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National Business Education Accreditation Council(NBEAC) Regional Awareness Workshop. 11 th Nov 2009. (Prof. Dr. Mukhtar Ahmed) Chairman, NBEAC Agenda. NBEAC Overview. Mission Statement “Enhancing the Quality of Business Education” What is NBEAC?

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national business education accreditation council nbeac regional awareness workshop

National Business Education Accreditation Council(NBEAC)Regional Awareness Workshop

11th Nov 2009

(Prof. Dr. Mukhtar Ahmed)

Chairman, NBEAC

nbeac overview

NBEAC Overview

Mission Statement

“Enhancing the Quality of Business Education”

What is NBEAC?

It is a national accrediting body for specific business degree programs.

Accreditation through NBEAC will mark the highest standard in business education.

When was NBEAC Established?

Established by Higher Education Commission (HEC) on August 15th, 2006.

  • NBEAC will facilitate and enhance the quality of business education in the country.

How will NBEAC facilitate Business Schools?

  • Through Accreditation process

International Memberships

  • AMDISA – affiliate membership
  • AACSB, EFMD – membership in process
  • Adopt best practices of renowned accreditation bodies

Course Directory Database

  • All business related programs available to search by University, Region or Program on our website(
Accreditation Process/Framework
  • Self-Assessment
  • Preparation of SA Report
  • Assisted by NBEAC Mentor
  • PR Team to be notified to School
  • Preliminary Eligibility Assessment
  • Preliminary Inquiry by Business School
  • Preliminary Screening by NBEAC

Institutional Development

  • Formal Application
  • Information Package Sent by NBEAC to Business School
  • Data Sheet from Business School
  • Eligibility briefing interview by NBEAC Expert
  • Expert report to EAC
  • Peer Review Panel
  • PR visit and report
  • Evaluation based on NBEAC criteria
  • Recommendations to institution
  • Report to NBEAC Board.
  • Eligibility
  • NBEAC Accreditation likely for 3 years or more
  • Decision to appoint Mentor for the School


Checks with School on PR Report accuracy


NBEAC Accreditation Awarding Committee

Full Accreditation

Conditional Accreditation


Guided Development

Report to NBEAC Board


Strategic Advice/ Guided Development

nbeac framework process
NBEAC Framework/Process


Preliminary Eligibility Assessment


Formal Application

Peer Review Committee




NBEAC Accreditation Awarding Committee


Strategic Advice/ Guided Development

preliminary eligibility assessment 02 weeks
Preliminary Eligibility Assessment(02 weeks)
  • Preliminary Inquiry by Business School
  • Preliminary Screening by NBEAC

Formal Application-(02 weeks)

  • Information Package Sent by NBEAC to Business School
  • Eligibility Assessment Interview by NBEAC Expert from Eligibility Assessment Committee(EAC)
  • Expert Report to EAC
eligibility 02 months
  • NBEAC Accreditation for 3 years or more
  • NBEAC Eligibility Guidance - For Evaluators
  • Eligibility Assessment Areas
self assessment report 04 months
Self Assessment Report- 04 months
  • Preparation of SAR by Business School
  • Can be assisted by NBEAC Mentor

Institutional Development

  • In case of institution not fulfilling the eligibility criteria
  • Minimum 06 months – Maximum 03 Years
peer review process
Peer Review Process
  • PR Visit
  • Self Assessment Report Evaluation based on Eligibility Criteria of NBEAC
  • Peer Review Report -Includes recommendation for Business School
  • Peer review Report presented before NBEAC Board
types of accreditation
Types of Accreditation
  • Full Accreditation
  • Conditional Accreditation
  • Rejection
eligibility guidance prof dr zafar iqbal national university of computer and emerging sciences
Eligibility GuidanceProf Dr. Zafar Iqbal (National University of Computer and Emerging Sciences)
eligibility guidance
Eligibility Guidance
  • Eligibility Assessment Dimensions
    • Strategic Management Standards
    • Curriculum Quality
    • Students (Intake, Retention & Support)
    • Faculty Quality
    • R&D Standards
    • Moral & Social Responsibilities
    • Resource Management
    • Int’l and Corporate Relationships
    • Personal Development
i strategic management standards nbeac 1 2 3
I. Strategic Management Standards(NBEAC: 1,2,3)
  • The School has a comprehensive, environmentally oriented, and stakeholders’ driven iterative process of defining / updating an appropriate mission statement that provides direction for decision making. [1, 2]
  • The schools derives its goals, objectives and priority areas for continuous improvement in relation to its mission statement.
  • The school develops matching strategies in terms of:
    • Where will the school be active? (arenas: target student population, program offerings, geo location, etc.) [3]
    • How will it get there? (vehicles, priorities, staging: curriculum, faculty, academic std (s), int’l coll etc.) [4]
    • How will it finance itself? (economic logic) [5]
ii curriculum quality criteria
II. Curriculum Quality Criteria
  • Curriculum development & organization
  • Learning goals (KSA)
  • Educational intensity
curriculum quality standards nbeac 4 5 6
Curriculum Quality Standards(NBEAC: 4,5,6)

