June 30. UOB’s financial department is headed by a “Chief Financial and

Business Officer.” In brief, this officer prepares annually a consolidated budget that

consists of the budgets off all UOB’s faculties, institutes, colleges, offices, and geographical

branches. It includes all expected revenues and approved expenses.

The consolidated budget shall be then studied by the UC who approves of it and submits a

draft of it to the BOT through the President each year within the month of May. There, the

BOT’s Financial Committee studies and discusses it, eventually taking a vote for final

approval. In case the BOT cannot convene, the BOT Chairman transfers the matter to the

BOT Executive Committee which does the study, discussion, and final voting.

Once approved, the President, VPs, Deans of Faculties, Directors of Institutes, Colleges, and

Centers may request the disbursement of funds pertaining to each item as needed within

the limits of the approved budget.

The BOT have appointed an Auditor to audit the University’s accounts pursuant to the

adopted accounting rules, depict the financial position and report it to the BOT. All this

information and more can be obtained in Financial Regulations.


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Finally, UOB’s financial position is also externally audited; a report is then issued by May

31 of each year, an example of which can be found in Appendix 6.1.

In terms of staffing, UOB’s main Comptroller’s Office has in AY 2014-2015 the following

staff members: the Chief Financial and Business Officer, an Assistant to the Comptroller for

IT and IC, three Senior Accountants, two Junior Accountants, one Accountant, and one

Secretary. Branches have also a Finance Office. Details of these employees and their

respective functions across all UOB branches are found in Appendix 1.4.

UOB campuses are equipped with all the essential infrastructure and tools needed in

providing quality education. Most UOB campuses are spacious with ample areas for

teaching, administration, dining, athletic and entertainment facilities, as well as large open

green space. Classrooms are spacious and equipped with needed teaching tools.

Laboratories are well-equipped and maintained with latest equipment and technology

that enable the students to obtain all kind of hands-on experiences.

Students have access and use of the UOB Library system that includes the Issam M. Fares

Library Learning Center as the main library, and three branch libraries: the Abi-Chahla

Medical Library, the Académie Libanaise des Beaux-Arts Library, and the Library of Saint

John of Damascus Institute of Theology. The joint libraries have a collection of more than

84,000 physical volumes and provide access to approximately 60,000 journals through

online subscriptions. The main library was designed to satisfy the latest innovations in

educational technology and research facilities: classrooms with interactive whiteboards,

videoconferencing and distance learning technologies, reading areas equipped with 70

computer stations, and two computer laboratories equipped with 48 computers.

Students aiming at majoring in the fields of Library Science and Museums as well as the

general UOB faculty and student body may also have access to the services of the Saint

Joseph of Damascus Manuscript Conservation Center which currently holds the digital

images of the manuscripts’ collection of Balamand, and twenty eight other collections from

monasteries, parishes and private collectors (Lebanon and Syria). The Center possesses

more than two thousand manuscripts and a total sum of more than five million digital

images. Most of these collections are original from Lebanon.

Additionally, students have access to the laboratories located on the various UOB

campuses. Students can benefit also from a large number of electronic databases in


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various fields and disciplines, where UOB has standalone membership or shared

membership with other universities in Lebanon.

UOB main campus has about 85 classrooms and 25 laboratories. Some laboratories are

discipline-dedicated, while others are used for common multipurpose functions. Many

computer laboratories are available for students on campus that can be used for different

kind of learning activities. The classroom and laboratory computer distribution is listed in

Table 12.

TABLE 12 THE CLASSROOM AND LABORATORY COMPUTER DISTRIBUTION – AY 2014-2015

Campus Classrooms Laboratories Total per Campus

PCs LCDs PCs LCDs PCs LCDs

Main (Balamand) 28 34 384 19 412 53

Beirut (Sin El-Fil) 173 9 173 9

Beirut (Achrafieh) 9 9 22 5 31 14

Akkar 22 3 22 3

Souk El-Gharb 6 6 13 19 6

Total per Usage 37 49 614 36 638 85

For more details on the above data, kindly refer to Appendix 6.2.


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7. Quality Assurance

The goal of Academic Quality Assurance (AQA) is educational quality control. AQA

promises to produce lots of benefits in terms of enhancing students’ learning experiences

by planting CPI seeds for accreditation and certification, and also for enhancing

instructors’ teaching skills. An extended role for Quality Assurance (QA) is the facilitation

of global professional mobility for University graduates and positive projection of the

University’s image.

Conforming to internationally recognized systems of QA, higher education institutions must

assure:

1. students that the institution provides services which meet their needs and works to

improve the quality of those services

2. parents, businesses, industry, etc. that the institution can be trusted to do a reliable

job in educating its students

3. government, other international organizations, and possibly funding entities that the

institution has a standardized and a formal CPI and Quality Control.

