Final SSR June 2010

Self-Study Report
B.Sc. in Business Information Systems
University of Bahrain
College of Information Technology
Department of Information Systems
Computing Accreditation Commission

ABET, Inc.
111 Market Place, Suite 1050
Baltimore, Maryland 21202-4012
Phone: 410-347-7700
Fax: 410-625-2238
e-mail: cac@abet.org
www: http://www.abet.org/
TABLE OF CONTENT
TABLE OF CONTENTS
BACKGOUND INFORMATION ............................................................................... vi

ACCREDITAION SUMMARY
CHAPTER 1 STUDENTS................................................................................1
CHAPTER 2 PROGRAM EDUCATIOAL OBJECTIVES ............................8
CHAPTER 3 PROGRAM OUTCOMES .......................................................19
CHAPTER 4 CONTINUOUS IMPROVEMENT .........................................38
CHAPTER 5 CURRICULUM ......................................................................69
CHAPTER 6 FACULTY................................................................................89
CHAPTER 7 FACILITIES.............................................................................98
CHAPTER 8 SUPPORT ..............................................................................115
APPENDIX A- INSTITUTIONAL SUMMARY....................................................123
APPENDIX B- FACULTY RESUMES ................................................................134
APPENDIX C- FACILITIES ................................................................................173
APPENDIX D- UPDATED COURSE SYLLABI ..................................................181
APPENDIX E- SURVEY AND EVALUATION FORMS ....................................239
APPENDIX F- STUDENT SUPERVISION ...........................................................285
APPENDIX G- THE MODIFIED IS PROGRAM .................................................290
APPENDIX H- SAMPLE OF EMPLOYERS EVALUATION .............................311
SSR-B.Sc.BIS i June-2010
LIST OF TABLES
LIST OF TABLES
Table 1.1: List of Required Courses for the B.Sc. in Business Information Systems ..................2
Table 1.2: List of Supporting Professional Practice Courses..............................................4
Table 1.3: List of BIS Elective Courses ..............................................................................4
Table 2.1: Evaluation Results for Updated PEOs From Alumni and Employers .............12
Table 2.2: Members of the Program Industrial Advisory Committee for the Information
Systems Program (2008/2009) ..........................................................................................17
Table 2.3: Members of the Program Student Council for the Information Systems
Program During the Academic Year 2000/2010 ..............................................................18
Table 3.1: Performance Indicators and Assessment Methods ..........................................22
Table 3.2: Relationship of the Information Systems Courses in the Curriculum to the
Program Outcomes ............................................................................................................30
Table 3.3: Relation of Non-Information Systems Courses in the Curriculum to the

Program Outcomes.............................................................................................................32
Table 3.4: An Example of Course Objectives Relationship to Program Outcomes .........33
Table 3.5: Achievement of Course Objectives ................................................................34
Table 3.6: Relationship of Program Outcomes to Program Educational Objectives .......35
Table 4.1: Employers (including the PIAC) and Alumni Survey Results of PEOs ..........42
Table 4.2: Faculty Assessment of POs (using STUDENTS’ grades) First Semester
2007/2008 ..........................................................................................................................44
Table 4.3: Faculty Assessment of POs (using STUDENTS’ grades) Second Semester
2007/2008 ..........................................................................................................................45
Table 4.4: Faculty Assessment of POs (using STUDENTS’ grades) First Semester
2008/2009 ..........................................................................................................................46
Table 4.5: Faculty Assessment of POs (using STUDENTS’ grades) Second Semester
2008/2009 ..........................................................................................................................47
SSR-B.Sc.BIS ii June-2010
LIST OF TABLES
Table 4.6: Summary of Rubric Performance Indicator Results ........................................49
Table 4.7: Faculty, and Industrial Training Results of Program Outcomes .....................51
Table 4.8: Summary of Senior Exit Survey Results of Program Outcomes .....................53
Table 4.9: Summary of Alumni Survey Results of Program Outcomes ...........................54
Table 4.10: Summary of Senior Project Evaluation Results............................................ 55
Table 4.11: On-site Course Evaluation Results for Information Systems Program
(2005/2006 - 2008/2009) ..................................................................................................56
Table 4.12: Planning the Review Process of the PEOs and POs ......................................57
Table 4.13: Planning the PEOs and POs Direct and Indirect Assessments ......................59
Table 4.14: List of Appendices Used for Data Collection and Assessment Process ........60
Table 4.15: Summary of the Assessment Tools Used to Assess Program Outcomes ......64
Table 5.1: List of Courses and Categories ........................................................................74
Table 5.2: List of Elective Courses For the Last 3 Years .................................................77
Table 5.3: Supporting Professional Practice Courses .......................................................78
Table 5.4: Mapping of CLOs to POs ................................................................................79
Table 5.5: Areas and Corresponding Courses ...................................................................87
Table 5.6: Curriculum Category Content .........................................................................88
Table 6.1: Faculty Information .........................................................................................91
Table 6.2: Faculty Development Plan for PhD Program 2008-2014 ................................94
Table 7.1: Institutional Computing Facilities .................................................................105
Table 7.2: College Computing Facilities.........................................................................106
Table 7.3: Department of Computer Sciences Lab Facilities .........................................107
Table 7.4: Department of Computer Engineering Lab Facilities ....................................107
Table 7.5: Availability of PCs for Staff and Students at Information Systems
Department .......................................................................................................................108
SSR-B.Sc.BIS iii June-2010

LIST OF TABLES
Table 7.6: IS Laboratories Computing Facilities, Rooms Areas and Equipment ...........109
Table 7.7: List of Support Personnel for the IS Computer Laboratories ........................112
Table7.8: Items Purchased During the Last Two Years 2007/2008 for the Information
Systems Department .......................................................................................................113
Table 8.1: Staff Recruitment and Termination for the Last Five Years ........................117
Table 8.2: Faculty Recruitment Activities ......................................................................117
Table 8.3: Department Expenditure (Fiscal Year 2009) ................................................120
SSR-B.Sc.BIS iv June-2010
LIST OF FIGURES
LIST OF FIGURES
Figure 2.1: B.Sc.BIS Program Continuous Improvement Process ................................16
Figure 4.1: Program Outcomes Achievement Results (using students' grades) ............48
Figure 4.2: B.Sc.BIS Program Continuous Improvement Process ................................58
Figure 4.3: Overall Results of PEOs Assessment ..........................................................61
Figure 5.1: Program Flow Chart ...................................................................................72
SSR-B.Sc.BIS v June-2010
BACKGROUND
INFORMATION
BACKGROUND INFORMATION
Self-Study Report for B.Sc. in Business Information

Systems, University of Bahrain
April 2010
1. Degree Title
The Department awards the degree of Bachelor of Science in Business
Information Systems.
B.Sc.BIS Program 1998-2009

The current B.Sc.BIS program followed a one-track system. It does not have any
designated options, tracks or concentrations.
BSIS Program 2010/2011

In 2009, the faculty council unanimously approved the recommendations
submitted by the 2009/2010 Curriculum Committee to revise the B.Sc.BIS
program according to the ACM standard IS model 2002 guidelines to fulfill
industry and ABET accreditation requirements. The program name has changed
to Bachelor of Science in information Systems, The course plan and the content of
the revised program are provided in Appendix G.
2. Program Modes
The B.Sc.BIS program is primarily delivered on-campus through full-time study
during the day. Classes are taught in lecture, laboratory and sections seminar
modes depending on the course. Currently, there are no off campus or online
options for any courses. Although a limited number of courses was offered in the
evening as well as the morning.
3. Actions to Correct Previous Deficiencies, Weaknesses and/or Concerns

This is the first time the Department of Information Systems (DIS) is applying for
ABET accreditation of its program.
SSR-B.Sc.BIS vii June-2010

4. Contact Information
The primary contact for the accreditation visit is Dr. Hassan Kamal, Chair of the
Information Systems Department. His contact information is given below:
Dr. Hassan Kamal, Chairman.

P.O. Box: 32038; Kingdom of Bahrain
Telephone: (973) 17437000/7001/7002
Fax: (973) 17449119
E-mail address: hasank@itc.uob.
SSR-B.Sc.BIS viii June-2010

STUDENTS
1
CHAPTER 1 | STUDENTS
CHAPTER 1
STUDENTS
Criterion
Students can complete the program in a reasonable amount of time. They have
ample opportunity to interact with their instructors. Students are offered timely advising,
by qualified individuals, about the program’s requirements and their career alternatives.
Students who graduate from the program meet all program requirements.
A. Frequency of Course Offerings
1. List below the course numbers, titles, semester hours of courses required for the
major and the frequency of offerings of those courses.
Currently, all courses required for the major are offered every semester. Table 1.1
describes the required courses for the B.Sc. in Information Systems.
Table 1.1: List of Required Courses for the B.Sc. in Business Information Systems
Semester
Course # Course Title
Hours
MGT 131 Introduction To Business Administration 3
ITCS 101 Introduction To Computers & Information
3
Technology
ENGL 154 Language Development I 3
MATH 107 Mathematics for ITBIS 3
ARAB 110 Arabic Language Skills 3
ITCS 102 Computer Programming 3
ENGL 155 Language Development II 3
HIST 121 Modern History of Bahrain 3
ACC 112 Financial Accounting I 3
ECON 140 Microeconomics 3
ITBIS 211 Visual Programming 3
QM 250 Introduction to Statistics 3
ENGL 219 Technical Report Writing 3
ITCS 215 Data Structures 3
ISLM 101 Islamic Culture 3
ITBIS 251 Management Information Systems 3
MKT 261 Marketing Management 3
ITBIS 222 Information Systems Architecture 3
ACC 113 Financial Accounting II 3
ITBIS 311 System Analysis & Design 3
SSR-B.Sc.BIS 2 June-2010
ITCS 251 Discrete Mathematics 3

ITBIS 324 Information Resource Management 3
HU/SS XXX Humanities/Social Science 3
FIN 220 Financial Management 3
ITBIS 385 Database Management Systems 3
ITBIS 341 Object-Oriented Systems 3
ITCE 311 Introduction to Networking 3
ITBIS 322 E-Business 3
ITBIS 393 Web-based Information System 3
ITBIS 395 Physical Systems Design & Implementation 3
SPP XXX Supporting Professional Practice I 3
MGT 230 Organization & Management 3
ITBIS 492 Industrial Training 0
ITBIS 420 Human Computer Interaction 3
SPP XXX Supporting Professional Practice II 3
ITBIS 435 MIS Project Management 3
ITBIS 438 Decision Support Systems 3
ITBIS/CS ITBIS Elective I
3
3/4XX
ITBIS 445 Information Systems Auditing 3
ITBIS 465 IT Strategy & Management 3
ITBIS 499 Senior Project 3
ITBIS/CS ITBIS Elective II
3
3/4XX
ITBIS/CS ITBIS Elective III
3
3/4XX
2. Explain how it is determined when each required course will be offered, e.g.,
rotation, odd-numbered years, etc
As indicated above, all required courses are offered every semester. The number of
sections offered is determined by assessing the intake into the program and the
number of students registered in the pre-requite courses of the previous semester. In
addition, electronic pre-registration counts have also been used by the department to
determine the number of sections offered for each course.
3. List below the course numbers, titles, and semester hours of courses allowed for the
major but not required (i.e., electives within the major), and explain how it is
determined when they will be offered.
Students in the B.Sc.BIS program must complete 6 credit hours of professional

practice courses and 9 credit hours of BIS electives in order to satisfy the degree
requirements. The department offers approximately six to eight elective courses every
semester based on the availability of the instructors. Tables 1.2 and 1.3 describe the
supporting professional practice courses and the BIS elective courses, respectively,
for the B.Sc. in BIS degree.
Table 1.2: List of Supporting Professional Practice Courses
Semester
Hours
ITCE 212 PCs and Trouble Shooting 3
ITBIS 373 Database Development 3
ITBIS 472 Mobile Computing 3
Table 1.3: List of BIS Elective Courses
Semester
Hours
ITBIS 314 Information Systems Applications in Business 3
ITBIS 334 Knowledge-Based Systems 3
ITBIS 336 Virtual Organization 3
ITBIS 351 Multimedia and Hypermedia Systems 3
ITBIS 372 Computerized Accounting 3
ITBIS 390 Information, Databases & Transaction Processing 3
ITBIS 396 Data Mining 3
ITBIS 410 Electronic Banking 3
ITBIS 431 Computer Supported Collaborative Work 3
ITBIS 432 Simulation and Modeling 3
ITBIS 450 Application of AI in Enterprise Systems 3
ITBIS 455 Distributed Systems 3
ITBIS 460 Disaster Recovery and Business Continuity 3
ITBIS 471 Network Administration 3
ITBIS 494 Selected Topics in Information Systems 3
B. Interaction with Faculty
1. Describe how you achieve effective interaction between students and faculty with
large class enrollments.
The Department of information systems does not have large class enrollments. The
size of classes is mostly small. The maximum number of students that can enroll in a
particular class is about 30. Most of the courses not only include team projects
requiring instructors to work closely with their students but also the use of emails and
collaborative teaching tools such as Black Board to make it a rich and interactive
environment for students. In addition, all academic staff and teaching assistants have
regular office hours where students can meet with them. All this makes it possible to
achieve an effective interaction between academic staff and students.
C. Student Advising
1. Describe your system of advisement for students on how students are advised to
complete the coursework in the program effectively. Indicate how you ensure that
such advisement is available to all students.
All students are assigned an academic advisor at the beginning of the program. They
are required to meet with his or her advisor at least once every semester. This meeting
usually takes place during the pre-registration period to ensure proper course
selection. During this meeting the advisors review the student status and check the
student records to ensure that all courses are taken in proper sequence and all the pre-
requisite requirements have been satisfied. Students facing academic probation or
dismissal can approach their academic advisor for help.
In addition, all advisors are provided with a list of students including their personal
contact information (see Appendix F-1 for a sample). The advisors routinely monitor
the progress of their advisees by assessing their transcripts and schedules through the
online registration system. The student monitoring form shows the link between the
student and his advisor is provided in Appendix F-2.1.
The Deanship for Student Affairs also provides the following services to students:
1) The annual Induction Day for new students.