4. The school establishes a comprehensive system for program selection, design, content, delivery, monitoring, assessment, and revision ensuring input and advice from appropriate constituencies. [15]

5. In consonant with its mission , the school identifies a set of broad, managementspecific and / or discipline-specific, learning goals - knowledge, skills, and abilities (“KSA”) - to be imparted through each program that it offers. Such goals strike a balance among cultivating a wide-ranging and in-depth general and specialist KSA helpful in forming comprehensive judgments and appreciating civic responsibility and humanism. [15, 16, 18, 19, 21]

6. The school appropriately differentiates among different levels of education that it imparts – U/G, Masters, PhD, general mgmt vs. specialized degree programs – through variation in learning goals, curricula, assessment methods, and time and intensity of application required to obtain desired level of proficiency. [17, 20]

iii student quality criteria
III. Student Quality Criteria
  • Student admissions
  • Student retention
  • Student support
student quality standards student admissions nbeac 7
Student Quality StandardsStudent Admissions (NBEAC 7)

7. The policies and selection procedures for admission to the degree programs offered by the school are clear, internally consistent, available to general public and in resonance with the mission and the educational objectives of the School. [6]

  • Are eligibility and selection criteria fair, appropriate, objective and if more than one (test + interviewing), is prioritization and inter-relationship appropriately defined?
  • Has the School established a system and mechanism for constantly verifying relation of screening methods and content to performance?
  • Are quotas / outreach programs available to achieve a desirable mix in terms of gender, ethnicity, age, experience?
  • Is experience required for MBA intake?
  • What is the process of credit transfer and credit exemption?
  • What is the applicants-to-admission ratio?
student quality standards retention nbeac 8
Student Quality StandardsRetention (NBEAC 8)

8. The school has clearly spelled out and well communicated academic standards and retention practices that produce quality graduates. [7]

  • Details of assessment mechanisms to monitor student progress and early identification of problem areas in learning
  • completion, failure and drop out rates for each program
student quality standards student support nbeac 9
Student Quality StandardsStudent Support (NBEAC 9)

9. The school has an established support system for students that caters for academic assistance, academic advisory, networking with alumni, career counseling, counseling in general, and extracurricular activities that align with its mission, programs, and student characteristics. [8]