Let’s first outline the reasons behind embedding QA measures and who is affected by QA:

1. QA helps universities become accountable towards their constituents.

2. QA embeds CPIs throughout Faculties, programs and supporting units.

3. QA is based on faculty-developed goals, strategies, and indicators (metrics) for the

evaluation and assessment of goals’ achievement.

4. QA is the umbrella under which teaching, learning, research and administration are

audited.

5. QA presents a “measuring stick” for universities and its programs for the

qualification and quantification of their performance.

6. QA activities contribute to producing competitive world-class programs.

7. QA brings accountability to the forefront and emphasizes professional

responsibility.

8. QA helps in creating a student-centered environment.

9. QA is a must for an institution to become an international/global player.

10. QA is the basis/foundation for acquiring international accreditation.


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Having identified why we should engage in Quality Assurance measures, the following

constitutes how we perceive “Quality.” In other words, the following statements constitute

how quality is perceived at UOB. They are thought of as “operating guidelines”:

1. Quality is at the core of this University’s business.

2. Quality is the job of everyone. Quality Assurance needs to become a habit and

must be practiced by everyone.

3. Quality cannot be done one time and forgotten about. It must be sustained!

4. Quality is a collective and a team effort.

5. Quality matters as it is what we want to be known for.

6. Quality is supported from the top.

7. Quality processes must be lived daily so that the long-term goal of Accreditation

can be attained.

8. Quality is ensured through support, training, accountability, and follow up.

Typically, QA areas are embedded within three major categories, Figure 17:

1. Teaching and Learning,

2. Research and Scholarship, and

3. Service.

FIGURE 17 QA AREAS ARE EMBEDDED WITHIN THREE MAJOR CATEGORIES

At UOB, the main focus of QA activities is primarily on aspects and matters related to

Teaching and Learning and to a certain extent to administrative and service matters. The

research component is handled at UOB by a dedicated entity called the UOBRC.

Quality

Teaching/ Learning (Form, Content, and Delivery)

Research/ ScholarshipService


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UOB identifies with internationally recognized constructs of academic QA. These elements

are linked directly to an institution’s mission and can be summarized as follows (adapted

American Model):

1. Mission and Integrity

2. Preparing for the Future

3. Student Learning and Effective Teaching

4. Acquisition, Discovery, and Application of Knowledge

5. Engagement and Service

In Great Britain and a number of other countries, nine major “Quality Areas” seem to be

cited:

1. Vision, Mission and Objectives

2. Design of the Educational Program

3. Student Assessment

4. Students

5. Academic Staff

6. Educational Resources

7. Program Evaluation

8. Leadership and Governance

9. CPI

Whether one employs an “American Model” or a “British Model” or any model for that

matter, the essence is founded on the basis of quality control and measurement through

CPI. All initiatives and strategies are executed with the goal of enhancing the academic

environment.

Driven by CPI, UOB has paid significant attention to QA issues. Through various ports of

input, constituents have discussed and generated a number of related documents: “Initial

Document on Quality Assurance”, “Sasaki Academic Plan”, “Input from University Senate

Members”, and “Input from Deans.” This input was later cast in a tabular format listing

specific recommendations and labeled: Summary of Quality Assurance Major

Recommendations. This document, summary of QA Major Recommendations and constitutes

the basic actions needed for QA implementation. Once these actions are executed and

their outcomes are measured, an international (external) review process can be put in


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motion. These recommendations enforce our commitment to quality assurance and ensure

that quality-driven processes will yield successful outcomes.

7.1. Planting the Seeds of Academic Quality Assurance

Students’ learning experience ought to be based on attributes we would like our students

to have and our programs to be known for, and on outcomes the external world is

expecting of them. There are a number of challenges which the University works on

overcoming for the purpose of creating a “Quality Culture”, to name a few:

1. CPI is foreign to most academicians. Much work is needed to make CPIs become

part of faculty culture.

2. A number of well accepted Quality Assurance models rely on “outcomes-based

assessment.” Faculty members are traditionally not comfortable with stating

outcomes and measuring their achievements. Most are used to an input-based

system for the purpose of communicating knowledge. Therefore, resentment

towards implementation of outcomes-based assessment processes is often

encountered.

3. Faculty members do not often think of Quality Assurance as part of their job. There

needs to be reasons and incentives for them to participate in such activities.

4. The development of a working Quality Assurance model takes a lot of effort. The

commitment to implement it, sustain it, and maintain it is equally as challenging.

5. Quality Assurance models often require extensive documentation to be presented

as evidence and validation of loops’ closing. This is time consuming and believed to

be unnecessary and overwhelming by faculty members.

6. Most academicians lack training and experience in assessment and evaluation.

7. There is a serious need for holding seminars and conferences on implementing

quality-driven processes.

