Organizational Change: Using Academic Accreditation in Transforming EFL Programs in the Saudi Context
Bibliographic record
Abstract
This study details the procedure and results of developing a mission statement at a language institute for the purpose of obtaining a program accreditation from an international language commission. A serious self-study process results in the development of a solid, true and ambitious mission since the mission covers all areas related to achieving students learning outcomes. It shows how the mission was changed and why. It also details how the new mission resulted in the improving quality, especially in the areas of curriculum and professional development of faculty and staff. Other aspects, such as facilities and student affairs were modified to achieve the goals and objectives of the new mission. This essay reports the changes that were implemented during the process of mission statement development. These changes resulted in plans to improve the quality of the English language teaching at the English Language Academy (ELA) which offers an English language program to Foundation Year students whose success in the program is a college requirement at the University of Business and Technology (UBT) in the academic year of 2016-2017. The program also aims at improving the English language proficiency of students so that they can use it in their future professions considering that the university logo is “Education for Job Opportunities.” The third main goal or aim is related to the use of English to assist students in personal and social life. Critical thinking surfaced as a main concern of those surveyed for needs assessment. The report concludes with recommending conducting thorough and genuine self-study process which certainly ends with quality improvement. The report uses data collected from five questionnaires completed by students, faculty, alumni and employers of UBT graduates. The purpose of the survey was to identify the needs of the students. Based on those needs, the learning outcomes are identified and accordingly, the new mission statement is developed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".