  • NBEAC is looking for adequate tutorial support, student-faculty contact (maintenance of contact hours), career counseling , and facilitation of sports, networking with alumni and other extracurricular activities.
iv faculty quality criteria
IV. Faculty Quality Criteria
  • Faculty sufficiency
  • Faculty qualifications
  • Faculty support
faculty quality standards faculty sufficiency nbeac 10
Faculty Quality StandardsFaculty Sufficiency (NBEAC 10)
  • Number of faculty members
    • The School maintains sufficient number of faculty members to satisfactorily fulfill responsibilities related to curriculum design, course development, course delivery and assessment of learning across the range of programs that the school offers. The proposed teacher to student ratio is 25:1.
  • Composition of faculty
    • The faculty must have at least one specialist for each essential field / subject area that constitutes the program
    • The permanent (minimum 20 hours commitment per week) to visiting ratio should reflect stability and ongoing quality improvement. It should preferably be no less than 60:40 based on annual credits taught in a program and reflect situational advantages / disadvantages.
  • Faculty support
    • A university shall endeavour, to the extent possible, to provide teaching assistants to assist in exercises, case studies, skills practice and other academic activities accompanying a course. The proposed teacher support is one TA for every instructor teaching at least 40 students. [9]
faculty quality standards faculty qualifications nbeac 11
Faculty Quality StandardsFaculty qualifications [NBEAC 11]
  • Bachelors Program
    • At least one Professor or Associate Professor with a Doctoral degree in a directly relevant field OR someone who possesses a blend of academic preparation and extensive professional experience (relevant Masters (18-year) and 15-year high quality pertinent experience)
    • Those possessing specialized Bachelors (accounting, taxation, law etc) will be considered academically qualified to teach the relevant courses
    • Excepting (b), no more than 30% of the instructors should have Bachelors degree.
  • Masters Program
    • At least one, preferably two Professors or Associate Professors with a doctoral degree in a field related to the program
    • Those possessing specialized Bachelors (accounting, taxation, law etc) will be considered academically qualified to teach the relevant courses
    • Excepting (b), minimum qualification for teaching will be a relevant Masters degree (with 18 years of local education or equivalent)
  • PhD Program
    • At least three Professors / Associate Professors with a relevant doctoral degree and one expert in statistical research methods as applied to Social Sc or business. [10]
faculty quality standards faculty management support nbeac 12
Faculty Quality Standards: Faculty Management & Support [NBEAC 12]
  • In conformity with its mission, the school articulates a systematic organizational model for faculty management that
    • Delineates hierarchical structure for academic administration
    • Spells out hiring policies and procedures
    • Defines expectations tailored to each faculty member
    • Allocates workload balancing course development, preparation, teaching, and research demands
    • Provides faculty support in terms of tutorial assistance etc.
    • Evaluates, reviews and rewards performance
    • Establishes and invests in faculty training and development to promote a culture of learning, educational responsibility, and ongoing relevance (to begin with a minimum 2% of the gross revenues of the school to be spent equitably on individualized or aggregate faculty development programs focused on improving general or technical skill base) [11]
v r d standard nbeac 13
V. R & D Standard[NBEAC 13]
  • The school has a well documented research strategy derived from its mission statement and appropriate for the nature, levels and intensity of education that it imparts. The policy is reflected in budgetary allocations for U/G and P/G FYPs & dissertations, and faculty facilitation for learning and pedagogical research, contributions to management practice, and discipline-specific knowledge creation and dissemination through publications. As a starting point, the school allocates 2% of gross revenues to support and promote R&D.
vi moral social and ecological responsibility standard nbeac 14
VI. Moral, Social and Ecological Responsibility Standard [NBEAC 14]
  • The school uses appropriate mix of vehicles – circulation of mission and values, administrative policies, curricula (CSR, Business Ethics), and extracurricular activities – to create a culture where its administrative staff, faculty and students operate with integrity, attention and dedication and show concern for and attend to their wider moral, social and environmental obligations. [13,14 p.]
vii resource management criteria
VII. Resource Management Criteria
  • Governance and administration
  • Financial resource management
  • Library and research repository
  • IT facilities
  • Promotion and community association
resource management standards nbeac 15
Resource Management Standards[NBEAC 15]
  • The school is governed such that it has substantial autonomy and transparency, and stakeholders involvement and respect in decision making on school-specific resource generation and allocation in line with its strategic priorities on teaching, learning, research and promotion (adequate administrative support, faculty and student support, library and IT facilities, and facilitation of extracurricular activities) .
viii international and corporate relationship std nbeac 16
VIII. International and Corporate Relationship Std. [NBEAC 16]
  • In line with its mission, the school is expanding its links and interaction with the corporate world and striving to collaborate with international institutions so as to contextualize relevant practice and globalization tactics for the improvement and development of the economy that it confronts and the catchment areas it relies upon.