8. In most universities, there is an over-dependence on part-timers. Therefore,

involving them and holding them accountable towards any activity beyond teaching

is in need of some creative solutions.

9. Institutions do not customarily allocate budget items for quality assurance.

10. Finally, there is a need to focus on substance rather than on form.


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Embedding QA initiatives throughout the daily life of faculty members and have them own

such practice will surely assist in overcoming most stated challenges. It is worth noting as

well that UOB has participated (attended and provided) in a number of national and

international workshops on Quality Assurance as well as had gotten funding for

embedding Quality in the daily life of the institution.

Therefore and to create a quality-based culture, an AQAT was formed at UOB. The AQAT

is made up of “pre-screened” representatives from programs at the various Faculties.

These selected individuals serve as “champions” of Quality Assurance initiatives and

communicate what needs to be done to other faculty members and supporting staff at

their home departments. The “AQAT” ensures reporting timely feedback on the progress

being made in QA implementation. Some of the goals of the AQAT are to:

1. Assess the extent of the CPI implementation,





preparation and compilation,

5. Monitor progress on carrying out program-level internal review process,

6. Update Faculties and programs on the requirements of external QA agencies, and


QA conference.

On the issue of linking the “quality goals” of the University to the institutions mission and

strategy, the mission of the University emphasizes “quality” in all aspects (see University’s

Mission Statement) and the Institutional Goals embody quality goals and initiatives. In fact,

by referring to Institutional Goals, one sees immediately the link as well as making quality

“core” to the University’s operations. Specifically, UOB’s Core Ideal No. 5 expresses UOB’s

Commitment to Excellence in Teaching and Learning, Research, and Service and this is

reflected by UOB’s Institutional Goals No. 3, 5, 7, 8, 9, 11, 12, and 13 shown in Table 13.


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FIGURE 18 THE ROLES AND RESPONSIBILITIES OF THE ACADEMIC QUALITY ASSURANCE TEAM

The AQA Team (AQAT) has handled, and continues to handle, a number of tasks and

initiatives and has built its “Quality Framework” on various strategies and tools present at

the University. The work of the team has resulted in the generation of a number of

processes (CPI driven) as well as a number of instruments and tools. Among them:

1. Program Mission/Objectives/Outcomes

2. Course Syllabi (Format and Content) – Undergraduate and Graduate

3. Course Coordinators

4. Course Notebooks

5. Learning Outcomes

6. Assessment of Students’ Work

7. Student-Filled Evaluation Forms – Form 1, Form 2, Form 3, and Form 4.

8. Grading System and Schemes

9. Cheating/Plagiarism Policies – see Student Handbook – AY 2014-2015

10. Professorial Promotion Criteria

11. University-Wide Curriculum Committee

12. Undergraduate and Graduate Programs Template

13. Tri-Body Model

14. Internal Review Process

15. Yearly Assessment Form

AQAT

Sharing Data Across

Facultiesand Programs

Yearly QAConference

Standardized Exams

Training Workshops

and Seminars

Surveys + Assessment

Tools and Data

Self-Study Preparation

ExternalCertification

Requirements

Metrics and

Standards

Institutional Effectiveness


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TABLE 13 UOB’S INSTITUTIONAL GOALS Goal Statement

3 Increased National/International Reputation and Expansion:

To make UOB a house-hold name that is synonymous with quality education, nationally and internationally; and to be present in other parts of the country goaded by excellence and the Mission of the University.

5 Value-Adding and Student-Centered Education:

To provide students with education that develops them wholesomely and engages them as active participants, critical thinkers, and reflective life-long learners.

7 Improved Resources’ Management (Lower Operating Costs):

To become efficient and effective institution in resources’ management and allocation and in the management of its operating costs.

8 Recruitment of Qualified Faculty, Staff, and Students:

To demonstrate and use a qualifications-based system in the recruitment, selection and retention of faculty, staff, and students.

9 Securing and Maintaining Accreditation:

To integrate quality-based measures in the University’s business that is founded on CPI and to become an accredited institution.

11 Improved Facilities:

To maintain and make available state-of-the-art facilities in classrooms, laboratories, centers and institutes, as well as residence and recreational facilities.

12 Increased Enrollment:

To increase students’ enrollment in a manner that complies with the master physical plan of the University while maintaining high admission standards.

13 Enhanced Curricula:

To continuously enhance and upgrade the curricula, making them responsive, effective, and contemporary and targeting the education of the whole person. (driven by excellence in teaching and learning and focusing on much more than knowledge acquisition).