2) The coordination between the advisors and their departments along with
the registration department.
3) Peer-Learning Project: assigning A-students to help other students in their
studies.
4) Open Conversation program (Open Day with the Dean and Chairman):
Student to dean and chairman discussion on any topic held each semester.
This program allows all students in the department to meet with the
chairman and the dean to discuss any problems or suggestions in a
comfortable relax atmosphere.
5) During exams special teams are sent to each hall to make sure students
locate their exam rooms and provide any necessary help.
2. When students need to make career choices, what is their procedure for obtaining
advising? How do they have adequate access to qualified professionals when
necessary?
The University of Bahrain has a career counseling office which plays a significant
role in career advice and counseling. They help graduates in finding new avenues for
employment. Full time professionals are available within the Career Guidance section
of the office. Other services include placement and opportunities which helps
expected-to-graduate students find suitable employment. This office organizes a
―Careers Day‖ event every academic year to achieve the following objectives:
 To work together with employers in providing University students with a

wide spectrum of companies and establishments in the labor market.
 To introduce students to various programs and options available in
different establishments.
 To provide students with further job opportunity.
Moreover, advisors also act as career coaches and help students in preparing their
CVs and advise them on matters concerning career planning and job hunting. In
addition, students who complete at least 85 credit hours are required to perform two
months industrial training as part of their graduation requirements. Each student is
placed in an industrial company. The department prepares the students for this course
and advises them on other matters including career opportunities, job hunting, ethical
responsibility and strategies for success.
3. Advising must be done by qualified individuals. Discuss the system by which

advisors become qualified.
The Department has a Chief Advisor who provides guidance to other faculty advisors
and ensures that the departmental student advising system is effectively implemented
All Academic advisors at the Department of Information Systems go through an
orientation session provided by the senior academics. This session is to make the
advisors familiar with the curriculum and the university regulations. They are also
provided with a system for calculating student’s GPA and remaining courses in the
plan.
D. Meeting the Requirements
1. Describe your standards and procedures for ensuring that graduates meet all of the
requirements of the program.
The University, College and Department enforce procedures to ensure that all
students meet program requirements, which are the completion of credit hours with
cumulative and major GPAs of 2.0 or more. The major GPA stands for core and
elective courses average grade points. During the registration period, the online
registration system checks that the student is registering only courses that are
included in his/her program and that he/she has taken the prerequisites for the
registered course. When students enroll in their last semester, the Registration Office
issues an “Expected to Graduate” forms (provided in Appendix F-3) for these
students and sends them to the department for approval.
The academic advisor is then checks whether the student is expected to graduate
using a standard program developed by the Department that prints a report showing
the status of the student. According to this report, the advisors signs off on the
Expected to Graduate form, which is then verified by Department Chair (DC). Once
approved by the Chair, it is returned to the Registration Office.
In addition, at the end of the semester, the DC receives a ―Graduation Form‖ for
every student who has been confirmed to graduate. The advisor completes this form
and checks whether all graduation requirements have been fulfilled. The forms is then
passed to the DC for approved. After approving this form has to be approved by the
Dean and sent to the Registration Office for completion of the student graduation
process.
PROGRAM
EDUCATIOAL
OBJECTIVES
8
CHAPTER 2 | PROGRAM EDUCATIONAL OBJECTIVES
CHAPTER 2
PROGRAM EDUCATIONAL OBJECTIVES
Criterion
The program has documented measurable program educational objectives that are
based on the needs of the program’s constituencies.
1. Provide the institution’s mission statement. Include any other mission statements
that are relevant.
The mission statements of the University, College, and Department are listed below.
Mission of the University of Bahrain
―The University of Bahrain is a national university dedicated to excellence in teaching

and learning; innovative research; the generation and dissemination of knowledge;
development of the student's personality, skills, and knowledge; and building
partnerships with the public and private sectors; through distinction in its academic
programs, faculty and staff, student activities, fostering innovation, cultivating a
culture for quality, and reaching out to the local, regional, and global communities.‖
It is documented on the University website College brochure and in the Accreditation

and Assessment Office (AAO) website: http://aaoitc.uob.edu.bh/.
Vision of the University of Bahrain
―The University of Bahrain’s vision is to be an internationally recognized university

for excellence in student learning, innovative research, and community engagement
that contributes to the economic vitality, sustainability, and quality of life in the
Kingdom, the region, and beyond.‖
It is also documented on the University website College brochure and in the

Accreditation and Assessment Office (AAO) website:
Mission of the of the College of Information Technology
The College of IT educates, conducts research, and disseminates knowledge through

internationally recognized programs for the benefit of the society.
It is documented in the College brochure and on the Accreditation and Assessment Office
(AAO) website: http://aaoitc.uob.edu.bh/.
Vision of the of the College of Information Technology
To be a leading college in providing quality higher education IT programs, and conduct

quality research in a close partnership with the community.
It is documented in the College brochure and on the Accreditation and Assessment

Office (AAO) website: http://aaoitc.uob.edu.bh/
Vision Statement of the Department of Information Systems
To be the leading department in providing quality education and research in

information system and to meet the community’s needs in the field of computing.
Mission Statement of the Department of Information Systems Program
The mission of the Department of Information Systems (IS) is to excel in teaching,

research and development, industrial collaboration, and community services related to
the development, implementation, management, and impact of information systems.
It is documented in the College brochure and on the AAO website:
http://aaoitc.uob.edu.bh/Programs/MissionStatement.aspx
The mission, vision, program educational objectives and program outcomes are
printed on a poster fixed on the corridors of the department as well as leaflets to be
distributed to new students as well as public.
2. List the program’s educational objectives. Explain how and where they are
documented outside of this Self-Study.
The Department of Information System (DIS), in consultation with the program

constituencies, developed four PEOs for the B.Sc.BIS program in conformity with the
UOB Mission and with ABET EC2000 accreditation criteria.
1) DEPTH: Foster within our graduates a strong foundation in the fundamental

knowledge required for the practice of, or for advanced study in IS, including
its scientific and business principles, rigorous analysis, and creative design.
2) BREADTH: Prepare our graduates with a broad up-to-date education, with
emphasis on IS, for the diversity of productive career opportunities or for
postgraduate education.
3) PROFESSIONALISM: To develop within our graduates the professional

skills including responsible teamwork, creativity and communication skills
with professional attitudes and ethics and to prepare them for the complex
actual work environment and for life-long learning.
4) LEARNING COMPONENT: To provide our students with a suitable
learning environment, which enables them to achieve their targets through an
open, challenging, and supportive program
The PEOs are publicly available in College of Information Technology catalogue,

undergraduate catalogue and also on the web via:
http://aaoitc.uob.edu.bh/Programs/Objectives.aspx and also
http://aaoitc.uob.edu.bh/aims/login.php
Furthermore, a copy of the objectives and outcomes are distributed in a leaflet to new
students.
The department has updated the PEOs and got approval from all constituencies.
These updated PEOs will be effective starting from the second semester of academic
year 2009/2010.
The updated PEOs are well designed to not only convey the department’s mission
statement but they are also aligned with the college and university mission statements.
These PEOs are listed below:
Objective 1: Our graduates will apply their knowledge and skills to succeed in an
information systems career.
Objective 2: Our graduates will function ethically and responsibly, and will
remain involved as full participants in the profession and society.
Objective 3: Our graduates will be able to communicate and work effectively in

multi-disciplinary teams.
Objective 4: Our graduates will be able to pursue and successfully complete

advanced studies and embark on lifelong learning for personal and professional
growth.
The updated Program Education Objectives (PEOs) have been evaluated by both the
alumni and employers. A sample of the survey for employers is shown in Appendix
H while that for alumni is on line. The summary of the evaluation results for the
updated Program Education Objectives (PEOs). are shown in Table 2.1 . The
minimum average rate is more than 3.5 out 5 for the updated Program Education
Objective 1 (PEO1) and maximum is slightly above 4.1 for the updated Program
Education Objective 1 (PEO2).
Table 2.1: Evaluation Results for Updated PEOs From Alumni and Employers
Alumni Employer Average

PEO1 3.454545 3.625 3.539773
PEO2 4.181818 4.125 4.153409
PEO3 4 3.5 3.75
PEO4 4.090909 4 4.045455
The list of the above PEOs has been approved in March 2010. However, the
assessment provided in this SSR has been done using the old PEOs, except the last
semester. The last semester’s assessment was based on the updated PEOs. The
updated PEOs are published on the Accreditation and Assessment Office (AAO)
website: http://aaoitc.uob.edu.bh/.
The updated PEOs have been printed on posters and fixed on the corridors of the
department. Also, leaflets of the PEOs have been distributed to new students and the
public.
3. Describe how your program's educational objectives align with your institution's
mission.
The Program Educational Objectives (PEOs) are aligned with the mission statement
of the University of Bahrain, which is as follows:
―The University of Bahrain is a national university dedicated to excellence in

teaching and learning; innovative research; the generation and dissemination of
knowledge; development of the student's personality, skills, and knowledge; and
building partnerships with the public and private sectors; through distinction in its
academic programs, faculty and staff, student activities, fostering innovation,
cultivating a culture for quality, and reaching out to the local, regional, and global
communities‖.
The University of Bahrain can be divided into four main objectives:
1) Generation and production of knowledge

2) Dissemination of knowledge to the community
3) application of knowledge
4) support and enhance the development process in Bahrain
The B.Sc.BIS program PEOs stated above are aligned with mission UOB:
1) DEPTH: The first PEO is in line with all the objectives of the University
mission statement The university’s commitment to support and enhance the
development process in Bahrain reflects its support to information technology
programs, including information system. A strong foundation in Information
Systems is an essential requirement for both the public and private sectors .
2) BREADTH: The University mission calls for the dissemination of knowledge
to support the development process. The development process in Bahrain is
progressing in all areas of industries, infrastructure, education, business and
finance, health and environment ,and information systems play an important
role in this development. There is a need to provide a broad education to the
Information Systems graduates as expressed in the second program objective.
3) PROFESSIONALISM: The third program objective, which concerns the
development of professional attitudes such as teamwork, communication
skills and ethics, supports the University mission statement that calls for the
application of knowledge and for the support of the development process.
Professional attitudes and skills are essential elements for practicing
graduates.
4) LEARNING COMPONENT: To provide our students with a suitable
learning environment, which enables them to achieve their targets through an
open, challenging, and supportive program
4. Explain how the program's educational objectives align with the needs of its
constituencies, and include a list of the stakeholders. Also describe the role the
constituencies played in formulating the educational objectives.
The B.Sc.BIS program’s PEOs must satisfy the program constituents. The main stakeholders
of the constituencies of the program are:
1) Information System Faculty: The faculty members are involved on regular basis
in the assessment processes.
2) Students: Current B.Sc.BIS students are interested in whether the B.Sc.BIS
program adequately prepares them for future employment or not, and through
the Program Student Council (PSC) they have constituted to the development
of these PEOs.
3) The Employers: (government, industry and universities): Employers'
satisfaction with our students' education measures the success of the
programs. Their satisfaction translates to employee retention and provides
employment opportunities for future students. The Program Industry advisory
committee (PIAC) members represent employers, engaged in business in

information system and allied fields.
4) The Alumni: This group consists of recent graduates with work experience.
They constitute a key part of the assessment process since they are qualified to
assess the quality of PEOs based on their career achievements.
The program objectives have been formulated with full cooperation and involvement
of the three main constituents of the program, namely, information system faculty,
PIAC and PSC.
The chair of the department has played the role of a facilitator in the PIAC to ensure
that convergence towards mutually accepted program objectives are achieved in the
prescribed time frame. A list of PIAC members is given in Table 2.1. PIAC advises
the department on various academic and professional issues with the aim to have
them as partners in the improvement of the program. Some of the PIAC members are
also Alumni of the UOB information system program. The PIAC meets once or twice
a year to review the program and discuss various academic issues and measures to
improve the quality of the program. PIAC is an important source of advice on the
educational needs of the industrial community. PIAC also provides feed back to the
department on the performance and professional issues of the graduates. In addition,
PIAC proposes strategies for developing mutual collaboration in various areas such as
students’ projects and research. All IS faculty members have been fully involved in
the formulation of PEOs as well as their assessment and evaluation.
Students constituted the Program Student Council (PSC) to contribute to the

development of program. The PSC consists of 16 students in their fourth academic
year. The current PSC for the academic year 2008/2009 are listed in Table 2.2. The
PSC meets twice a year and provides students’ input on various curriculum issues,
including the development and evaluation of the PEOs. The PSC were invited to all
the PIAC meetings and are involved in the PEOs and POs discussions.
The interconnectedness of the various constituencies and processes ensures that the
PEOs are established, assessed and evaluated periodically to continuously improve
the program is illustrated in Figure 2.1. After reviewing the University Mission and
the ABET EC2000 accreditation criteria, the Department of Information Systems
(DIS) organized discussions with the main constituencies, namely, the Faculty, the
PIAC and the PSC. The approved PEOs were then published in the Department
College Catalogue and relevant websites as stated earlier. Program constituents, has
developed four program educational objectives for the Bachelor of Science in IS
Program. The Departmental Accreditation Committee (DAC) has developed the
program educational objectives. The committee scheduled the first meeting of the
second semester of 2004/2005 on 27th March 2005. The first draft of the program
educational objectives which served as a working document for the department was
developed.
Then, the faculty reviewed and commented on the first draft at the departmental
council meeting on 12 April, 2005. The comments were incorporated into the second
draft, which was reviewed at the departmental council meeting on 3 May, 2005. This
second draft served as the starting point for the educational objectives for our
program.
These objectives, along with program outcomes, have been posted on the University
website (http://webs.uob.edu.bh/abet). The program objectives and outcomes are also
included in the 2007 College catalogue. Furthermore, some posters presenting PO’s
and PEO’s are posted on corridors of the department.
The PEOs will be 2 to 3 years and the assessment results are discussed with the main
constituencies. Strategies for program improvement are developed through
discussions with the main constituencies. The recommendations for program
improvements are implemented by the faculty, who incorporate the recommendations
into their curricula. Figure 2.1 shows a flow chart of the assessment and improvement
cycle.
Figure 2.1: B.Sc.BIS Program Continuous Improvement Process
Table 2.2: Members of the Program Industrial Advisory Committee (PIAC) for the Information
Systems Program (2008/2009)
Contact
Name Position Company
Number
1 Rashid AlMadani Director of IT Ministry of Social 17873733

Development
2 Mohamed Khalifa AlYasi Director of Computer Central Informatics 17725559

Operations Organization
3 Khalifa Ahmed AlOmari Head of Computer Bahrain Defense 36515500/

Operations Force Hostpital 17766652
4 Layla Janahi Quality System Civil Service 39411450

Development Specialist Bureau
5 Tariq Hadi IT Technical Super Intendent Gulf Petrochemical 36666441/

Industries Company 17733262
6 Emad AlHayki Employee in IT Department Ministry of Interior 17571735
7 Amal Ahmed Manager of Product Batelco

Marketing
8 Osama Abu AlJubeen Regional Human Resources International 36040922

Manager Turnkey Systems
9 Yousif AlKhan Director of IT AlShamil Bank
10 Ahmed Bokhowah Director of IT Ministry of Interior 17571735
11 Adnan AlMahmood Director of IT and Electronic Gulf Petrochemical 17571735

Systems Industries Company
Table 2.3: Members of the Program Student Council for the Information Systems Program
during the Academic Year 2009/2010.
Mobile GPA Year Name Contact
1 3653642 3.72 4th 20062385 Zainab Abdullah Ahmed Zainab_matter@hotmail.com
2 36757274 3.6 4th 20062375 Noor Hussain Sarhan Noor_sarhanr@hotmail.com
3 39767545 3.54 3rd 20062206 Ala’a Jafaar AlShaikh Alaa_alditry@hotmail.com
4 36778891 2.18 4th 20054252 Amina Buassally buassally@gmail.com
5 39822622 2.61 4th 20051232 Saud AlTaei Saud.434@gmail.com
6 36718300 2.61 4 th 20052276 Sabeeka Alshamlan Sabeeka@gmail.com
7 36330777 4 th 20042647 Isa Yousif Blueevil_103@hotmail.com
Mahdi_jamali@gmail.com
8 39007818 4 th 20067489 Mohammed Mahdi
5. For each program educational objective, indicate the mechanism(s) used to

measure it.
The Program Educational Objectives (PEOs) are achieved as follows: the objectives
of the individual courses in the curriculum are linked to the program outcomes (POs)
which are, in turn, linked to the PEOs as shown in Figure 2.1. Samples of assessment
forms and their results are shown in Appendix E. However, the main mechanisms
used for the assessment of program educational objectives are the alumni and
employer (including PIAC) surveys. Copies of these surveys are available in
Appendix E and their results are discussed in Chapter 4.
PROGRAM
OUTCOMES
19
CHAPTER 3 | PROGRAM OUTCOMES
CHAPTER 3
PROGRAM OUTCOMES
Criterion
The program has documented measurable outcomes that are based on the needs of
the program’s constituencies.
1) List the program’s outcomes. Discuss how and where they are documented outside
of this Self-Study.
The Department of Information Systems was established in 2000/20001. The