  • NBEAC draft SOPs


  • AACSB Int’l, Eligibility Procedures and Accreditation Standards for Business Accreditation (2008). (http:/
  • Japan University Accreditation Association, Professional Graduate Business School Standards.
  • Quality Assurance Framework of Higher Education in Japan, Higher Education Bureau, Ministry of Education (2009).
  • Hambrick, D.C. and J.W. Fredrickson, 2001, Are you sure you have a strategy, Academy of Management Executive.
aim of self assessment
  • Provide an opportunity for the School to get stock of its position
  • Achieve a complete strategic assessment
  • Significant self-examination
  • Provision of base for peer evaluation
  • Contribution in understanding the nature of the management education quality.
the self assessment process
  • Responsibilities
  • Communication
  • Methodology
  • Planning
  • Association
  • Peer Review Preparation
format of self assessment report
  • Length
  • Format
  • Summary Information
  • Annexes and supporting Documents
  • Conclusion
guidance to self assessment report
  • Mission and Background
    • The Environment
    • Law and Governance
    • Vision and mission
    • Strategic positioning and objectives
guidance to self assessment report1
  • Curriculum Quality
    • Program design
    • Program Content
    • Program Delivery
    • Student assessment and program evaluation
guidance to self assessment report2
  • Students
    • Target Profiles
    • Selection
    • Career placement
guidance to self assessment report3
  • Faculty
    • Faculty size and composition
    • Faculty strategy and management
    • Faculty Development
guidance to self assessment report4
  • Research And Development
    • Research activities
    • Development activities
guidance to self assessment report5
  • Social Role and Responsibility
  • Resources
    • Financial Management
    • Equipment and premises
    • Library and research services
    • New technology communication
guidance to self assessment report6
  • Relations with business world
    • Procedures to manage the relationships
    • Review of modifications
    • Provision of current statement of international policy
    • Description of procedures to manage the international school policy and relationships
guidance to self assessment report7
  • Personal Development
    • Development procedures
    • Individual Development Support
    • Development of practical skills
guidance to self assessment report8
  • Executive Education
    • Executive education within school
    • Manufactured portfolio
    • Advertising
    • Program Standards
    • Faculty and recourses


Presented by

Dr. Muhammad Farooq

Director Quality Enhancement and External Linkages

Bahauddin Zakariya University, Multan

1 Introduction2 Evaluator Induction process2.1 Empanelment 2.2 Criteria and responsibilities 2.3 Roles 2.4 Monitoring3 Scope and Responsibilities of Independent - Mentors and mentors3.1 Mandate of the mentors4 Contact between Evaluators and NBEAC


Committees / Panel Structure

Prof. Mohammad Amanullah Khan

Dean, Faculty of Management Sciences, Riphah International University, Islamabad

management structure bodies committees
Management Structure Bodies/Committees
  • NBEAC Board
    • All members of Board of Governors
    • Approval of Key decisions of the NBEAC secretariat
    • Two or Three Board Meetings Annually
eligibility assessment committee eac
Eligibility Assessment Committee-EAC
  • 4 to 5 members (to be selected)
  • Gather preliminary information about Business school verbally or through one day visit
  • NBEAC representative inform the Business School briefly about the NBEAC process
  • Business School may ask questions
  • Business School provide preliminary information to the NBEAC
eligibility assessment committee eac1
Eligibility Assessment Committee-EAC
  • NBEAC representative/expert(s) can offer a preliminary advice for being declared eligible under Eligibility Criteria.
  • Assess the Eligibility Application/Data sheet of Business School after Preliminary Inquiry
  • EAC report to NBEAC board for further necessary actions i.e. appointment of mentor for Self Assessment Report (SAR)Development (for Eligible Business schools),
  • Guided Development(for non Eligible Business schools) etc
  • Selection based on Mutual coordination of NBEAC and Business School (can be a member of EAC)
  • Advice and Assist Business School in preparing its SAR
  • Advice can be given by phone or email, or a personal visit
  • Charges are mentioned in the fee structure.
peer review panel prp
Peer Review Panel-PRP
  • Four Reviewers (to be selected)
  • Certain ratio from Academic community and Corporate sector
  • Review of SAR developed by Business school
  • Carries out the on-site visit
  • Quality Assessment of school against the factors presented in Self Assessment Report
  • Provide Advisory service for betterment of school
peer review panel prp1
Peer Review Panel-PRP
  • Chairman NBEAC has the authority to take decision in case of any conflict of interest
  • Member can also announce any conflict of interest with the institution before taking part in PRP
  • Chairman of Peer Review Panel should have to be present during visit with all members
  • The participants would sign a confidential statement regarding to the information obtained from a business School
accreditation awarding committee aac
Accreditation Awarding Committee (AAC)
  • The report and the recommendation of the Peer Review Panel will be presented to the NBEAC Accreditation Awarding Committee
  • Comprises of Board Members and Evaluators/Mentors
  • Make the final decision on NBEAC accreditation
  • The outcome will be communicated to the Business School within 2 days after the recommendation of the Peer Review Panel is confirmed by the Awarding Committee.
independent monitor
Independent Monitor
  • From the Peer Reviewers Pool
  • Ensure the transparency of accreditation process
  • Compile periodical reports to NBEAC board about the implementation of the process
peer review guidelines