All constituents were involved, whether they are students or teaching staff or

administrators, with a focus on internal QA systems, procedures, policies, and tools. For

example, faculty members from across the University and of all ranks were consulted

through extensive meetings and focus groups to generate the policy on Professorial

Promotion Criteria. A subcommittee of professors from across the University and with a


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diverse set of academic and professional backgrounds have carried out a study on

grading students’ work and generated a set of recommendations for the UC. Workshops

were conducted at various campus sites and practically involved the majority of faculty

members and administrators on the topic of Learning Outcomes – a topic at the heart of

QA and accreditation processes. See Learning Outcomes and Assessment of Students’

Work on sample training materials. Additionally, representatives from the AQAT have

generated a number of processes for University-wide implementation from Course Syllabi

to Course Coordinators to Course Notebooks. In essence, the processes emphasize involving

stakeholders and such a practice is a hallmark of the QA process and the generation of

related policies and procedures.

Now, in its commitment to maintaining and enhancing a strong academic environment, a tri-

body model is planned introducing quality-driven processes and linking quality assurance

activities together. Thus and in addition to the AQAT, two new entities are needed, one is

dealing with Assessment the OTM and the other is dealing with Teaching and Learning that

is the Center for Excellence in Teaching and Learning (CETL). These entities would guide,

develop, implement, maintain, and monitor all efforts to this end. Although, each of these

administrative bodies is a stand-alone entity, their function must be grounded in an

interactive and collaborative process. The success of each rests on a strong and clear

communication loop through which strategic plans, general information, concrete empirical

data, and data-based recommendations are continually shared. These three entities form

the essential foundation for UOB’s concerted efforts toward continuous improvement. Such

entities are considered the basis for assuring and improving the quality of the H.E.

institution and its programs. The document titled Tri-Body Model: AQAT, CETL, and OTM)

expresses the goals and objectives of these entities. Overall, the aim is to engage all

stakeholders and constituencies and to:

1. achieve greater excellence in teaching and learning at UOB.

2. gain an better understanding of the academic and educational issues and

concerns at UOB.

3. identify and empirically document the areas in which there is a need for

improvement and to provide concrete recommendations and solutions to fill those

needs.

4. initiate and maintain an on-going self-assessment and evaluation process that will

assist in the achievement of accreditation.


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5. provide assistance and guidance to UOB faculty, staff, and administrators to

better achieve the ultimate goal of academic excellence.

A schematic showing the interconnectivity across these entities is displayed in Figure 19.

FIGURE 19 THE COLLABORATIVE ROLE BETWEEN THE THREE ADMINISTRATIVE PROPOSED BODIES

UOB has a UCC which addresses internal QA issues-related programs and the initiation as

well as the review of study programs. It deals with common curriculum issues for the whole

University. Its main focus is to assess and improve the University-wide required courses and

the interdisciplinary programs. It serves as a consultant body to the UC prior to the

implementation of any new program. This Committee provides UOB a structure designed to

participate in efforts to improve and develop an inter-faculty curriculum to support

teaching, learning, research integration, and professional development and to facilitate

student success and educational excellence. A product of this committee’s work is a guide

for programs planning to launch a new degree. This guide is manifested through two

templates, one for Undergraduate and one for Graduate programs.

Additionally, the AQAT has generated a specific document on the assessment of study

programs and it is called: Internal Review Process.

Center for Excellence in Teaching and

Learning

the Office of Tests and

Measurements

Academic Quality

Assurance Team


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7.2. Internal Review Process - The Need for an Internal Look

One of the cornerstones of Academic Quality Assurance of study programs is what is

called the “Internal Review Process.” It is a detailed internal look whose objectives are as

follows:

1. Assess the quality of the programs being offered and their interconnected

components.

2. Review the relevance and validity of programs and their objectives.

3. Evaluate the achievements of program’s objectives and the assessment of students’

learning outcomes.

4. Ensure the implementation of CPIs and the closing of assessment loops.

5. Examine success of programs against pre-set metrics and standards and

benchmarks.

6. Evaluate students’ abilities by checking on sample work during their time as

students and also as graduates of their programs.

7. Offer recommendations, on the educational experience, as to increase the extent

learning outcomes are being achieved (attained or acquired).

8. Examine size and expertise of faculty members and their status as being up-to-

date and giving students a well–designed teaching experience.

9. Ensure that the facilities (academic and non-academic) and physical infrastructure

are there and suitable to help in the achievements of program objectives.

10. Ensure that the program, faculty and students, have the needed institutional support

(financially and technologically) to meet its targets, metrics, and established

standards.

The intended result of an internal review process is a comprehensive Self Study Report.

Once shortcomings are identified, proper continuous improvement measures are put in

place to remedy such problems. Normally, this step is followed by a plan (or a request) for

an external audit by experts in the field of evaluation and assessment or by an external

QA/accreditation agency. A schematic representation of the overall picture on QA

measures, leading to Accreditation, and practicing CPI is shown below in Figure 20.