Department was then using program outcomes from (a)-(k) (as shown below) which
were then used until the second semester of 2007/2008. These POs can also be seen
in the college catalog printed and published in 2007.
a) Ability to apply knowledge and fundamentals of math, information systems,

management, and IT business.
b) Understand the information and communication technology components
that are critical in analyzing, designing, developing, and maintaining
information systems.
c) having an analytical and critical thinking in problem solving and making
managerial decisions using information and communication technologies.
d) Ability to plan for and develop technology-based IT business solutions.
e) Ability to re-engineer an existing organization’s IT business processes,
technology infrastructure, and culture to synchronize with information
systems.
f) Ability to identify IT business needs and requirements, and develop
software systems and application that satisfy the needs and requirements of
contemporary organizations.
g) Ability to design software systems equipped with IT security measures,
systems quality and efficiency.
h) Understand professional and ethical responsibilities in designing and
utilizing information systems.
i) Ability to communicate effectively and to work in teams and communicate
solutions with peers and IT business leaders.
j) Recognize the need for, and has the ability to engage in life-long learning.
k) Knowledge of IT contemporizing issues.
In the first semester of academic year 2008/2009, the department adopted

exactly/fully what was set by ABET which consist only of program outcomes (a)-(i),
hence all courses starting this semester started to be mapped with the new program
outcomes as follows:
a) An ability to apply knowledge of computing and mathematics appropriate

to the discipline.
b) An ability to analyze a problem, and identify and define the computing
requirements appropriate to its solution.
c) An ability to design, implement, and evaluate a computer-based system,
process, component, or program to meet desired needs.
d) An ability to function effectively on teams to accomplish a common goal.
e) An understanding of professional, ethical, legal, security, and social issues
and responsibilities.
f) An ability to communicate effectively with a range of audiences.
g) An ability to analyze the local global impact of computing on individuals,
organizations, and society.
h) Recognition of the need for and an ability to engage in continuing
professional development.
i) An ability to use current techniques, skills, and tools necessary for
computing practice.
j) An understanding of process that support the delivery and management of
information system within a specific application environment.
In this report, all tables pertaining to the mapping of the courses to the program outcomes
utilizes the new program outcomes.
2) For each program outcome, indicate the mechanism(s) used to measure it.
The IS Department particularly uses four mechanisms to measure each of the

outcomes namely:
1) The use of performance indicators, measurements and assessment methods

for each of the program outcomes;
2) Surveys such as:
a) The Program Industrial Advisory Committee (PIAC) Survey;
b) The Alumni Survey; and
c) The Senior Exit Survey;
3) Evaluations; and
a) Senior Project Evaluation;
b) Online Course Evaluation;
4) Mapping of the Course Learning Outcomes to the Program Outcomes.
The data from all of these surveys are collected, analyzed, assessed and are presented
to the department council where particular actions are taken whenever they indicate
that the outcome is not met. For all the mechanisms, the department uses a metric
goal 3.5 out of 5 which corresponds to an average of 70% as a benchmark to indicate
that the program outcome has been met.
Mechanism 1: From the second semester of the academic year 2009/2010, the
department has developed performance indicators to measure program outcomes in a
more efficient manner. For each program indicator, one or more measures are
identified together with the assessment method. For each measure a particular course
is mapped and rubrics were prepared for these courses. This helps to achieve better
and more objective measurement. Table 3.1 shows the program indicators for each of
the program outcomes, the respective measures for each of the indicators and the
courses used to asses each of the measures. Table 4.6 in chapter 4 shows the results
of the assessment using the rubrics.
Table 3.1: Performance Indicators and Assessment Methods
ISPO(a): an ability to apply knowledge of computing and mathematics

appropriate to the discipline
ISPI(a)-1 Use knowledge of computing to solve problems
Measures Assessment Method
A–Solve and implement a programming problem from a given An embedded question
computation model using procedural and/or object oriented programming in ITBIS211 practical
approach exams
B-Use algorithmic knowledge to present a feasible algorithmic solution to An embedded question
a problem in ITBIS211 written
exam
ISPI(a)-2 Use mathematics to solve problems
A-Solve discrete mathematical problems An embedded question
in ITCS251
ISPO(b): an ability to analyze a problem, and identify and define the
computing requirements appropriate to its solution
ISPI(b)-1 Analyze a given problem
A-Formulate (sketch) the problem specifications from the problem Term project in
definition ITBIS311
B- Identify data requirements and output of a problem/system An embedded question
in ITBIS311
ISPI(b)-2 Identify and define the computing requirements for a given problem
A- Specify the software tools needed for a given problem/software Written project report
development: language, packages, OS, ... and oral presentation
in ITBIS499 assessed
by a dept. evaluation
committee using a
defined set of rubrics
B- Specify the hardware requirements for a computer based system Written project report
and oral presentation
in ITBIS499 assessed
by a dept. evaluation
committee using a
ISPO(c): an ability to design, implement and evaluate a computer-based
system, process, component, or program to meet desired needs
ISPI(c)-1 Design a computer-based system, process, component, or program
to meet desired needs;
A- Design a component or a process to meet desired needs An embedded question in
ITBIS341
B- Design a computer-based system or program to meet desired needs Term project in
ITBIS395
ISPI(c)-2 Implement a computer-based system, process, component, or
program to meet desired needs;
A- Implement a component, process or a program to meet desired needs Programming assignment
ITBIS341
B- Implement a computer-based system to meet desired needs ITBIS395
ISPI(c)-3 Evaluate a computer-based system, process, component, or
program
A- Test and evaluate computer-based system or program Written project report and
software demonstration in
ITBIS499 assessed by a
dept. evaluation
committee using a
ISPO(d): an ability to function effectively within teams
ISPI(d)-1 State responsibilities within projects/assignments teams
A-Prepare a work schedule with appropriate deadlines. ITBIS499
B-Fairly distribute the responsibilities among the team members. ITBIS499
ISPI(d)-2 Contribute a fair share of work within a team project
A-Complete assigned tasks according to the work schedule. ITBIS499
ISPI(d)-3 Participate actively in team meetings and discussions
A-Participate in team meeting ITBIS499
B- Provide useful input on the issues discussed in meetings ITBIS499
ISPO(e): an understanding of professional, ethical, legal, security, and
social issues and responsibilities
ISPI(e)-1 Understand the professional and ethical and legal issues relevant
to IT
A- Demonstrate knowledge of code of ethics as outlined by various professional Quiz/home

societies (e.g. IEEE, ACM) assignment in
ITBIS311
B-Understand ethical issues relevant to information technology Quiz/home
assignment in
ITBIS251
C-Understand the concept of plagiarism and its effects Written project
report ,
presentation and
software
demonstration in
ITBIS499 assessed
by a dept.
evaluation
committee using a
defined set of
rubrics
ISPI(e)-2 Demonstrate an understanding of IT security issues
A-Understand security threats to computers and networked systems An embedded
question in
ITBIS324
B-Understand security threats to Database systems An embedded
question in
ITBIS385
ISPI(e)-3 Demonstrate an understanding of social issues and
responsibilities
A-Understand the social effects of malware and the effects of computing and An embedded
networking on society question in
ITBIS251
ISPO(f): an ability to communicate effectively
ISPI(f)-1 Demonstrate effective oral communication skills
A- Make oral presentation using effective nonverbal behavior (eye contact and Oral presentation
movement) and software
demonstration in
ITBIS499 assessed
by a dept.
evaluation
committee using a
defined set of
rubrics
B- Speak clearly and uses appropriate technical terminology Same as above
C- Use presentation tools/software and props/audio-visual equipment Same as above
D- Respond well to questions Same as above
ISPI(f)-2 Demonstrate effective use of written communication skill and
tools
A- Use correct grammar and vocabulary in written reports Written project
report in I
ITBIS499 assessed
by a dept.
evaluation
committee using a
defined set of
rubrics
B- Write well structured technical report using correct structure of a technical Same as above
report (objectives, procedures, results and conclusions, graphs and tables
correctly presented)
C- Correctly use and present literature and references Same as above
D- Uses appropriate software tools for producing a written report Same as above
ISPO(g): an ability to analyze the local and global impact of computing
on individuals, organizations and society
ISPI(g)-1 analyze the local impact of computing on individuals,
organizations and society;
A- Analyze local IT situation using various indices (e.g. The Network An embedded
Readiness Index) question in
ITBIS251
B- Understand the effects of IT on the local society, organizations, and An embedded
individuals question in
ITBIS251
ISPI(g)-2 analyze the global impact of computing on individuals,
organizations and society;
A- Analyze effects of globalization and IT on society and the individuals An embedded
question in
ITBIS251
B- Understand the IT global situation and the challenges and opportunities it An embedded
presents question in
ITBIS251
ISPO(h): recognition of the need for, and an ability to engage in,
continuing professional development
ISPI(h)-1 Understand the importance of professional development
A- Recognize the importance of continuous professional development. Senior Exit Survey
B- Awareness of the dynamic evolving nature of IT and the rapid changes in Senior Exit Survey
the skills needed in IT.
C-Participates in professional society and/or attends workshops, courses, Senior Exit Survey
lectures, etc..
ISPI(h)-2 Independently identify and use information sources (such
as the Internet or the library) to accomplish a given
assignment
A- Uses information sources independently to complete a given task ITBIS324
B- Demonstrates the use of research skills by producing literature review, data Written project
analysis and ….. report in ITBIS499
assessed by a dept.
evaluation
committee using a
defined set of
rubrics
ISPO(i): an ability to use current techniques, skills, and tools necessary

for computing practice
ISPI(i)-1 Ability to use current techniques or skills necessary for
computing practice
A- write program in current programming languages An embedded
question in
ITBIS211
B- use current web and Internet development tools and techniques Term project in
ITBIS393
C. use current software development techniques/methodologies An embedded
question in
ITBIS341
D- use current database management tools. Term project in
ITBIS385
ISPO(j): an understanding of processes that support the delivery and
management of information systems within a specific application
environment [IS]
ISPI(j)-1 Understand the processes that support the delivery of information
systems within a specific application environment.
A- identify the deliverables in each development phase in developing ITBIS395
information systems.
B- specify the essential strategic requirements (Management change process, ITBIS465
training strategies, organization culture, resources allocation) for the delivery
of information systems.
ISPI(j)-2 Understand the process of management of information systems
within specific application environment.
A- Understand the strategic and competitive roles of information systems. ITBIS465
B- analyze and Identify business strategic requirements (mission, vision , ITBIS465
objectives) of a potential application environment.
C- understand the concepts of IT/IS strategies, IS strategic planning, Business ITBIS324
Process Re-engineering and IT strategic alignment for a potential application
environment.
Mechanism 2: Surveys
These surveys are used as direct or indirect assessment tools of the program
outcomes. The department employs three sets of surveys:
1) The Program Industrial Advisory Committee (PIAC) Survey

2) The Alumni Survey
3) The Senior Exit Survey
The Program Industry Advisory Committee(PIAC) Survey: The department

developed a survey particularly for the PIAC members to help assess the current
status of the POs whether these outcomes address the needs of the industry and also
to measure the degree of achievement of the program outcomes. This survey is
conducted periodically to ensure that the departments program outcomes are still in-
line with the dynamic needs of the industry particularly the graduates as a by-
product of the department. Table 4.1 in Chapter 4 shows the result of the PIAC
survey.
The Alumni Survey: Together with the aforementioned survey, the department
conducts a survey for its alumni for the purpose of getting a feedback from
graduates. The main objective of this survey is to assess whether or not the students
are equipped with the necessary knowledge and skills that they need in order to
become competitive in the workplace. This survey provides an indication whether
the program outcomes fulfills what the students needed in the workplace or not.
Table 4.1 in Chapter 4 shows the result of the Alumni survey.
The Senior Exit Survey: This survey is filled-up by all graduating students. This is
made a requirement before they can make the final presentation of their senior
projects. The purpose of this survey is to measure if the program outcomes meet the
required level of achievement or not. The results of the Senior Exit Survey is shown
in Table 4.8 of Chapter 4.
The data in each of these surveys are collected, assessed and presented to all the
stakeholders. These results are then analyzed and appropriate actions are taken to
improve on the outcomes that have not been met or fulfilled.
Mechanism 3: Evaluation
The department conducts three sets of surveys particularly the Senior Project
Evaluation, the Online Course Evaluation and the Industrial Training evaluation.
Senior Project Evaluation: The senior projects are evaluated indirectly against some
of the program outcomes. This indicates whether the senior projects meet the
identified program outcomes or not. This would include the evaluation of the
projects’ final report, its contents, the students’ presentation of the project, and their
posters. All of these criteria are mapped against the appropriate program outcomes to
assess whether they have been met or not. Table 4.10 Chapter 4 shows the result of
the Senior Project Evaluation.
The Online Course Evaluation: The online course evaluation is conducted for all
the core and elective courses of the program. The students are asked to fill an online
survey in the near end of the semester. In this survey, both courses and program
faculty members are evaluated by all students in the program. Table 4.11 in Chapter
4 shows the results of the Online Course Evaluation.
This online course evaluation can be found in the following website:

http://aaoitc.uob.edu.bh/Surveys/E_CourseEvaluation.aspx.
The Industrial Training Supervisor Evaluation: This survey is conducted by the

department through the industrial training supervisor for all the students who are in
their industrial training. This survey is aimed to assess the knowledge and skills of
the students in relation to their training and their performance. This survey also helps
in assessing several of the program outcomes. Results of the Industrial Training
Evaluation are shown in Table 4.7 of Chapter 4.
Mechanism 4: Assessment of the Course Learning Outcomes and mapping of the