Peer Review Guidelines

Prof Dr Syed Zahoor Hassan

SulemanDawood School of Business

Lahore University of Management Sciences (LUMS)

business education accreditation peer review guidelines

Business Education AccreditationPeer Review Guidelines


Context: Accreditation

Principles and spirit



Process Guidelines

Key Success factors

Philosophy of accreditation

accreditation purpose
Accreditation: Purpose
  • To provide market information
  • To provide an instrument for comparison and permanent benchmarking
  • To promote improvement of
    • The schools and national management systems
    • The profession and the international market

 Quality improvement system

accreditation some key characteristics
Accreditation : Some Key Characteristics
  • The key features of the accreditation process and standards should be:
  • An international and intercultural approach to accreditation.
  • Looks at the performance of the School taken as a whole, including all its programmes and not just the MBA programme
accreditation some key characteristics1
Accreditation: Some Key Characteristics
  • Must be designed to be responsive to corporate concerns:
    • Adoption of outcome-based perspectives and criteria
    • Use of corporate auditors
    • Corporate representation on the Committees & Awarding Body
    • Corporate stakeholders involved in the management education process
    • Specific criteria for executive education
accreditation some key characteristics2
Accreditation: Some Key Characteristics
  • Must stress personal development of managers, and their entrepreneurial and managerial skills
  • Should be based on a dynamic and forward looking model for quality development
accreditation quality standards
Accreditation: Quality Standards

General Quality Criteria

  • National standing
  • Mission
  • Governance
  • Scope
  • Strategy
  • Resources
  • Faculty
  • Students
  • Student Services
  • Personal Development
accreditation national regional global issues
Accreditation: National Regional & Global Issues
  • School should incorporate national, regional and global perspectives in all its dimensions

- Students

- Faculty

- Curriculum

- Research

- Placement

- Processes

  • Cultural and regional diversity
  • Evolutionary process and linked to size and diversity of own country
accreditation connections with corporate world
Accreditation: Connections with Corporate World
  • Clearly articulated policy on its relations with corporate world
  • Demonstrate a strong customer orientation, particularly in relations with corporate clients.
  • Corporate community participation in governance.
  • Needs of corporate world inherent in programme design.
  • Should monitor the degree of recruiter satisfaction with the quality of its graduates.
accreditation connections with corporate world1
Accreditation: Connections with Corporate World
  • Programs should incorporate structured opportunities for participants to gain direct experience of the corporate world, through internships, field work, campus visits by executives etc
  • Programme delivery should include input from practitioners.
  • Faculty with business experience and abreast of current management best practices.
business education accreditation peer review guidelines3

Business Education AccreditationPeer Review Guidelines

Core Principles and spirit of accreditation

Consideration of the perspectives of all stakeholders – students, faculty, corporate, society

Focus on not only the outcomes but also the related processes and their adherence to standards

Assessments based on standards that are linked to best practices and benchmarks

Review done by peers who possess

Solid experience in academic leadership positions in previously accredited institutions or leadership positions in industry

Understanding of accreditation philosophy and related processes

Reputation for highest levels of fair-play and integrity

objectives of the peer review
Objectives of the Peer Review
  • To assess quality of School’s activities against the established criteria and to make a recommendation to the Accreditation Awarding Committee concerning accreditation.
  • To fulfill a consultancy role leading to suggestions for quality improvement and to offer the School the benefits of a strategic audit
  • To confirm the claims made within the Self-Assessment Report and to secure on-site information sufficient to build up a comprehensive profile of the school.
objectives of the peer review1
Objectives of the Peer Review