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FIGURE 20 A SAMPLE SCHEMATIC REPRESENTATION LINKING QUALITY ASSURANCE TO ACCREDITATION

It is worth noting that some programs at the University had a “trial” evaluation (external

audit – external QA) done by UNDP. Between 2003 and 2008, three UOB programs have

volunteered to be “examined” by a UNDP project on Academic Quality Assessment in

Continuous Process Improvement

AQA Team

Program Activities

Individual CoursesCurriculum

Degree RequirementAssessment/Evaluation

Self Study Document(Internal Report)

External ExaminersCorrective Actions

Accreditation Set-up andPreparation

Continuous Process Improvement

Program Accreditation

Spring 2006-2007

Academic Year 2007-2008

Fall 2008-2009

Spring 2008-2009





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Arab Countries. The three programs are the Bachelor of Business Administration (2003),

the Bachelor of Arts program in Education (2006), and the Bachelor of Science program in

Mechanical Engineering (2008). A number of recommendations have been communicated

to these programs as a result of these visits (examinations). These examinations had an

additional goal of capacity building and thus more faculty members at UOB have become

evaluators and programs’ assessors themselves. Additionally, Balamand led a Tempus-

funded project on the creation of a National Quality Assurance Agency, on which

recommendations were made at the closing ceremony on December 05, 2013.

UOBRC is involved in the evaluation of different research programs and activities at

different levels. The evaluation activities are enumerated hereafter:

1. Evaluation of research proposals and submission of the evaluation results to the UC

(See an example of BIRG Evaluation Report). This is a very rigorous process

involving experts from inside and outside the University.

2. Evaluation of the outcomes of the Balamand Internal Research Grants projects. This

is done by studying the reports submitted by the investigators.

3. Compilation of the research activities in the bi-yearly Research Activity Report. This

provides a snapshot of the research conducted at the University in a two-year

period.

Most of the evaluation results and findings are submitted to the UC to which UOBRC

reports.

The University runs what it calls: “Student Feedback Forms.” In such forms, students evaluate

the learning environment, the delivery method, and the instructor of the individual courses.

They also offer comments on improving the educational environment. For years, a manual

form used to be filled out by students but it required many man hours to process the data.

A few years ago, the process was turned electronic. In essence and after students’ marks

are issued, the results of the Student Feedback Forms are communicated to the faculty

member who taught the course, to the Dean of the Faculty, and a form closing the loop on

the results is filled out. This form highlights major areas to be worked on and sets up

solutions to identified problems. On the other hand and on a need to have basis, the

University runs alumni surveys engaging alumni and seeking their input on a number of

issues. The Office of Development is in contact with the Alumni of the University on a

continuous basis.


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The ultimate result of assessment is closure of the quality cycle. Relying on the tool and on

the process, closure of quality loops is a demonstration of practicing continuous

improvement. There are three levels: course level, program level, and university level.

Course Level: The assessment here reflects what takes place on day-to-day basis in the

classroom and also what the faculty member does in reflecting on the data. The process is

Outcomes-based. It starts with identification of course learning outcomes, examining the

availability of resources to achieve them, designing and selecting assessment tools to study

extent of achievement, and using the results to close the loop. This process is best

demonstrated through the Course Notebook for continuous improvement purposes.

Additionally and reflecting on feedback obtained from students after filling out the

Student Feedback Form, faculty members fill out the “Course Assessment Worksheet.”

Faculty members reflect on what worked well for the course and what did not based on

input from students. Valid issues are identified and a corrective plan is put in place,

implemented, and monitored to examine impact of proposed solutions. Also, at mezzanine

level between courses and program levels, Course Coordinators are assigned on streams

of courses to monitor changes needed to update courses and assessment methods and

results. Faculty members themselves are required to fill out a Yearly Assessment Form in

which faculty members reflect on their accomplishments for the past year in the three areas

of Teaching, Research, and Service. They examine what consumed their time and what was

accomplished. They also list their goals for the next year in view of what was accomplished

and the resources needed to accomplish such goals.

Program Level: Chairpersons and programs’ academic committees get engaged in the

assessment process and identify program’s Mission Statement, objectives and Learning

Outcomes. They explore the availability of resources (human and virtual) and embed

assessment tools into their operations. Results are used to improve linkages between

program objectives and program learning outcomes. As well, much work gets placed on

the assessment of the suitability of the tools and on making refinements to the curriculum,

thus closing the assessment cycle and related loops. The Guidelines Core Ideals Goals

shows a sample presentation given to chairpersons and to faculty members for the purpose

of engaging them in the assessment process and in spreading the culture of “Quality.”