Course Learning Outcomes assessment results to the corresponding Program
Outcomes
In this mechanism, all the Course Learning Outcomes of all courses are mapped to
the appropriate program outcomes. These mechanisms ensure that all the program
outcomes are addressed by several courses in the program. This will indicate which
of the program outcomes have not been met in a particular course. In this particular
mechanism, after the grades shall have been computed by the faculty members, a
particular course assessment sheet (excel sheet) is prepared for each of the courses.
This assessment sheet maps the grades of the students in the different course
assessment components (e.g., midterm exam, quizzes, assignments, projects, final
exams, etc.) with the course learning outcomes. Using the benchmark 3.5/5 or 70%,
the assessment sheet will indicate whether the students met the objectives or not.
Shown in Table 4.4 and Table 4.5 are the results of the faculty assessment of PO
using the course learning outcomes for the first and second semesters of academic
year 2008/2009.
Assessment tools and instruments for program outcomes fall into two broad
categories: (i) Tools relying on direct evidence, and (ii) Tools relying on indirect
evidence. Table 4.13 in Chapter 4 gives all assessment methods that have been used
to assess and evaluate the BSIS program. The direct assessments provide for the
direct examination or observation of the student knowledge or skills against
measurable learning outcomes. The Faculty member conducts direct assessments of
student learning through the exams, quizzes, assignments and reports. These provide
a sampling of what students know and/or can do and provide evidence of student
learning. Another example of direct evidence of achievement of a certain PO is
through evaluation of the training program. The students are assessed by their
industrial supervisors. The direct method is considered to be the primary assessment

tool for the POs. Indirect assessment of students' learning is conducted by surveys.
Indirect measures can provide information about student perception of their learning
and how this learning is valued by different constituencies. The indirect method is
considered to be a primary assessment tool for the PEOs and as a secondary
assessment tool for the POs.
The assessment of the program outcomes is conducted at two different levels, namely
at the course level and at the program outcome level. The courses are assessed each
semester using the course assessment by student forms to gage the degree to which
prescribed POs are being met in individual courses. The results of these surveys are
tabulated and distributed to faculty members to determine what course of action may
be warranted to continuously improve the course and to ensure that course outcomes
are met in future surveys. Program outcomes are also assessed by graduating seniors
(senior exit survey), and alumni (alumni survey) every year.
Shown in the Table 3.2 and 3.3 are the mappings of the Course Learning Outcomes to
the Program Outcomes of the Information System Courses and the Non-Information
System Courses respectively. These mappings can also be seen in the syllabi
(Appendix D) of each course.
Required Core courses
ITBIS 314
ITBIS 465
ITBIS 445
ITBIS 438
ITBIS 435
ITBIS 420
ITBIS 395
ITBIS 385
ITBIS 341
ITBIS 324
ITBIS 322
ITBIS 311
ITBIS 251
ITBIS 222
ITBIS 393
ITBIS 211
COURSES
√
√
√
√
√
a. An ability to apply knowledge of
computing and mathematics appropriate
to the discipline.
SSR-B.Sc.BIS
√
√
√
√
√
√
√
√
√
√
√
√
b. An ability to analyze a problem, and
identify and define the computing
√
√
√
√
√
√
√
√
√
√
c. An ability to design, implements, and
evaluate a computer-based system, process,
component, or program to meet desired needs.
√
√
√
√
√
√
d. An ability to function effectively on

teams to accomplish a common goal
30
√
√
√
√
e. An understanding of professional,
ethical, legal, security, and social issues
√ and responsibilities.
√
√
f. An ability to communicate effectively

with a range of audiences
Program Outcomes
√
√
√
√
g. An ability to analyze the local global

impact of computing on individuals,
√
h. Recognition of the need for and an

ability to engage in continuing
√
√
√
√
√
√
√
√
√
√
√
√
√
i. n ability to use current techniques,

skills, and tools necessary for computing
June-2010
practice.
Table 3.2: Relationship of the Information Systems Courses in the Curriculum to the Program Outcomes
√
√
√
√
√
j. An understanding of process that

support the delivery and management of
information system within a specific
application environment.
ITBIS 334 √ √ √
ITBIS 336 √ √ √
√ √ √
Elective courses
ITBIS 373
ITBIS 390 √ √
ITBIS 396 √ √
ITBIS 431 √ √ √ √
ITBIS 450 √ √ √ √ √
ITBIS 460 √ √ √ √
ITBIS 471 √ √
ITBIS 494 √ √ √ √ √
FIN 220
QM 250
HIS 121
ACC 113
ACC 112
ITCS 251
ITCS 102
ITCS 101
MKT 261
MGT 230
MGT 131
ITCE 311
ENGL 219
ENGL 155
ARAB 110
ENGL 154
MATH 107
IECON 140
COURSES
√
√
√
√
√
√
a. An ability to apply knowledge of computing and
SSR-B.Sc.BIS
mathematics appropriate to the discipline.
√
b. An ability to analyze a problem, and identify and
define the computing requirements appropriate to its
solution.
√
c. An ability to design, implements, and evaluate a
computer-based system, process, component, or program
to meet desired needs.
√
d. An ability to function effectively on teams to
The Faculty Course Assessment Report

accomplish a common goal.
32
√
e. An understanding of professional, ethical, legal,
Outcomes
security, and social issues and responsibilities.
√
√
√
√
f. An ability to communicate effectively with a range of
audiences
Program Outcomes
√
√
g. An ability to analyze the local global impact of
computing on individuals, organizations, and society.
h. Recognition of the need for and an ability to engage in

continuing professional development.
√
√
√
√
i. An ability to use current techniques, skills, and tools
necessary for computing practice.
Table 3.3: Relation of Non-Information Systems Courses in the Curriculum to the Program
√
√
√
√
√
√
√
√
j. An understanding of process that support the delivery
percentage of students who met the COs is displayed and linked to the POs as shown in
June-2010
This report summarizes the course assessment. The report includes a matrix where the
Table 3.4. For a student to meet the CO, he/she had to at least 70% or more in the
and management of information system within a specific
question/exercise corresponding to the CO. The Faculty Course Assessment Report also
includes proposed action/recommendation to improve the course.
Table 3.4: An Example of Course Objectives Relationship to Program Outcomes
PO A b c d e f g h I j
CO
C1 72
C2 74
C3
C4
C5 78 66
C6
Average 72 76 66
Assessment 2 2 1
The following rating system was used for evaluation:
1) Represents 80% or more of the students met the course objective,

2) Represents 60% - 80% of the students met the course objective.
3) Represents 40% - 60% of the students met the course objective.
4) Represents less than 40% of the students met the course objective.
This type of report lists the course objectives which have been met (or not) based on the
benchmark set by the Department (at least 70% or more means meeting the course
objectives). An example is shown in Table 3.5 below.
Table 3.5: Achievement of Course Objectives
3) Explain the relationship between the outcomes and the needs of the program’s
constituencies. Also explain the role played by the various constituencies in
formulating the program outcomes.
In the first semester of academic year 2008/2009, the department adopted the (a)-(i)
program outcomes from the ABET criteria. The PIAC reviewed and approved the
program outcomes. Then, the faculty members reviewed these program outcomes and
approved them.
These program outcomes are available in the college website and in the college
catalogue, hence, making them available to the students but there have been no
comments from them.
4) Indicate how your program outcomes map to your program educational objectives.
Table 3.6 shows the mapping of the program outcomes to the program educational
objectives.
c)
a)
b)
solution.
SSR-B.Sc.BIS
program to meet desired needs.
Program Outcomes
mathematics appropriate to the discipline.
An ability to analyze a problem, and identify and

An ability to apply knowledge of computing and
computer-based system, process, component, or

An ability to design, implement, and evaluate a
define the computing requirements appropriate to its
DEPTH: Foster within our graduates a strong
foundation in the fundamental knowledge
required for the practice of, or for advanced
√
√
35
study in IS, including its scientific and
business principles, rigorous analysis, and
creative design.
BREADTH: prepare our graduates with a

broad up-to-date education, with emphasis on
√
√
IS, for the diversity of productive career

opportunities or for postgraduate education.
PROFESSINOALISM : To develop within

our graduates the professional skills including
responsible teamwork, creativity and
√
√
√
communication skills with professional attitudes

Table 3.6: Relationship of Program Outcomes to Program Educational Objectives
and ethics and to prepare them for the complex

Program Educational Objectives
actual work environment and for life-long

learning.
June-2010
LEARNING COMPONENT: To accommodate

our students with a suitable learning environment
which enables them to achieve their targets
√
√
through an open, challenging, rigorous and

supportive program.
d) An ability to function effectively on teams to

√ √
e) An understanding of professional, ethical, legal,

√
security, and social issues and responsibilities.
f) An ability to communicate effectively with a range of √ √ √

audiences
g) An ability to analyze the local global impact of

√ √
h) Recognition of the need for and an ability to engage

in continuing professional development. √
i) An ability to use current techniques, skills, and tools √

necessary for computing practice. √ √
j) An understanding of process that support the delivery

and management of information system within a √ √
specific application environment.
The course portfolio contains all the information and documentation concerning the
course. The portfolio is composed of the following items: course syllabus,
Faculty/Course Self-assessment, Faculty Course Assessment Report, grade
distribution, detailed students' grade analysis, copies of final exam, tests, quizzes,
samples of students graded work and any other supportive materials. The course
syllabus and course learning objectives are prepared by the instructor (see Appendix
A for course syllabi). The relationship between the Course Objectives (COs) and the
POs are also established by the instructor and reviewed by the Academic Committee.
An Excel file to assess the POs by course grades was developed. In the spreadsheet,
the instructor enters the IDs of the students, percentage distribution of the evaluation
criterion, COs and their relationship to the POs. The spreadsheet generates the final
grades, Faculty Course Assessment Report and Faculty/Course Self-Assessment
Report.
5) State the program outcomes enabled by each course, and, if an outcome enables
more than one of CAC’s (a) – (i) and program outcomes, what CAC outcomes are
enabled. Also, if the CAC outcome enabled by a program outcome includes more
than one aspect such as ―professional, ethical, legal, security, and social issues and
responsibilities‖ or ―local and global impact,‖ state which portion of the CAC
outcome is enabled.
As the department has adopted the ABET CAC’s program outcomes, this clearly
indicates that all the CACs program outcomes are addressed. Tables 3.1, 3.2 and 3.3
show the program outcomes enabled by each of the courses.
CONTINUOUS
IMPROVEMENT
38
CHAPTER 4 | CONTINUOUS IMPROVEMENT
CHAPTER 4
CONTINUOUS IMPROVEMENT
Criterion
The program uses a documented process incorporating relevant data to regularly

assess its program educational objectives and program outcomes, and to evaluate the
extent to which they are being met. The results of the evaluations are documented and
used to effect continuous improvement of the program through a documented plan.
1. Describe your procedure for periodically assessing the extent to which each of the
program educational objectives is being met by your program. Include:
The PEOs are assessed by the surveys’ results of Employers including the (PIAC),
and Alumni. All of the survey forms are provided in Appendix E-1. The employers'
and PIAC’s surveys gage, on a scale of one to five (1: poor; 2: fair; 3: moderate; 4:
good; 5: outstanding) the achievement of the PEOs. In addition, a feedback box is
included with each PEO to allow the respondent to give any comments that he/she
may have. The Alumni survey contains indirect questions concerning the PEOs. The
surveys are intended to assess achievements of the PEOs.
A. Employer Survey
The survey is divided into two categories: Accomplishment of the PEO and
Written Comments (Appendix E-1). Table 4.1 reports the survey results for the
accomplishment of the PEOs. The results revealed that all PEOs (Depth, Breadth,
Professionalism and Learning components) have been met.
Written comments
The survey form allows PIAC members and Employers to provide written
feedback regarding the accomplishment of the PEO. Some of the comments given
by the committee members on each PEO are given below:
1) DEPTH
―Subjects need more emphasis on advanced topics not only on fundamentals‖
―The achievement of this PEO is depends mainly on the students, some are
very good in term of knowledge required and others are just stay within the text
book‖
―The foundation do exist but it is not enough‖
―IS program should be aligned with the industry’s requirements and needs in
term of skills and MIS knowledge, without compromising the accreditation
requirements‖
―As employers we found that IS students have correct foundation knowledge,

but we look more for character, willingness to learn, and attitude‖
―Please do a study on market needs in term of depth knowledge needed and the
areas or skills required by the industry‖
2) BREADTH
―The information that is being taught is broad and covers many different
areas, but not all of it is up to date‖
―Up-to date materials does not exist for some courses, so this problem must be
covered by this objective‖
―In technology not only the education system provides the information required
for the students as the technology is in a rapid change‖
―There must be a focus on the business needs‖
Some PIAC members acknowledged that IS graduates have an excellent

knowledge in IS related concepts and issues, business and management.
However, they raised the need to include new courses in how to use IT to
solve business problems.
3) PROFESSIONALISM
―Some IS Students need to acquire some important skills such as planning and
how to deal with pressure‖
―There is a need for more emphasis on practical sides‖
―Courses need to have more emphasis on the practical side of the subject‖
―Students involvement in the external work environment by taking them to the

real work environment and showing them how theoretical parts of the subject
are implemented in reality‖
PIAC members have recommended that IS students should pursue their

training courses during the first or second semester to gain maximum
benefit as they usually do not get as much support during the summer
courses as most employees are on leave. Some PIAC members also

mentioned that IS students should be encouraged to get professional
certificates in networking, system development tools (PHP, ASP), and
project management.
As a way to enhance the professionalism of the IS students, some PIAC

members suggested that IS department should conduct some workshops
on some of IS important issues and that professional from different market
sectors should be invited to talk to IS students about the market
expectations as well as providing training courses. In addition, some PIAC
members suggested that IS senior project should aim to provide
contributions to practice.
4) LEARNING COMPONENTS
Actually few comments were written about the learning components.
―The environment that IS students are raised on should shape them to fit in
industry after graduation”
Table 4.1: Employers (including the PIAC) and Alumni Survey Results of PEOs
improvement strategy
Goal achievement
Implemented
Average
Alumni
PIAC
Objective 1: DEPTH
Foster within our graduates a strong foundation in
the fundamental knowledge required for the
practice of, or for advanced study in MIS,
including its scientific and business principles, 3.75 3.1 3.4 met Yes
rigorous analysis, and creative design
Objective 2:BREADTH
Prepare our graduates with a broad up-to-date
education, with emphasis on MIS, for the
diversity of productive career opportunities or for
postgraduate education. 3.65 3.9 3.8 met Yes
Objective 3: PROFESSIONALISM
To develop within our graduates the professional
skills including responsible teamwork, creativity
and communication skills with professional
attitudes and ethics and to prepare them for the 3.65 3.8 3.7 met Yes
complex actual work environment and for life-
long learning
Objective 4: LEARNING COMPONENT

To accommodate our students with a suitable
learning environment which enables them to
achieve their targets through an open,
challenging, rigorous and supportive program 4 3.5 3.7 met Yes
B. Alumni Survey
The purpose of the alumni survey (Appendix E-2) is to assess the strengths and
weaknesses of the program and to identify possible areas of improvement.
The Alumni survey did not explicitly address the IS PEOs, instead a set of
questions for each objective was included. The mapping of the Alumni survey to
the PEOs is given in Appendix E-3. The results of the sixteen respondents to the
Alumni survey were analyzed. The summary of the results is presented in Table
4.1. This table shows that the alumni felt that the students' achievements of the
PEOs were higher than the set standard (3.5)
2. Describe your procedure for periodically assessing the extent to which each of the
Program Outcomes is being met by your program.
Assessment results of POs
The assessment tools and instruments for program outcomes were discussed in the
previous section. These assessment and instruments that were used to assess Business
Information Systems POs directly and indirectly are discussed in the following
section.
Direct Assessment
The program outcomes of the IS program are directly assessed and evaluated by
the faculty and industrial training.
 Faculty Assessment
The main component of the assessment process is evaluating whether the

course outcomes are being achieved or not. This is accomplished by assessing
the program outcomes using students' grades as an indication of the
achievement of course objectives which is, in turn, linked to the POs. Tables
4.2 to 4.5 and Figure 4.1 summarizes the results of the POs assessment for all
courses for the last four semesters (first semester 2007/2008 to second semester
2008/2009). As explained earlier, such results have been obtained from the
coursework such as quizzes, assignment, laboratory work, tests and final exam
and mapping them to the course learning objectives (CLOs), which is, in turn,
mapped to the POs as shown in Appendix E-4. Tables 4.2, 4.3, 4.4 and 4.5 and
Figure 4.1 show that the program curriculum covers all POs and that all results
are above the set standard of 70% (3.5 out 5).
Table 4.2: Faculty Assessment of POs (using STUDENTS’ grades) First Semester 2007/2008
Program Outcomes (PO)