The balance between

the role of the Peer Review process in providing sufficient information to the Accreditation Awarding Committee to arrive at a decision on accreditation and

the wider, strategic and quality improvement role of the Peer Review visit is delicate.

structure of peer review
Structure of Peer Review
  • Detailed study of institution’s self-assessment report and review of the accreditation documents.
  • Finalization of peer review two-day visit schedule by the peer review team convener with the concerned school.
  • Pre-review discussions among the peer review team members – identify areas of focus.
structure of peer review1
Structure of Peer Review
  • Schedule typically should include meetings with:
    • The top executive committee
    • The top executive committee or board
    • Heads of departments and those responsible for various academic programmes
    • Research dean/coordinator
    • Faculty
    • Administrative Staff
    • Students
    • Corporates
    • Alumni

And time for internal discussions of the committee

structure of peer review2
Structure of Peer Review
  • Review and verification of the following:
    • Financial situation
    • Physical infrastructure – class rooms, library, computer labs, hostels, ….
    • Class room learning process
  • Final debriefing
  • Preparation of final report
    • Individual assessment and completion of document and scoring on the criteria check list – below, meets, above
    • Consolidation of criteria satisfaction check list
    • Agreement on Peer Review committee’s final decision
    • Preparation of oral debriefing report
    • Preparation of final report – multiple iterations
structure of peer review3
Structure of Peer Review

Guidelines for Preparation of final report

  • Maintain a constructive and positive tone
  • Must focus on few key messages – positives and areas requiring improvement
  • Confirm key findings and develop a concise but comprehensive profile of school
  • Provide clear guidance on how the school can improve its quality.
process guidelines for peer review
Process guidelines for Peer Review
  • Preparation for various interviews
    • Understand self assessment report
    • Ask for additional paper work, if needed.
    • Avoid the trap of presentations by the school
    • Focus on the check list and ask questions to assess and cross-check facts
    • Probe and dig for details, but retain a positive orientation – a coach approach and not a monitor
process guidelines for peer review1
Process Guidelines for Peer Review
  • Preparation for various interviews
    • All interviews should be with specific groups only
    • Student interviews:
      • Cross check information given by faculty
      • Look for insights into workload, quality of processes, professionalism, and clarify of vision and focus
      • Meet students of different programmes separately – no more than 10 and representative of the mix.
      • Meet in the absence of faculty and staff
process guidelines for peer review2
Process Guidelines for Peer Review
  • Preparation for various interviews
    • Interview with Faculty
      • Focus on discussing research, program design and development
      • Explore how faculty is managed
      • Cross-check on issues raised by students
  • Ask for a base room that is used for meetings and has the following:
    • All administrative documents – policies, manuals, brochures
    • Detailed faculty profiles
    • Evidence of faculty research – published books, articles, cases, etc
    • Space for meetings and privacy needed for committee deliberations.
  • Use forms and checklists
Criteria Satisfaction Checklist

1. Context and Mission

School’s Evaluation Sheet

Above Standards

The School demonstrates outstanding quality, well above the level required to satisfy the standards and where it can be considered as a model of excellence.

Meets Standards

The School satisfies the standards in this area as defined in the Criteria Handbook. Most positive assessments are expected to fall in this broad category. It is not to be interpreted as meaning that school is mediocre or that it barely qualifies at a minimum level.

Below Standards

The School is judged to be below the threshold of the standards.


Not considered applicable and/or relevant to the School concerned.

Success of peer review requires:
  • The allocation of a trusted and acceptable Peer Review Team to the School
  • Thorough preparation by the School through the production of a Self-Assessment Report
  • Careful reading of the Self-Assessment Report by the Peer Review Committee
  • Clear relationships and expectations on the part of all involved
Success of Peer Review Requires:
  • Open discussions free of excessive formalism between the Peer Review Committee and the key stakeholders within the School
  • Presentation of confidential feedback and recommendations for accreditation in a professional manner, combining the requirements of the Accreditation Awarding Committee with an approach that respects the needs of the School as a client.
business education accreditation peer review guidelines9

Business Education AccreditationPeer Review Guidelines

Always Remember it is about:




Progress – continuous improvement

And not:

Passing or failing, or a badge of honor or recognition

thank you www nbeac org pk