University Level: The body called the UC addresses issues related to Quality as brought

forward by the Assistant to the President for Academic Advancement and also by Deans of


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Faculties. Decisions are made with respect to implementation and resources are mobilized

to ensure successful implementation. These approved actions become institutional and get

reviewed and revisited occasionally. In addition, the Faculty Senate brings forward issues

relevant to faculty members, sometimes forming subcommittees to address particular issues,

and decisions are made in consultation with the University’s administration.


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8. Internationalization

8.1. Strategy and objectives

UOB reflects in its identity the openness of Lebanon throughout history to culture and

knowledge and its engagement for an enriching and constructive exchange. This is why

UOB’s Mission Statement insists on “inter-cultural dialogue” and “human development.”5

Nowadays, the sense of “environmental reasonability”, another value set as a goal in the

Mission Statement, cannot be given without an education that encompasses the

international sphere, particularly in a country like Lebanon whose shores are caressed by

the Mediterranean Sea and has one of the most precious treasures in the region: fresh

water abundance.6

Inspired by the Tradition of the Antiochian Christian Orthodox Church, UOB promotes

cultural exchange between the Arabic-speaking world in the Middle East and the

Antiochian Church Diaspora all over the world, particularly in the Americas.7 At UOB

campuses several languages resonate in their classrooms. In order of importance, English,

Arabic and French are the three standard teaching languages in accordance with the

program requisites at each faculty.8 This trilingual culture has deep roots in the Levantine

tradition, whose universities and schools have always been by intention international.

UOB wishes to serve not only Lebanese citizens but also students from other parts of the

world. This is clearly stipulated in the Mission Statement, when it says that UOB

“admits students from Lebanon and the region without discrimination on the basis

of religion, gender, or physical handicap… the University is committed to

principles of tolerance, compassion and openness and to Christian-Muslim

understanding.” 9

5 UOB’s Mission Statement paragraph 3. 6 See, for instance the Marine Resources and Coastal Zone Management Program at the IOE founded on 2004. 7 Several agreements took place for this purpose: MA in Applied Orthodox Theology; PhD in Eastern Christian Theology; Agreements with UNAM; UNR; UCSE; UNSE. For a list of agreements with Spanish speaking institutions. 8 These are some examples: At SJDIT teaching language for BTh and MTh is Arabic, for PhD is English and for the e-learning programs Arabic and Spanish. At ALBA Beirut teaching language is French for most majors while at Main Campus courses are given in English. FASS has the variety of the three main languages, i.e., English, Arabic and French. This is easily deducted from the language chosen in the catalog to present each program. See also Strategic Academic Plan 2010-2020, p. 14.21-23. 9 UOB’s Mission Statement paragraphs 1-2.


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8.1.1. Agreements and networks

Institutional affiliations with leading centers of excellence in Europe, North America, the

Arab Gulf and the Middle East and North Africa (MENA) region facilitate transfer of

knowledge and extensive academic and professional exposure of students and faculty.

UOB counts with 85 bilateral agreements with Higher Education institutions worldwide.

Moreover, such affiliations allow interested students, especially those with a dual

nationality, to study in other facilities and universities, inasmuch as they enrich the mobility

of researchers and teachers (Appendix 8.1).10

In order to develop academic excellence several schools are members of associations and

councils related to their fields of specialization. For instance: The Institute of Urbanism at

ALBA is affiliated to APERAU (Association pour la Promotion de l’Enseignement et de la

Recherche en Aménagement et Urbanisme) and ECLAS (European Council of Landscape

Architecture Schools (ALBA’s Graduate Catalog, p. 244). UOB also participates in the

mobility project HERMES of Erasmus Mundus for the development of a Higher Education

and Research Area between Europe and the Middle East.

UOB offers through the Institute of Theology three e-learning programs with and extent

outreach in the East and worldwide in order to make qualitative theological education

accessible in both Arabic and Spanish.11

8.1.2. International events

The Balamand Hill has become one of the cultural beacons in the East Coast of the

Mediterranean Basin every time an international conference takes place. The two special

programs MAJAL and ARP at ALBA offer regular exchange of European scholars and

artists in Lebanon (ALBA’s Graduate Catalog 275-276). The Faculty of Arts, The Institute of

Theology and IOHANNES organize international conferences and symposia in a regular

basis in cooperation with local and international partners. The Faculties of Medicine,

Business and Sciences organize international workshops, seminars, competitions and

gatherings contributing to enhance UOB’s presence in the international academic sphere

(see Appendices 8.2, 8.3, and 8.4.

10 A list of partner schools of arts with ALBA. This list counts 24 schools of Higher Education in France, Belgium, Poland Switzerland and Canada. See also the Graduate Catalog of FOM, p. 10. See also the extensive list of international agreements at the Faculty of Medicine and the Institute of Theology agreements with European institutions. 11 These programs are CBB, SOFIA and KALIMA. See SJDIT’s Undergraduate Catalog, p. 33-44.