Code No.
a b C d e f g h i j k
ITBIS 211 66.9 57.9 55.6
ITBIS 222 76.59 61.44 48.06
ITBIS 251 75 70.4 62.3 63.1 68.5 68
ITBIS 324 57 57 64 51
ITBIS 341 66.5 72.3 72.3 71.25 71.3 71.2
ITBIS 385 78.7 77.31 72.1 67.25 68.9
ITBIS 393 69.7 68.9 67.9 68 67.2 67.9 67.2 67.5 68.3
ITBIS 395 76.33 44.48 73.43 49.9
ITBIS 420 73 74.5 74.5 73.5 73.5 73.5 74.5 73.5 73.5
ITBIS 435 78 73 73 73 72 77 73
ITBIS 438 71 70 70 70 70 70 70 70 70
ITBIS 445 70 73 72 71 71 71 75 71 71 71
ITBIS 465 68 70 70 70 70 66 70 70 71
ITBIS 334 86.56 87.99 88.4 83.3 77.3 88.2 81.3 81.3
ITBIS 372 62.1 62.1 62.1 62.1 62.1 62.1 62.1 62.1 62.1 62.1
ITBIS 494 86.9 75.59 76.58
ITBIS 373 75 79.9 76.8 77.5 80 78.6 79.2 71 75.8 79.2
AVERAGE 78.8 72.3 69.3 71.8 69.5 69.3 72.5 67 70.3 72.5 65.2
Table 4.3: Faculty Assessment of POs (using STUDENTS’ grades) Second Semester 2007/2008
Code No.
a b C d e f g h i j k
ITBIS 211 63.8 61.7
ITBIS 222 75.9 43.0 51.8
ITBIS 251 69.6 64.6 62.4 60.2 86.7
ITBIS 311 81.1 82.5 85.0 81.1 81.1 82.7
ITBIS 324 53.5 64.0 64.0 64.0 64.0 64.0 64.0
ITBIS 341 65.7 69.5 73.1 73.1 73.1 73.3
ITBIS 385 66.5 68.9 71.1 68.8 68.6
ITBIS 395 74.7 69.4 68.7 74.1
ITBIS 420 69.0 98.0 83.0
ITBIS 435 57.0 60.0 61.0 62.0 62.0 62.0 65.0 62.0 58.0
ITBIS 438 71.0 64.0 63.0 69.0 70.0 70.0 68.0 69.0 68.0
ITBIS 445
ITBIS 465 64.0 65.0 63.0 69.0 70.0 59.0 63.0 68.0 70.0
ITBIS 334 87.0 89.0 87.7 82.9 78.2 87.8 73.2 73.2
ITBIS 372 65.3 67.1 65.4 65.3 66.2 67.9 67.0 64.2 65.3 66.5
ITBIS 410 74.5 72.2 72.2 71.9 70.2 73.4 68.8 71.8
ITBIS 450 78.3 78.3 80.8 75.5 63.5

ITBIS
494 88.1 77.7 79.8
ITBIS
373 64.3 65.9 63.9
AVERAGE 73.7 67.4 69 72.7 66.8 70 73.1 69.2 70.1 68.6 67.1
Table 4.4: Faculty Assessment of POs (using STUDENTS’ grades) First Semester 2008/2009

Code No.
a b C d e f g h i j
ITBIS 211 72.0 70.20 68.70 69.4
ITBIS 222 64.1
ITBIS 251 68.5 60.1 62.8 69.1 68.1 78.8 70.2
ITBIS 311 79.3 86.2 82.6 79.3 86.2 84.8
ITBIS 324 83.0 78.0 78.0
ITBIS 341 84.0 71.0 69.0
ITBIS 385 67.2 69.3 75.1 68.1 63.9 69.9
ITBIS 420 76.0 76.4 76.6
ITBIS 435 85.0 86.0 85.0
ITBIS 438 64.0 63.0 68.0
ITBIS 445 75.7 75.7 75.7
ITBIS 465 64.0 63.0 63.0 68.0
ITBIS 334 80.2 82.8 68.8
ITBIS 372 65.4 65.2 67.0 65.2
ITBIS 410 76.3 75.2 79.1 72.4 74.3 74.3
ITBIS 450 80.7 80.7 73.9 73.0 78.8
ITBIS 494 68.8 78.1 75.6 77.0 78.0
ITBIS 494 80.7 83.1 83.1 89.5 74.5
ITBIS 393 77.2 75.9 74.9 75.2
ITBIS 373 73.3 74.1 72.0
AVERAGE 74.3 73.3 73.9 71.0 79.0 72.2 75.8 75.5 74.0 75.1
Table 4.5: Faculty Assessment of POs (using STUDENTS’ grades) Second Semester 2008/2009
Code No.
a b C d e f g h i j
ITBIS 211 73.4 73.4 69.6 73.4
ITBIS 222 67.7 60.74
ITBIS 251 67.2 64.9 61.5 70.8 64.3
ITBIS 311 77.8 76.6 85.9 77.8 77.8 74.3
ITBIS 322 72.5 66 65.3 70.7 81.4 74 73.3
ITBIS 324 69 79.2 88.25
ITBIS 341 74.34 73.36 77.43 77.43
ITBIS 385 70.8 71.8 75.1 70.4 66.6 69.1
ITBIS 420 74.48 76.87 74.83
ITBIS 435 64 81.4 85.1
ITBIS 438 68.7 65.7 68.7
ITBIS 445 68.6 74.53 80.8
ITBIS 460 63 67 64
ITBIS 465 66.3 67.3 66.5 67
ITBIS 334 84.6 86.6 77.2
ITBIS 390 81.9 74.43
ITBIS 396 75.2 81.3
ITBIS 431 54.2 57.8 61.4 90.4
ITBIS 336 88.2 82.6 86.8
ITBIS 395 77.0 77.5 77 75
ITBIS 471 79 83 76 79 76
AVERAGE 73.0 70.7 74.0 73.0 74.0 70.0 73.7 72.5 76.7 77.6
Figure 4.1: Program Outcomes Achievement Results (using students' grades)
The second main instrument used by the faculty to assess the POs is the use of rubric
performance indicators as an evaluation tool. The performance indicators were
implemented during the first semester of the 2009/2010. The results are presented in
Table 4.6 (see Appendix E-5 for the rubrics documents). The results of rubric
performance indicators revealed that all the POs are above 70% and have met the
standard. However, students’ achievement in PO (a) has to improve (57.5%).
Table 4.6: Summary of Rubric Performance Indicator Results

Indicators Program Outcomes Assessment Summary Performance Sample
ISPO(a): an ability to apply knowledge of
computing and mathematics appropriate to the 57.5% 37
discipline
ISPI(a)-1 Use knowledge of computing to solve problems
55% 22
ISPI(a)-2 Use mathematics to solve problems

60% 15
ISPO(b): an ability to analyze a problem, and

identify and define the computing requirements 73.25% 25
appropriate to its solution
ISPI(b)-1 Analyze a given problem
76.5% 15
ISPI(b)-2 Identify and define the computing requirements for

a given problem 70% 10
ISPO(c): an ability to design, implement and

evaluate a computer-based system, process, 79.6% 82
component, or program to meet desired needs
ISPI(c)-1 Design a computer-based system, process,
component, or program to meet desired needs; 82.7% 52
ISPI(c)-2 Implement a computer-based system, process,

component, or program to meet desired needs; 76.1% 42
ISPI(c)-3 Evaluate a computer-based system, process,

component, or program; 80% 10
ISPO(d): an ability to function effectively within 10

teams 88%
(Same Sample)
ISPI(d)-1 State responsibilities within projects/assignments
teams 88% 10
ISPI(d)-2 Contribute a fair share of work within a team

project 88% 10
ISPI(d)-3 Participate actively in team meetings and

discussions 88% 10
ISPO(e): an understanding of professional,

ethical, legal, security, and social issues and 85.7% 130
responsibilities
ISPI(e)-1 Understand the professional and ethical issues
relevant to IT 68% 110
ISPI(e)-2 Demonstrate an understanding of IT security issues

93% 15
ISPI(e)-3 Demonstrate an understanding of social issues and

responsibilities 96% 15
ISPO(f): an ability to communicate effectively 25

74%
(Same Sample)
ISPI(f)-1 Demonstrate effective oral communication skills
84% 25
ISPI(f)-2 Demonstrate effective use of written

communication skill and tools 64% 25
ISPO(g): an ability to analyze the local and

75
global impact of computing on individuals, 76.3%
(Same Sample)
organizations and society
ISPI(g)-1 analyze the local impact of computing on 75
individuals, organizations and society; 86.5%
ISPI(g)-2 analyze the global impact of computing on 75

individuals, organizations and society 66%
ISPO(h): recognition of the need for, and an

ability to engage in, continuing professional 71.5% 66
development
ISPI(h)-1 Understand the importance of professional
development 73.1% 26
ISPI(h)-2 Independently identify and use information sources

(such as the Internet or the library) to accomplish a 70% 40
given assignment
ISPO(i): an ability to use current techniques,
skills, and tools necessary for computing 77.5% 70
practice
ISPI(i)-1 Ability to use current techniques or skills necessary
for computing practice 77.5% 70
ISPO(j): an ability to apply mathematical

foundations, algorithmic principles, and
computer science theory in the modeling and
74.5% 72
design of computer-based systems in a way that
demonstrates comprehension of the tradeoffs
involved in design choices
ISPI(j)-1 An ability to apply algorithmic principles in the
modeling and design of computer-based systems 80% 47
ISPI(j)-2 An ability to apply computer science theory in the

modeling and design of computer-based systems 69% 25
 Industrial Training Evaluation Form
In the industrial training program, the assessment of the students by their

industrial supervisions was used as direct evidence of outcome achievement.
The college of IT developed an assessment form for the industrial training. It
is used to rate the ten POs (from a to j). The form is provided in Appendix E-
6. The results of the assessment of the industrial training are displayed in
Table 4.7. It can be discerned from this table that all POs were rated above
the benchmark.
Table 4.7: Faculty, and Industrial Training Results of Program Outcomes
Benchmark
Assessment
Industrial
Faculty *
Training
Average
Program Outcomes
a-An ability to apply knowledge of computing
3.2 4.5 3.8 Met
and mathematics appropriate to discipline
b-An ability to analyze a problem, and identify
and define the computing requirements 3.6 4.4 4 Met
appropriate to its solution
c-An ability to design, implement, and evaluate
a computer-based system, process, components 3.8 4.2 4 Met
or program to meet desired needs
d-An ability to function effectively on term to
4 4.2 4.1 Met
accomplish a common goal
e-An understanding of professional, ethical,
legal, security, and social issues and 3.9 4.3 4.1 Met
responsibilities
f-An ability to communicate effectively with
3.6 4.2 3.9 Met
range of audiences
g-An ability to analyze the local global impact
of computing on individual, organizations, and 3.75 4.5 4.1 Met
society
h-Recognition of the need for an ability to
3.6 4.6 4.1 Met
engage in continuity professional development
i-An ability to use current techniques, skills,
3.8 4.6 4.2 Met
and tools necessary for computing practice
j-An understanding of process that support the
delivery and management of information
3.7 4.6 4.1 Met
system within a specific application
environment
*Faculty average of the four semesters (see Table 4.2 to Table 4.5 ) and the results of the rubrics
performance indictors
Indirect Assessment
The program outcomes of the IS program were indirectly assessed by the senior-exit
survey, senior project evaluation, and on-site course evolution.
 Senior Exit Survey
The senior exit survey (given in Appendix E-7) helped in evaluating the
program outcomes. The senior-exit survey implicitly addresses the POs,
therefore a mapping of the senior-exit survey questions and the POs is shown
in Appendix E-8. The Senior-Exit survey consists of six sections which are:
Personal information, Advising, Curriculum and instruction, Facilities and
laboratory equipment, Professional preparation, and Program overall rating.
As can be seen in Appendix E-7, each of the above sections is evaluated

through several relevant questions. The analysis shows that graduating
senior students of the program are not satisfied with Advising, Curriculum
and instruction, and Facilities and Laboratory equipment. They are
marginally satisfied with Professional Preparation and fully satisfied with the
Overall Program (see Table 4.8). Therefore, strategies for enhancing these
weaknesses have been implemented, which will be discussed later in
question 4.
Table 4.8: Summary of Senior Exit Survey Results of Program Outcomes
Second semester
Second semester
First semester
First semester
First semester
First semester
Year
2004\2005
2005\2006
2006\2007
2007\2008
2008\2009
2009\2010
Improvement
Average
Status
Number of
57 20 36 31 11 24
responses
Below average,
B: Advising 3.14 2.8 3.37 3.33 3.11 3.2 3.15 need urgent
attention
Below average,
C: Curriculum
3.2 3.0 3.16 3.11 3.11 2.98 3.1 need urgent
and instruction
attention
D: Facilities Below average,
and Laboratory 3.16 3.1 3.16 3.3 3.48 3.03 3.2 need urgent
equipment attention
Satisfactory ,
E: Professional but there is a
3.31 3.18 3.47 3.42 3.58 3.41 3.4
preparation large margin for
improvement
Satisfactory ,
F: Program but there is a
3.26 3.56 3.38 3.5 3.6 3.74 3.5
overall rating large margin for
improvement
 Alumni survey
Alumni survey provides indirect evaluation for the program outcomes. The
alumni survey is provided in Appendix E-2 and the mapping of the alumni
survey questions and the POs is shown in Appendix E-9.
The results of alumni survey of the program outcomes are presented in Table
4.9. As shown in this table, relatively fresh graduates of the program, who
forms the alumni, are fairly satisfied with their program, as alumni’s rating of
all program outcomes meets the metric goal of 3.5out of 5.
Achieving the metric goal does not mean that the program does not require
improvements. The department is aware that curriculum development is a
dynamic process and further improvement should always be on the agenda,
in order to be able to cope with technological and scientific developments.
Therefore, the department will always be continuously assessing the program

for further possible improvements.
Table 4.9: Summary of Alumni Survey Results of Program Outcomes
Benchmar
Alumni
Program Outcomes
k
(A) An ability to apply knowledge of computing and mathematics appropriate 4.3 Met
to discipline
(B) An ability to analyze a problem, and identify and define the computing 4.2 Met
requirements appropriate to its solution
(C) An ability to design, implement, and evaluate a computer-based system, 4.3 Met
process, components or program to meet desired needs
(D) An ability to function effectively on teem to accomplish a common goal 4.3 Met
(E) An understanding of professional, ethical, legal, security, and social 4.1 Met
issues and responsibilities
(F) An ability to communicate effectively with range of audiences 4.5 Met
(G) An ability to analyze the local global impact of computing on individual, 4.2 Met
organizations, and society
(H) Recognition of the need for an ability to engage in continuity professional 4.3 Met
development
(I) An ability to use current techniques, skills, and tools necessary for 4.2 Met
computing practice
(J) An understanding of process that support the delivery and management of 4.2 Met
information system within a specific application environment
 Senior Project Evaluation Form
Senior Project is a key course for indirect assessment of the POs. The written
reports and oral presentations are the primary means of performance
evaluation. The faculty and external examiners from the local industry
participate in both courses by attending and evaluating the oral presentations
and senior project reports. Ready assessment forms are prepared to aid the
assessment and evaluation process. These forms are attached in Appendix E-
10.1 and Appendix E-10.2. The mapping of the assessment forms and the
POs is given in Appendix E-11. Through these assessments and
presentations, the examination committee can identify the strengths and
weaknesses of each student. Table 4.10 shows the results obtained during the
last three semesters. From this table it can be clearly seen that all outcomes
were rated higher than the agreed standard (3.5 out of 5).
Table 4.10: Summary of Senior Project Evaluation Results
2007\2008 2008\2009 2008\2009