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8.1.3. Perspectives

In the Strategic Academic Plan 2010-2020 several purposes have been set for this

decade. Strategic Objective 2.b stipulates clearly an increment of involvement in the

progress of HE around the world and this by monitoring and anticipating the needs of the

community and the labor market as well as by boosting the relation with the community, its

institution and the labor market (see Strategic Academic Plan 2010-2020, p. 31).

8.2. Number of International students

The number of international students in the undergraduate and graduate programs at

UOB has increased progressively in the last past years from 85 registrations in AY 2008-

2009 to 146 registrations in AY 2012-2013. The percentage of international students in

registration has a slight rise from 2.3% in AY 2008-2009 to 2.8% in AY 2012-2013. The

AY 2010-2011 reached the highest percentage with 3.4% (For detailed information in

comparison with all students and by faculties and nationalities see Appendices 8.5, 8.6,

8.7, and 8.8). It is worth mentioning that all undergraduate and graduate programs are

offered in national campuses and that the country does not always fulfill the demands of

stability and safety expected by foreign residents.

8.2.1. The Freshman Program

UOB opens its doors to students coming from abroad and those with a dual nationality,

who hold a Secondary School Certificate based on 12 years of schooling. This is possible

through the Freshman Program. Upon the successful completion of this program, students

may obtain the equivalence to the Lebanese Baccalaureate from the Lebanese Ministry of

Education and join the Sophomore Class at UOB. 12

8.2.2. The MA in Applied Orthodox Theology

This program is a program based at the Antiochian House of Studies, Pittsburgh,

Pennsylvania, and is under the auspices of the Institute of Theology at UOB. Students and

graduates from this program are mostly American citizens. Together with the PhD Program

to be launched in October 2014, they are leading expressions of UOB international

presence at high academic levels in the humanity disciplines.

12 See Special Program Catalog, p. 5-6.


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8.2.3 Mobility at ALBA Sin el Fil

Several schools of higher education in arts send their students within bilateral agreements

to attend part of their curriculum in Lebanon (See Appendix 8.9, p. 51).13 The Master

Program at the EAV has set as a second objective to “Favoriser la mobilité de l’étudiant et

son contact avec la scène de l’art contemporain, à travers des stages à l’extérieur, au

Liban ou à l’étranger” (Appendix 8.9, p. 53).

Due to the nature of these programs that does not require physical attendance in campus

and have great acceptance abroad; the numbers of foreign students is very high.14 For

instance, in Spring 2013 SOFIA admits 81 students from Argentina, Brazil, Mexico, Chile,

Colombia, El Salvador, Guatemala, while CBB registers 54 students from Argentina, Brazil,

Mexico, Spain and Chile. In AY 2009-2010 KALIMA, the Arabic online program, registers

11 Syrian, 1 Egyptian and 1 Jordanian student beside 23 Lebanese.

8.2.4. Student Recruitment Policy

The international orientation activities achieved by the Office of admissions in the past

five academic years reached schools and educational exhibitions in the region covering

the Gulf area, Iraq, Syria, and Jordan. The goal of those activities was to increment the

International outreach of UOB and to enrich the international student body. An

international studentship makes life on campus richer in cultural interaction within a healthy

and dynamic academic environment. The University will keep on this trend in and widen the

spectrum of countries to approach in the coming years to diversify more and more the

student body and hence make it a worldwide University where cultural diversity will

express itself at large.15

UOB undergraduate and graduate programs do not offer courses for students residing

abroad (Source: Interview with Dr. Moubayed on Jan 29, 2014). The PhD in Theology, the

first PhD issued by UOB, plans to offer as of Fall 14-15 some blended courses with

students residing in the USA in coordination with AHOS (The Antiochian House of Orthodox

Studies). UOB offers two e-learning CEP programs in Spanish, whose students are all

international, particularly from Latin America and Spain.

13 For student mobility data see Appendix 8.10. 14 See Appendices 8.11, 8.12, 8.13 15 For a list of visited schools and expositions see Appendix 8.14.


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8.3. Internationalization of cur ricula

Due to the cultural reasons mentioned in Section 8.1 and because of the limited job

opportunities in a national labor market that has become highly interlinked and dependent

of international corporations, UOB curricula show a varied array of evidence of

internationalization. The programs’ Mission Statements, Objectives and Learning Outcomes

state for the positive input of international contents, forms, and standards.

The most common topics related to internationalization in UOB undergraduate programs

are:

1. To base course contents on both, national and international theory and principles.16

2. To prepare graduates to excel in the Lebanese, MENA and international market.17

3. To offer programs in collaboration with European18, American19 and MENA

universities in order to make them eligible for international certification.