Sem. 2 Sem. 1 Sem. 2
Supervisor
Supervisor
Supervisor
Examiners
Examiners
Examiners
Program Outcomes
(A) An ability to apply knowledge of computing and
mathematics appropriate to discipline 4.1 3.6 3.9 4.6 4.1 4.0
(B) An ability to analyze a problem, and identify and

define the computing requirements appropriate to its 4 4.5 3.9 4.5 4.2 4.0
solution
(C) An ability to design, implement, and evaluate a
computer-based system, process, components or 4.1 4.7 4.0 4.5 4.1 4.2
program to meet desired needs
(D) An ability to function effectively on teem to
accomplish a common goal 4.3 4.5 3.8 4.5 4.4 4.2
(E) An understanding of professional, ethical, legal,

security, and social issues and responsibilities 4.2 4.5 3.9 4.2 4.1 4.3
(F) An ability to communicate effectively with range of

audiences 4.5 4.6 4.6 4.5 4.4 4.8
(G) An ability to analyze the local global impact of

computing on individual, organizations, and society 4.0 4.4 3.7 4.6 4.2 4.1
(H) Recognition of the need for an ability to engage in

4.7
continuity professional development 4.6 4.7 4.7 4.6 4.3
9
(I) An ability to use current techniques, skills, and tools

necessary for computing practice 4.1 4.7 4.0 4.6 4.1 4.2
 Online course evaluation survey
Online course evaluation survey is given in Appendix E-12. In this assessment,

the students evaluate the courses and instructor separately. The overall results
of the online evaluation of the courses and the instructors in Business
Information Systems program are shown in Table 4.11.
Examination of Table 4.11 clearly shows that rating of all six topics for
course (except for topic number 2 and 5) are above 3.5 (out of 5). However,
all the six topics for instructors are above the score of 3.5 out of 5. From
these results, it can be concluded that the students are partially satisfied with
their courses, and they are totally satisfied with their instructors. Therefore,
there are still large margin for development of all above mentioned results.
The department is aware of this and heading towards developing
methodologies for further improving teaching abilities.
Table 4.11: Overall on-site Course Evaluation Results for Information Systems Program
(Number of Responses: (2531) for seven courses from second semester 2005/2006 to second
semester 2008/2009)
Average
Evaluation Topic Improvement Status
Rating
Satisfactory, but there is a large margin for
1) Overall assessment 3.55
improvement
2) Expectations 3.42 Blow average, need urgent attention

3) Learning outcomes 3.50
improvement
Course

4) Course Content 3.49
improvement
5) Resecure materials 3.44 Blow average, need urgent attention

6) Evaluation 3.5
improvement
Course Average: 3.5 Satisfactory

Overall assessment 3.57
improvement
Interaction with the Instructor 3.55
improvement
Presentation 3.6
improvement
Instructor

Enthusiasm 3.66
improvement
Teaching aids/methods 3.46
improvement
Expert ice 3.76
improvement
Instructor Average 3.6 Satisfactory
3. If you have an assessment plan or similar document that provides the information
in (2) and (2) above, include it as an appendix and reference the appendix here.
The continuous program assessment process contributes to improve student learning

and measure program outcomes. Figure 4.2 shows the continuous improvement
process for educational program leading to the Bachelor of Science Degree in
Business Information Systems at the University of Bahrain.
A. PEOs and POs review process and assessment tools
The PEOs and POs review process consists of periodically documenting and
demonstrating that PEOs and POs are based on the needs of the program’s various
constituencies. The review process of the PEOs and POs in the Department of IS
is conducted every three to four years as shown in Table 4.12. Assessing the
extent to which the PEOs and POs are achieved is an ongoing process through
various assessment tools as shown in Table 4.13. In general, the tools employed
include surveys and course evaluations, some of them are considered as direct
assessment tools while the others are considered as indirect. The assessment
standard (benchmark) for the assessment tools is 3.5 (scale 1 out of 5).
Table 4.12: Planning the Review Process of the PEOs and POs
Planning of the PEOs and

POs review process and 2006/2007 2007/2008 2008/2009 2009/2010
frequently
Review of the Program

Educational Objectives X X
PEOs (every 3 years)
Review the Program

X
Outcomes (3 years)
Figure 4.2: B.Sc.BIS Program Continuous Improvement Process
Table 4.13: Planning the PEOs and POs Direct and Indirect Assessments
Assessment tools Target Frequency Constituencies
Each semester Industrial advisory
PIAC PEOs
(2 times per year) committee members
Yearly (one-time per IS graduates from 3 to

Alumni Survey PEOs
year) 5 years
Faculty (performance of the Each semester Academic staff
students in different program Pos
(2 times per year) members
courses
Industrial Training Each semester

Pos Industrial Supervisors
Evaluation Form (3 times per year)
Senior Project Evaluation Each semester Supervisor, first and

Pos
Form (2 times per year) second examiners
Each semester
Senior Exit Survey Pos Senior students
(2 times per year)
Each semester
Online course evaluation Pos Students
(2 times per year)
B. IS Program assessment plan

The continuous improvement process is depicted in Figure 4.2. The PEOs are assessed by
using the PIAC and alumni surveys. POs, however, are assessed using faculty
assessment based on the students’ performance in the IS courses (using rubrics) or
directly from the students’ grades. In addition, industrial training form, senior exit survey,
alumni survey, senior project and online course evaluation are used to assess POs as
shown in the Figure 4.2. These assessment methods are used to measure the degree of
attainment of the learning outcomes and to recommend appropriate corrective actions.
The DAC committee and specifically the Program Assessment Sub-committee collect the
data from the different assessment tools, analysis them and then present the results to the
departmental council. In regular departmental meeting, the academic staffs discuss the
results and pass their recommendation and suggestion to the DAC and curriculum
committee for more investigation or for adopting the council’s recommendation and
modifications. As such, the changes in course syllabi and/or course descriptions are
adopted by the DAC and the department curriculum committee.
4. Attach as an appendix copies of the actual documentation that was used by your data
collection and assessment process since the last accreditation visit or for the past three
years if this is the first visit. Include survey instruments, data summaries, analysis results,
etc. Indicate the appendix reference here.
Table 4.14: List of Appendices Used for Data Collection and Assessment Process
Appendices
Appendix E-1 Program Educational Objectives Survey (PIAC)
Appendix E-2 Undergraduate Alumni survey
Appendix E-3 Alumni survey mapping to PEOs
Appendix E-4 Faculty procedure for assessing the POs by mapping them to the
CLOs
Appendix E-5 Department of Information Systems - performance indicators
for B.Sc. in Business Information Systems: approved by the
Information Systems dept. council 25th April 2010
Appendix E-6 Industrial training assessment form
Appendix E-7 Senior exit survey
Appendix E-8 Senior exit survey mapping to POs
Appendix E-9 Alumni survey mapping to Pos
Appendix E-10.1 Senior project assessment form (system-based)
Appendix E-10.2 Senior project assessment form (research-based)
Appendix E-11 Senior project assessment form mapping to POs (research-
based)
Appendix E-12 Online course evaluation survey
5. Describe your use of the results of the program’s assessments to identify program
improvements and modifications to program educational objectives and program
outcomes. Include:
A. Actions on the assessment results of PEOs
The level of the achievement of PEOs is shown in Table 4.1. The average assessment of
PEOs is above the set standard. Figure 4.3 summarizes the surveys' results. Both PIAC and
Alumni felt that the students' achievement of all PEOs: Breadth, Professionalism, and
Learning Components, were up to the set standard (3.5), except Depth. Therefore, actions
were taken to improve the achievements of the students not only in the Depth, but also on the
other PEOs.
Figure 4.3: Overall results of PEOs Assessment
It can be inferred from the PIAC members’ comments in the third PIAC meeting that Depth
and Breadth do not meet PEO standard due to the following reasons:
1) Some courses' contents have not met students' expectation. This is because the
instructors in a few cases was not able to cover the whole syllabus. More
specifically, the instructors could not cover some advanced topics that apply
theoretical parts, solve real problems using the covered concepts and integrate
concepts together.
2) Not all elective courses provide new and more advance topics. Some elective
courses provide duplicate information (similar to topics covered by the core
courses) or outdated information, which add little knowledge. In addition not all
the elective courses are offered each semester.
3) Some courses use out of date material
To overcome the above mentioned issues, the following actions were undertaken to improve
achievement of PEOs:
1) The department has instructed all the faculty members to use up to date materials
in all the courses.
2) Some new elective courses have been offered after the first PIAC meeting such as
ITBIS 460 (Disaster recovery and business continuity) and ITBIS 431 (Computer
supported collaborative work).
3) A new 3 credit course Computer Business Applications (ITIS341) has been

introduced for integrating the business concepts with well known software used in
business and also providing some IS development techniques to students.
4) To enhance the quantitative methods the department of IS took some actions.
MATH 107 course is replaced by more advanced math Calculus I (MATH101)
which is beyond pre-calculus level. Introduction to statistics (QM250) statistics
course is replaced by more advanced Probability and Statistics (STAT273) beyond
pre-calculus level.
5) A new 3 credit course Operation Research (ITIS331) for IS course is added.
6) Personal Productivity Skills (ITIS101) is introduced for remedying the
deficiencies in high school background of students in Information Technology and
its role to improve outcomes and personal productivity.
To enhance the PROFESSIONALISM PEO, the following actions have been taken:
1) Introduction of student development workshops. These workshops are aimed to
provide IS students with personnel, communication, and critical thinking and
leadership skills.
2) Encourage all senior students who are enrolled in 400 level courses or in the senior
project course to enhance their professional skills. This can be done by advising
them to attend the best training programs and workshops.
3) Though we have over 100 students that are taking industrial training every year,
the department is continuously encouraging students to look for companies that
can actually provide them with more IS related jobs for their training.
4) Most of the 400 level courses require students to do a research and practical
training in order to gain an actual experience of the theories studied in the courses.
5) Industrial training course is offered to all graduate students who have finished at
least 120 credits out of the total 126 credits (have 1 or 2 courses). The training
course is offered in the first, second and third semester.
B. Actions taken to improve the level of achievement of POs
Actions taken to improve the level of achievement of PO based on the senior exit survey
results:
Examination of Table 4.4 shows that graduating senior students of the program are not satisfied
with Advising, Curriculum and instruction, and Facilities and Laboratory equipment. They are
marginally satisfied with Professional Preparation and satisfied with Program Overall Program.
Graduating seniors gave lowest rating to Advising, Curriculum and instruction and Laboratory
and Facilities.
 To improve the advising process, the Department of IS has adopted a new advising policy.
This includes monitoring student performance using a file that contains latest transcripts, a
personal information sheet (see Appendix F-1), a monitoring form 1 (shown in Appendix F-
2.1). The monitoring form is filled by the advisor with the student during the advising
period and is signed by both. In addition, the student graphical monitoring form Appendix
F-2.2, is also filled in by the advisor. All student files are kept in the departmental office and
can be accessed by the advisor at any time. Other measures taken for improving the advising
process includes orientation meeting between new students and their advisors at the
beginning of the academic year. In this meeting students are informed about the advising
rules and other academic-related matters.
 Some of reasons for graduating senior students being dissatisfied with the program Facilities
and Laboratory equipments may be because of relatively old PCs, malfunctioning
equipment (networking and PCs) in the laboratories due to poor preventive maintenance and
poor equipment care, and poor qualification of some laboratory technicians. Therefore,
some actions have been taken regarding this issue.
 The department recently updated the available software tools and purchased new
ones, which are listed in on Criterion 7 under the section on resources and support.
 The department has recently added a large number (around 200) of new PCs in
several labs and installed required software , which are available for use by students
of the department.
 In addition, the College has a General laboratory with a state-of-the-art facilities
which built to support educational and research programs. This new facility is one of
the largest at any university in the Kingdom of Bahrain, hosting more than 300
students. It is available to students of all IT departments.
 Senior project rooms were prepared for the senior students. Although, it is still under
construction, the senior student are benefiting from it. The room has bookshelves
and filing cabinet, so that instructors can provide the senior students with some
books, journals, articles or any other relevant materials. Also these filing cabinets
can be used to hold the senior projects of the previous semester, which allow the
current senior students to borrow or access them whenever they need. Moreover,
senior students can use the senior project room to discusses their research and share
them with other students. By using their laptops with the internet, they can complete
their research or project in a collaborative environment. They also can conduct some
presentations to gain practice as the room is equipped with the necessary equipment
to serve the presentation of senior projects and work as exhibition.
Actions taken to improve the level of achievement of PO based on the overall assessment
results of POs
In the previous sections, several methods to assess the achievement of POs have been employed.
These assessment methods were used to assess POs directly or indirectly. Table 4.15
summarized the results of the faculty, industrial training, senior exit survey, senior project
evaluation, and alumni survey. In addition, Table 4.15 demonstrated the overall average of theses
assessment tools.
Table 4.15 Summary of the Assessment Tools Used to Assess Program Outcomes
Senior project
Senior Exit
Industrial
Program Outcomes Average
Training
Faculty
Alumni
A 4.5 3.2 4 4.3 3.2 3.84
B 4.4 3.6 4.2 4.2 3.3 3.94
C 4.2 3.8 4.3 4.3 3.5 4.02
D 4.2 4 4.3 4.3 3.4 4.04
E 4.3 3.9 4.2 4.1 3.9 4.08
F 4.2 3.6 4.6 4.5 3.5 4.08
G 4.5 3.75 4.2 4.2 3.4 4.01
H 4.6 3.6 4.6 4.3 3.1 4.04
I 4.6 3.8 4.3 4.2 3.2 4.02
J 4.6 3.7 4.3 4.2 3.2 4.00
As a result of the overall assessment of the program POs presented in Table 4.14, the following
actions to improve the POs have been taken:
Outcome (a): An ability to apply knowledge of computing and mathematics appropriate to

discipline
Although most of the assessment methods show that the program has met this outcome, it has
been underrated by the senior exit’s survey. Therefore, some actions are pointed out to enhance
this outcome.
Actions: As mentioned earlier (in the modified curriculum of IS program) the quantitative
method credits have been increased from 5 to 9 credits.
Outcome (b): An ability to analyze a problem, and identify and define the computing
requirements appropriate to its solution
All assessment methods show that this program outcome has been met except in senior exit’s
survey. Therefore, the following actions were taken to enhance this outcome:
Actions: Many courses that address this outcome have revised some of their learning outcome to
enhance it. For instance, Decision Support system (ITBIS 438) course objectives were revised to
include: analyze decision problems and identify areas of decision making that can be supported
by information systems & technologies.
Outcome (c): An ability to design, implement, and evaluate a computer-based system,

process, components or program to meet desired needs
Although all assessment methods show that the program is meeting this outcome some actions
were taken to further enhance this outcome:
 The course of ITBIS311 (System Analysis and Design) has been modified to cover more
advanced topics.
 E-Business (ITBIS 322) has been modified to include more advanced topic such as how IT
re-engineers existing business processes of two or more companies. Moreover, a role-play
supply chain simulation exercise has bee included in the course that lets students
experience typical coordination problems of supply chains without Information
Technologies.
 Many programming courses and those that based more on practical topics such as (ITBIS
211, ITBIS 373, ITBIS 393 and ITBIS 420) have updated their application to enhance the
practical skills and experience gained by the students. For example, From the 2nd semester
2008/2009, in the ITBIS 211, the programming language has been updated from VB.Net
2005 to VB 2008. Moreover, ITBIS105 has been upgraded to cover Office 2007.
 More practical parts have been enhanced in Human Computer Interaction (ITBIS420). As
such some industrial videos covering the ergonomic issues as well as user interface
interaction have been added.
Outcome (d): An ability to function effectively in team to accomplish a common goal
Although no immediate actions were required (as all assessment methods that the program is
meeting this outcome), some actions were taken to improve this outcome:
 Although most of the 300 and 400 level courses have a term projects, these projects have
been modified more to enhance the students communication and teamwork skills
Outcome (e): An understanding of professional, ethical, legal, security, and social issues
and responsibilities
Although no immediate steps are required, a few actions have been taken to enhance the
communications skills of the students and improve their achievements of these POs and the
PEOs. The following actions of improvement have been implemented:
While Ethics are explicitly covered in a few of lectures in the design courses,, more
emphasis has been put on other courses to cover this outcome properly. For example, in
ITBIS 251 starting from the first semester 2008/2009 a chapter on ―Ethical and Social
Issues in IS‖ were covered and students have been assessed on this chapter in the midterm
and final exams.
 The modified program to be implemented next semester enhances this topic (IS Ethics) in
many courses such as Information System Management (ITBIS 251) and Information
Resources System (ITBIS 432).
 The Department of IS have started a series of seminars to invite faculty members and
industrial experts to deliver lectures about selected topics in IS ethics, to increase the
students' awareness of this and other outcomes.
 To promote knowledge of professional ethics and responsibilities, additional assignments
on ethical issues are added to class activities, quizzes and tests. These activities will help
students to gain better understanding of impact of information systems on society, how to
raise questions about ethical issues, privacy, security, intellectual property.
 The class discussion was introduced through real world case studies on ethical issues.
They were asked to search, read, discuss and evaluate specific issues that arise in locally
as well globally in the Information system environment. The instructor assessed the
student’s knowledge based on their assignments.
Outcome (f): An ability to communicate effectively with range of audiences
Although no immediate actions were required, a steps have been taken to enhance the
communications skills of the students and improve their achievements of these POs and the
PEOs. These actions include the followings:
 As stated earlier, all of the 400 level courses are now required to include a term project
culminating in a written report and an oral presentation.
 The industrial training course, which is taken by all students, includes a compulsory face to
face interview with the industrial training coordinator, faculty member and training
supervisors. In this interview students are allowed to talk about their learning experiences
during their training period. The oral presentation was made compulsory in the summer of
the academic year 2005/2006.
 A course in technical writing – Technical Report Writing (ENG 291), which is a college
requirement is important to enhance students written and oral communication
 IS Senior project (ITBIS499 or BIS449) is a good opportunity for the senior students to
present their project in front of range of audience. The audiences can consist of students
from different departments, their parents or relatives, and some industrial experts.
Outcome (g): An ability to analyze the local global impact of computing on individual,
organizations, and society
Although no immediate steps were required, a number of actions have been taken to improve the
program.
To enhance the achievement of this program outcome, several courses are suggested to provide
students with an understanding of societal and global contexts of IS solutions; these courses are:
IS senior project (ITBIS 499), System Analysis and Design (ITBIS311), Decision Support
System (ITBIS 438), Computerized Accounting (ITBIS 372) and IT Strategy and Management
(ITBIS 465).
Moreover, some seminars were conducted frequently by the committee of IS senior project and
IS research in which speakers from the industry will be invited to present a broad range of topics.
Some of these lectures will be allocated regularly to global and societal impacts of IS
Outcome (h): Recognition of the need for ability to engage in continuity professional
development
This outcome is underrated by the senior exit survey. Therefore, number of actions has been
taken to improve the program. They include:
 The faculty members have been encouraged to increase the number of instructor-students'
site visits. As a consequence the number of industrial visits has increased during the last
few semesters.
 The involvement of the students with industry in early stages as designed in the modified
curriculum would help prepare students for a more efficient professional career.
 Some courses offer projects, which can enhance the student ability to engage in continuity
professional development such as IT strategy and management. Moreover, this outcome
can be enhanced by IS senior project
 Students were encouraged to take professional certification exams as part of a global
learning process. This will help students to gain more qualifications and prepare them for
the future IT workforce requirements.
Outcome (i): An ability to use current techniques, skills, and tools necessary for computing
practice
This outcome was underrated by the senior-exit survey, the following actions are taken to
further improve this outcome:
The students are asked in many senior courses to learn independently, and to go beyond what is
required in the course assignments and project. In the senior project course and the term projects
of the 400 level courses and some of 300 level courses, the students are expected to search for
information from outside sources. Furthermore, students are encouraged to participate in local
and international professional technical societies.
Moreover, faculty members are continuously encouraged to prepare the ground work for and
motivate students to use software in their term projects assignments and senior projects. Term
projects are compulsory for all senior level major courses.
Outcome (j): An understanding of process that support the delivery and management of
information system within a specific application environment
This outcome is underrated by the senior exit survey. Therefore, number of actions has been
taken to improve the program. They include:
Although no immediate actions were required, the students are encouraged in many senior level
courses to evaluate scenarios using a series of different issues such as economic, environment,
and management.
CURRICULUM
69
CHAPTER 5 | CURRICULUM
CHAPTER 5
CURRICULUM
Note: One year of study refers to the amount of course work that a student would
complete in an average year of fulltime enrollment. For a traditional four-year program using
standard semester units, one year refers to 30 semester credits. For programs using standard
quarter units, one year refers to 45 quarter credits. One year is measured similarly in programs
using other units to measure course work.
Criterion
The program’s requirements are consistent with its educational objectives and are designed in
such a way that each of the program outcomes can be achieved. The curriculum combines
technical and professional requirements with general education requirements. Electives prepares
students for a professional career and further study in the information systems discipline
associated with the program, and for functioning in a modern society. The technical and
professional requirements include at least one year of up-to-date coverage of basic and advanced
topics in the information systems discipline associated with the program. In addition, the
program includes mathematics appropriate to the discipline beyond the pre-calculus level. For
each course in the major required of all students, its content, expected performance criteria, and
place in the overall program of study are published.
For Information Systems Programs:
Students have course work or an equivalent educational experience that includes:
a) Information Systems: One year that includes:
1) coverage of the fundamentals of a modern programming language, data

management, networking and data communications, systems analysis and
design and the role of Information Systems in organizations. [IS]
2) advanced coursework that builds on the fundamental coursework to provide
depth. [IS]
b) Information Systems Environment: One-half year of coursework that includes varied

topics that provide background in an environment in which the information systems
will be applied professionally. [IS]
c) Quantitative analysis or methods including statistics. [IS]
Credit Hour Definition
One semester or quarter hour normally means one hour of lecture or three hours of
laboratory per week. One academic year normally represents from twenty-eight to thirty weeks
of classes, exclusive of final examinations. Please describe below if your definitions differ
from these.
One semester hour means one hour of lecture or three hours of laboratory/tutorial per week. One
academic year normally consists of two semesters each is 14 to 15 weeks of classes.
A. Prerequisite Flow Chart
Attach a flow chart showing the prerequisite structure of the program’s courses required
or allowed towards the major.
The prerequisite flow chart is given on the next page:
Figure 5.1: Program Flow Chart
B. Course Requirements of Curriculum (term by term and year by year)
1. Required and elective courses. In the tables on the following pages, list the
courses in the order in which they are normally taken in the curriculum,
classified in the appropriate categories. The data should clearly indicate how
the program meets the Curriculum Category of the Criteria for Accrediting
Computing Programs. These tables are designed for a semester calendar; they
may be easily altered for a quarter calendar.
See Tables 5.1
2. Individual courses may be split between or among curriculum areas if the

course content justifies the split. For example, a discrete mathematics course
may have some of its semester hours under mathematics and some under
computer science. In such cases, assign semester hours to categories in
multiples of one-half semester hour.
See Tables 5.1
3. Required courses. List courses by department/subject abbreviation (Math,

Chem, IS, etc.), number, and title. Apportion the semester hours for each course
by category.
See Tables 5.1
4. Elective courses. Designate these courses ―elective.‖ If an elective is restricted

to a particular category, then tabulate the semester hours in that category and
indicate the category in the listing, e.g. ―elective—science.‖ In addition, be sure
that you have supplied information elsewhere in this document indicating how
you ensure that students take the course in the specified category (e.g.,
advisement, graduation check sheets, etc.). For free electives (i.e., those not
restricted to a particular category), list the semester hours under the heading
―Other.‖ Use footnotes for any listings that require further elaboration.
There are two types of electives: Technical electives and supporting professional
practice. They are shown in Table 5.2 and 5.3.
Table 5.1: List of Courses and Categories

Category (Credit Hours)
Year; Semester Course (Department, Number, Title)
Environment
IS
Analysis
Quantitative
Systems Core
Information
Advanced
Systems
Information
Education
General
Other
or Quarter
First Year
1st Semester MGT 131, Introduction To Business Administration 3
ITCS 101, Introduction To Computer & Information 3
Technology
ENGL 154, Language Development I 3
MATH 107, Mathematics for ITBIS 3
ARAB 110, Arabic Language Skills 3
2nd Semester ITCS 102, Computer Programming 3
ENGL 155, Language Development II 3
HIST 121, Modern History of Bahrain 3
ACC 112, Financial Accounting I 3
ECON 140, Microeconomics 3
Second Year
1st Semester ITBIS 211, Visual Programming 3
QM 250, Introduction to Statistics 3
ENGL 219, Technical Report Writing 3
ITCS 215, Data Structures 3
ISLM 101, ISLAMIC CULTURE 3
ITBIS 251, Management Information Systems 3

2nd Semester MKT 261, Marketing Management 3
ITBIS 222, Information Systems Architecture 3
ACC 113, Financial Accounting II 3
ITBIS 311, System Analysis & Design 3
ITCS 251, Discrete Mathematics 3
ITBIS 324, Information Resource Management 3
Third Year
1st Semester HU/SS XXX, Humanities/Social Science 3
FIN 220, Financial Management 3
ITBIS 385, Database Management Systems 3
ITBIS 341, Object-Oriented Systems 3
ITCE 311, Introduction to Networking 3
2nd Semester ITBIS 322, E-Business 3
ITBIS 393, Web-based Information System 3
ITBIS 395, Physical Systems Design & Implementation 3
SPP XXX, Supporting Professional Practice I 3
MGT 230, Organization & Management 3
Summer ITBIS 492, Industrial Training 0
Fourth Year
1st Semester ITBIS 420, Human Computer Interaction 3
SPP XXX, Supporting Professional Practice II 3
ITBIS 435, MIS Project Management 3
ITBIS 438, Decision Support Systems 3
ITBIS/CS 3/4XX, ITBIS Elective I 3

2nd Semester ITBIS 445, Information Systems Auditing 3
ITBIS 465, IT Strategy & Management 3
ITBIS 499, Senior Project 3
ITBIS/CS 3/4XX, ITBIS Elective II 3
ITBIS/CS 3/4XX, ITBIS Elective III 3
Total 18 6 42 27 27 6
Percentage 15% 5% 33% 21% 21% 5%
Total Credit Hours Required for Completion of the Program 126
Table 5.2: List of Elective Courses For the Last 3 Years
Cr Pre-requisite
Course Code Course title

Information Systems Applications in 2 3 3 ITCS101
ITBIS 314 Business
2 3 3 ITBIS 215
ITBIS 334 Knowledge-Based Systems
2 3 3 ITBIS 222
ITBIS 336 Virtual Organization
2 3 3 ITBIS 211,
ITBIS 351 Multimedia and Hypermedia Systems ITCS 215
2 3 3 ACC 113,
ITBIS 372 Computerized Accounting ITCS 102
Information, Databases & Transaction 2 3 3 ITBIS 385

ITBIS 390 Processing
2 3 3 ITBIS 385
ITBIS 396 Data Mining
2 3 3 ITBIS 322
ITBIS 410 Electronic Banking
2 3 3 ITBIS 393
ITBIS 431 Computer Supported Collaborative Work
2 3 3 ITCS 215,
ITBIS 432 Simulation and Modeling QM 250
2 3 3 ITCS 215
ITBIS 450 Application of AI in Enterprise Systems
2 3 3 ITBIS 385,
ITBIS 455 Distributed Systems ITCE 393
2 3 3 ITBIS 222,
ITBIS 460 Disaster Recovery and Business Continuity ITBIS 393

2 3 3 ITCE 311
ITBIS 471 Network Administration
2 3 3 Departmental
ITBIS 494 Selected Topics in Information Systems Approval
Table 5.3: Supporting Professional Practice Courses
Cr Pre-requisite
Course Code Course title

3 0 3 ITCS 102
ITCE 212 PCs and Trouble Shooting

2 3 3 ITBIS 385
ITBIS 373 Database Development

2 3 3 ITBIS 211,
ITBIS 322,
ITBIS 472 Mobile Computing ITCE 311
Free Elective Courses: Any UOB Course not offered for special students or not lower than
or equivalent to required courses.
HU/SS Courses: Humanities and Social Science Component: Any course from the
following:
Humanities: Fine Arts, Art History, American studies, Classics, Communications, English,
(Foreign Language) French, Music, Philosophy, Theatre, Literature (Arabic), Religion
(comparative).
Social Science: Anthropology, Economics, Education, Geography, History, Psychology,

Sociology, Women's Studies, Political Science.
Graduation Requirements:
1) Passing the B.Sc. Program with overall GPA of at least 2.0/4.0.

2) The GPA of Major Courses [ITBIS/ITCS/ITCE] at least 2.0/4.0.
(Only the best grade of the repeated major courses will be counted).
Explain how the curriculum addresses the program outcomes. Include a table showing
how each course contributes to the program outcomes.
Table 5.4 gives a mapping of Course Learning Outcomes (CLOs) to Program Outcomes
(POs).
Table 5.4: Mapping of CLOs to POs
Course CLOs a b c d e f g h i j
1. Allow students to design a standard Windows interface via visual programming packages.
√ √ √
2. Allow students to apply visual event-driven programming principles to visual interfaces.
√ √ √
3. Allow students to use proper variables and data types to code calculations and formulas.
√ √ √ √
ITBIS211
4. Allow students to code proper conditional and repetition structures in visual programming.
√ √ √ √
5. Allow students to use contemporary technologies in visual applications, mainly database connectivity and
manipulation √ √ √
1. to understand Various data representation methods. √
2. to understand The physical structure of ALU: logic design. √ √
3. to understand Instructions set and assembly programming. √
4. to understand CPU concepts. √ √

ITBIS222
5. to understand Storage Devices. √ √
6. to understand Computer system performance. √ √
7. to understand The operating system: its functions and layers. √ √
8. to understand Some concepts of the application software, and different programs such as compiler, and linker. √ √
1. Identify major types of systems in a business and demonstrate how these information systems support the
ITBIS251
major business functions of sales and marketing, manufacturing and production, finance and accounting, and
√
human resources.
2. Understand the business benefits and challenges of using enterprise systems, supply chain management,
customer relationship management and knowledge management. √ √
3. Identify the salient characteristics of organizations that managers need to know in order to successfully build
and use information systems. √
4. Understand what electronic commerce is and how it has changed consumer retailing and business-to-business
transactions. √ √
5. Identify challenges to the protection of individual privacy and intellectual property by contemporary
information systems technology. √
6. Understand the importance of knowledge management programs and systems for knowledge management.
√
7. Demonstrate knowledge of the ways information systems help individual managers make better decisions
when the problems are non-routine and constantly changing. √
8. Demonstrate knowledge of the ways building a new system could change the way an organization works.
√
9. Understand the steps required to build a new information system and identify all available alternative methods
for building the system √
1. Define Information Systems and name seven types of IS applications

√
2. Identify different types of stakeholders who use or develop IS
√
3. Define the unique role of systems analysis in the development of IS
ITBIS311 √
4. Identify those skills needed to successfully function as an IS analyst
√
5. Briefly describe a simple process for developing IS
√ √
6. Describe a number of systems analysis approaches for solving business system problems
√ √
7. Understand the concept of ethics
√
1. Define the concepts and fundamentals of e-Commerce;
√
2. Categorize and compare the different applications of the electronic environment;
√
3. Describe some of the enablers of the e-commerce environment;
√
4. Describe e-supply chains, collaborative commerce, intrabusiness EC, and corporate portals;
√
ITBIS322
5. Describe innovative EC systems
√
6. Define different payment mechanisms;
√
7. Describe security, legal and ethical issues in EC; and
√
8. Practically plan, design and implement a miniature e-commerce website.
√
1. Provide students with essential knowledge and skills concerning, organizing, and monitoring information
resources in organizations, in the light of the current influential trends such as the Internet economy, mobile
and multimedia technology use, the global marketplace, e-enablement, knowledge management and √
knowledge sharing.
2. Presents the management responsibilities of IT leaders especially CIO.