4. To prepare students for international examinations like MCAT.20

5. To equip students with academic capacity to pursue graduate studies abroad.21

The most common topics related to internationalization in UOB graduate programs are:

1. To base course contents on both, national and international theory and principles.22

2. To prepare graduates to excel in the Lebanese, MENA and international market.23

3. To offer programs in collaboration with European24, American and MENA

universities in order to make them eligible for international certification.

4. To provide students with skills that would enable them to deal with international

matters such as profession-related standards, laws, regulations, organizations, and

languages.25

5. To provide a program that has been benchmarked as unique among regional

universities.26

16 FOBM’s Undergraduate Catalog, p. 21; FHS’s Undergraduate Catalog, p. 19. 17 FOBM’s Undergraduate Catalog, p. 21; SJDIT’s Undergraduate Catalog, p. 4; Appendix 8.9, p. 7. 136. 18 See Appendix 8.9, p. 7: “…de nombreuses conventions de partenariats ont été signées avec des Écoles d’Art et d’Architecture françaises, russes, canadiennes, belges et polonaises parmi les plus réputées…” 19 See for Instance: The Conrad N. Hilton College of Hotel and R.M. at University of Houston for BBA in Tourism and Hotel Management, FOBM’s Undergraduate Catalog, p. 27. 20 FOS’s Undergraduate Catalog, p. 21; FHS’s Undergraduate Catalog, p. 17. 21 SJDIT’s Undergraduate Catalog, p. 18; Appendix 8.6, p. 115. 22 FASS’s Graduate Catalog, p. 14. 23; FOS’s Graduate Catalog, p. 5; Appendix 8.9, p. 23-24. 88. 145. 23 FASS’s Graduate Catalog, p. 20; Appendix 8.9, p. 53. 24 See for instance: Université du Littoral, Côte D’Opale in France (for MS in Environmental Sciences, FOS’s Graduate Catalog, p. 25 ; MA in Physical Activity and Health, FASS’s Graduate Catalog, p. 49); University of Lille 2 in France (for MA in Sport Management, FASS’s Graduate Catalog, p. 51) 25 FASS’s Graduate Catalog, p. 55. 26 FOS’s Graduate Catalog, p. 28: MS in Computational Mathematics.


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8.4. International Faculty Members

International faculty members are particularly recruited for instructing foreign languages

and literature. UOB does not discriminate recruitment because of nationality and

encourages foreign professors to apply. There is no quota of foreign full-timers and/or

part-timers. UOB attracts professors that are interested in the East Mediterranean Cultures

and in Arts and Social Sciences.

8.4.1. International resident and visiting professors

The Spanish e-learning programs CBB and SOFIA count with instructors, who are either

Spanish speaking faculty members at UOB or alumni, who live in Spanish-speaking

countries, such as: Argentina, Chile and Venezuela.27

In agreement with this policy the most part of Full-Time Foreign Faculty Members belong to

human sciences’ faculties as Table 14 shows summing up the data available.

According to these figures, Full-Time Foreign Faculty Members for AY 2014-2015 are

about 4.9% of the totals available. For earlier years the percentage varies between 5%

and 10%, depending on many factors, among which is the political stability and social

safety as expected by foreign residents. In undergraduate and graduate programs

professors and instructors come from a wide array of nationalities and cultural milieus,

particularly from Europe, America and the Middle East: Canada, England, France,

Germany, Italy, Romania, Russia, Syria and USA.

TABLE 14 FULL-TIME FOREIGN FACULTY MEMBERS BELONG TO HUMAN SCIENCES’ FACULTIES

AY FASS SJDIT FHS ALBA FOBM Total

2009-2010 18 1 2 1 - 22

2010-2011 17 1 2 1 - 21

2011-2012 12 2 2 1 - 17

2012-2013 10 2 3 1 1 17

2013-2014 9 2 3 1 1 16

Beside Full-Timers, there is an intensive exchange of foreign faculty members who visit

UOB for a course, a seminar a workshop or an academic semester. In this field number of

27 For list of instructors, see International Activities in the last 5 years.


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international educators increases significantly, as can be observed in the data provided by

ALBA, FASS, FHS, FOS, FOM and SJDIT28.

8.4.2. International Research

UOB researchers contribute with assiduity to international research activities. The present

report contains clear indications and evidence regarding this issue (see Section 4). The

University has participated and participates in several European and American projects

such as FP6, FP7, USAID-SEED, AMIDEAST and UNDP. UOB was a key member of Tempus

TLQAA project for Academic Quality Assurance that concluded this year in January as a

relevant exercise towards the foundation of a Lebanese Quality Assurance. It is also worth

mentioning that UOB researchers are active members in different scientific associations

according to their field of specialization and lead some committees at the MENA and

international levels.

28 See Appendices 8.15, 8.16, 8.17, 8.18, 8.19, and 8.20.

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