√
ITBIS324
3. Class discussions will focus on understanding how to assess technical and business opportunities and risks,
how to achieve a fit between business strategy and information technology architecture, IT infrastructure, and
how to assess emerging IT. √
4. It provides with the management of information technology and Systems (IT/S) as it is being practiced in
organizations today. √
5. Covers the challenges of managing information age, information technology and its role in organizations, and
managing information assets in a global and changing environment. √
1. To provide students with the object oriented programming concepts.

√
2. To make students perceive the differences between the object oriented system development approach and
other approaches. √
3. To teach students how to identify the objects of a system, and create its class model.
√ √
ITBIS341 4. To teach students how to model system requirements using the use case modeling.
√ √
5. To teach students how to model the behavior of systems using sequence.
√ √
6. To teach students how to model the behavior of systems statechart diagrams.
√ √
7. To teach students the implementation of OO systems using an object oriented language such as JAVA
√ √
1. Understand the concepts, terms, functions of databases and database management systems.
√
2. Understand the data modeling.
√
3. Understand the relational models, their terminology, properties of database relations.
√
4. Design efficient and normalized database tables.
ITBIS385
5. Understand the concepts of conceptual and logical database design.
√ √ √ √
6. Formulate quires, views by using SQL to design, build, and implement relational database.
√ √
7. Understand Related topics to DB, such as database security, concurrency control, and recovery
√
ITBIS393 1. Provide insights into current concepts, methods, techniques, tools, and experiences for an engineering √ √
approach to Web application development
2. Identify and understand similarities and differences between the development of traditional (non Web-based
applications) and the development of Web applications. √
3. Identify and discuss the requirements needed to develop a WIS

√ √
4. Understand the concept of web applications architecture
√
5. Work in groups to perform analysis modeling and design modeling for web applications using web Modeling
language WebML and it script Web Ratio √ √
6. Learn how the various facets—including XHTML, CSS, JavaScript, Ajax, multimedia, scripting languages,
HTTP, clients, and servers function together in today's web environment. Earn a solid web development
foundation, focusing on content and client-side (browser) components (XHTML, CSS, JavaScript, √
multimedia), with an overview of the server-side technologies (PHP localhost).
7. Learn techniques and evaluation metrics for ensuring the proper operability, maintenance and security of a
web application √
1. Develop knowledge of and guide students to select the best among different design strategies.
√ √
2. Develop knowledge to design information system solutions to satisfy user requirements.
√ √ √
3. Develop knowledge & techniques to develop and implement information systems.
IT395 √ √ √
4. Develop knowledge & techniques to maintain information systems. )
√
5. Guide students to use information system modeling and development tools.
√ √
1. Understand the concept, theories, model of the HCI.
√
ITBIS420
2. Design a usable system considering the HCI heuristics, guidelines and principles.
√
3. Use evaluation techniques to provide more usable computer System.

√
4. Understand different requirements for user support.
√
5. Understand the techniques of Task Analysis.
√
1. Understand the growing need for better project management, especially for information technology projects.
√
2. Describe a system view of project management and the project life cycle.
√
3. Understand the project management process groups and be able to develop PM Methodology.
√
4. Describe the project integration management.
√
ITBIS435
5. Understand the project scope Management.
√
6. Study the project cost management
√
7. Understand the importance of project quality management
√ √
8. Develop computing skills and software tools that can be used in planning, budgeting and monitoring projects.
√
1. Understand the basic concepts of decision making & learn the fundamentals of Decision Support Systems.
√
2. Highlight the areas of decision making that can be supported by information systems & technologies.
√
3. Describe types, components, & configurations of DSSs. Also learn their characteristics, hardware & software
ITBIS438 components for the different DSS applications and situations. √
4. Learn basic concepts of MSS Management Support Systems modeling & how different MSS models can be
developed. √ √
5. Comprehend how different advanced DSS technologies (such as OLAP, data mining, data warehousing be √ √
used and developed.
6. Gain fundamental understanding of the tools & frameworks that help use DSS tools for collaborative work
√ √
1. Introduce fundamental concepts of IS/IT auditing and controls.
√
2. Application of accepted information systems audit standards, guidelines, practices and procedures.
√
3. Understanding of policies, procedures, organizational structure and management practices that govern the
Information Systems Department. √
4. Address the information technology aspects of the Information Systems process.

√
5. Address evaluation of logical and physical access controls, environmental controls, data validation, processing
and balancing controls, and business continuity planning and testing controls. √ √
6. Gain an understanding of and assessment of the methodologies and practices for the development, acquisition
and maintenance of information systems (business applications) √
ITBIS445
7. Students who have successfully completed this course should be able to take the Certified Information Systems
Auditor (CISA) examination in future. √
8. Provide students with essential knowledge and skills concerning, organizing, and monitoring information
resources in organizations, in the light of the current influential trends such as the Internet economy, mobile
and multimedia technology use, the global marketplace, e-enablement, knowledge management and knowledge √
sharing.

√
10. It provides with the management of information technology and Systems (IT/S) as it is being practiced in
organizations today √
11. Class discussions will focus on understanding how to assess technical and business opportunities and risks,
how to achieve a fit between business strategy and information technology architecture, IT infrastructure, and
√ √
how to assess emerging IT.
1. Understand and assess the multi-faceted role of information systems (IS) in organizations as well as the
relationship between the IS functional area and other areas in the firm, within an overall information systems
and strategic frameworks √ √
2. Think creatively about the use of information systems both as a management tool and a competitive weapon,
and develop an ability to identify and exploit opportunities to build and use information systems of strategic
importance, at the individual, group, and organizational levels √ √ √ √
3. Understanding Strategy Concepts for Business and IS/IT and Introducing and discussing a general model for
ITBIS465 Strategic management elements √
4. Reviewing and critically evaluating the main IS/IT Strategy Tools & Techniques used in the field
√ √
5. Demonstrate a knowledge of strategic planning and management techniques
√ √
6. Understand and assess how IT create business value and how it influences business strategies and practices in
various functions √
For information systems programs
The following areas must be stressed within the program’s curriculum. Indicate the
course numbers and titles of courses embodying a significant portion of these areas:
Table 5.5: Areas and Corresponding Courses
Area Courses (Dept, Number, and Title)

Modern Programming ITBIS 211 Visual Programming
Language
ITBIS 341 Object Oriented Systems
ITBIS 393 Web-based Information Systems
ITCS 101 Programming I
ITCS 102 Programming II

Data Management ITCS 215 Data Structure
ITBIS 385 Database Management Systems

Networking & ITCE 311 Computer Networks
Communication
System Analysis and ITBIS 311 Systems Analysis and Design
Design
ITBIS 395 Physical Design and Implementation
ITBIS 341 Object Oriented Systems

IS in Organizations ITBIS 438 Decision Support Systems
ITBIS 465 IT Strategy & Management
ITBIS 445 Information Systems Auditing
ITBIS 435 MIS Project Management
ITBIS 251 Management Information Systems
C. Course Descriptions
For each required or elective course in the program that can be counted in the
curriculum being reviewed for accreditation, include a two-page or three-page course
outline, as indicated below, at this point in the Self-Study Report. If your
documentation does not exactly follow this format, be sure that all of the requested
information (if applicable) is present, and please in any case adhere to a common
format for all course descriptions. If some of this documentation is on-line (e. g., in an
instructor’s web site), please give here the URLs for accessing any such materials.
These URLs should be made accessible to the visiting team as soon as the Self-Study is
sent to them.
As described in Section H of the General Instructions for the Self-Study, the course
outline for each required or elective IS course in the program (including those that
satisfy the IS Environment component of an Information Systems program) must also
be included in a display of course materials that is available for study at all times
during the evaluation visit.
Detailed course outlines are shown in Appendix D Course Syllabi.
For information systems programs
Estimate Curriculum Category Content (Semester hours)
Table 5.6: Curriculum Category Content (by credit hours)
Area Core Advanced

Modern Programming ITBIS 211, ITBIS 341,
Language ITBIS 393, ITCS 101,ITCS 102
5 X 3 = 15 crd
Data Management ITCS 215, ITBIS 385

2 X 3 = 6 crd
Networking and ITCE 311

Communication 1 X 3 = 3 crd
System Analysis and ITBIS 311, ITBIS 341, ITBIS 395

Design 3 X 3 = 9crd.
Role of IS in ITBIS 251 ITBIS 438 ITBIS 465

Organizations 1 X 3 = 3 crd ITBIS 445 ITBIS 435
4 X 3 = 12 crd.
Information System MGT 131, ACC 113,MKT 261, ACC 113,

Environment FIN 220 , MGT 220.
6 X 3 = 18 crd
Quantities Analysis QM 250 , ITCS251

2 X 3 = 6 crd
FACULTY
89
CHAPTER 6 | FACULTY
CHAPTER 6
FACULTY
Criterion Part A: Faculty Qualifications - Criterion
Faculty members teaching in the program are current and active in the associated
computing discipline. They each have the educational background or expertise consistent
with their expected contributions to the program. Each has a level of competence that
normally would be obtained through graduate work in the discipline, relevant experience,
or relevant scholarship. Collectively, they have the technical breadth and depth necessary
to support the program
For Information Systems Programs:
Some full-time faculty members, including those responsible for the IS curriculum
development, hold a terminal degree in information systems.
Criterion Part B: Faculty Size and Workload - Criterion
There are enough full time faculty members to provide continuity, oversight and stability,
to cover the curriculum reasonably, and to allow an appropriate mix of teaching,
professional development, scholarly activities and service for each faculty member. The
faculty assigned to the program has appropriate authority for the creation, delivery,
evaluation and modification of the program, and the responsibility for the consistency
and quality of its courses.
A. Faculty Profile
1. Please complete the following table for each faculty member who regularly
teaches courses in the program.
CHAPTER 6 | FACULTY
Table 6.1: Faculty Information
Highest
Faculty Name Rank FT/PT Research Areas # Advisees
Deg./Field
1. Dr. AbdulRahman Al- Associate FT P.hD./CS Databases, System development, AI, Data mining
Hussaini Prof. 24
2. Dr. Ahmed Mashhor Associate FT P.hD./IS Distance Education Model, Online line journal of Distance
Prof. Education, Framework for evaluating the effectiveness of
23
Information System, knowledge-base educational model for
Object-Oriented Programming.
3. Dr. Adra Al-Moosawi Modeling, Simulation, Human-computer Interacion
Asst. Prof. FT P.hD/ 28
4. Dr. Ajantha Hearth Asst. Prof. FT P.hD./IS&CE Information Assurance, Forensics, AI Computer Security,
22
Systems Development & Disaster Management
5. Dr. Amira AbdulRazaq Asst. Prof. FT P.hD/Info& Managing Arabic Language Text, E-leaning Programs, Self-
35
Library Science based or Instructor-lead Courses, Distance Education, E-leaning
6. Dr. Aqeel Ahmed Asst. Prof. FT P.hD/CS- Instructional Design , Multimedia , Education
40
Education
7. Dr.Atia Al Moosawi Asst. Prof. FT P.hD/ Educational technology, teaching methods, Digital images
-
8. Dr. Emadaldin Asst. Prof. FT P.hD/ GIS, Database Development. 48

Mohamed
9. Dr. Esra Ahmed Wali Asst. Prof. FT P.hD/ICT ICT, Mobile Computing, Maintaining Changing and Crossing
26
Context , Mobile Learning , Information System.
10. Dr. Hassan Yousif Database management, office automation, Natural language
Kamal Asst. Prof. FT P.hD./CS processing, Programming Languages, Automata 23
11. Dr. Jaflah Alammary Knowledge Management ,information and Business Strategies,
Asst. Prof. FT P.hD./IT 35
Strategic Alignment Decision Support Systems.
CHAPTER 6 | FACULTY
12. Dr. Khaled Al- Data Base, Computer security

Mutawah Asst. Prof. FT P.hD./IT 40
13. Dr. Nabeela Al-Zubari P.hD./Educational Managing Arabic Language Text, E-leaning Programs , Self-
Asst. Prof. FT 25
Technology based or Instructor-lead Courses
14. Dr. Orlando Catuiran Computer Supported Collaborative Work, e-Banking, & Systems
Asst. Prof. FT Ph.D./BM 34
Development
15. Dr. Wasan Shaker Information Security, Cryptography Technologies, Binary Linear
Programming, Fuzzy Logic, Generic Algorithms, Artificial
Asst. Prof. FT P.hD./CS 35
Intelligence , Authentication Techniques, E-learning, E-health,
Coding theories.
16. Mrs. Fadia Hijazie M.Sc./Electrical Computer System Architecture & Network , Software Design&
Senior Engineering Development, Web Engineering, Computer Graphic Design &
FT 36
Lecturer (control and Multimedia, Embedded System & DSP.
system)
17. Mrs . Ghazwa Lecturer FT M.Sc., MBA Multimedia, Human-computer interaction, Business applications
Sualibeekh 13
18. Mr. Mohamed Siddique M.Sc./Computer E-commerce, E-business, E- learning, MIS, Visual Programming,
Lecturer FT 24
Application Knowledge-Base System.
19. Mrs. Sharifa Hamad Lecturer FT M.Sc./IS E-learning, Distance Education, Expert Systems, Business
Process Re-engineering, Knowledge -base Process Modeling 15
,Database Management System.
20. Mr. Fareed Al-Bayat Research and Educational technology, teaching methods, Digital images
Teaching FT M.Sc/ -
Assistant
21. Mr. Maan Al-Jawder Research and e-Banking, Knowledge Management, e-government
M.Sc./IT
Teaching FT -
Management
Assistant
22. Mr. Mazen Ali Research and M.Sc./ Inter- Inter-organizational Information Systems (IOS) adoption in
FT 20
Teaching organizational general, Enterprise systems, Customer Relationship Management
CHAPTER 6 | FACULTY
Assistant Information (CRM) and Knowledge Management (KM), IS success.

systems
23. Mrs. Resala Al-Adraj Research and Multimedia, HCI, Virtual Organizations
Teaching FT M.Sc/ 24
Assistant
24. Mrs. Fatima Yousif Research and FT BSc/ Educational Educational Technology, Business applications
Teaching Technology -
Assistant
25. Dr. Suvineetha Herath Part time PT PhD Policy Security Policies Legal and Ethical Issues in computing, E
-
Faculty Studies systems, Information Assurance. GIS,MIS
CHAPTER 6 | FACULTY
The long term faculty development plan focused on providing study leave for fifteen (15) faculty members to complete their PhDs.
Five faculty members already reported back after finishing their PhD. Details about faculty who are currently on study leave are
shown in Table 6.2.
Table 6.2: Faculty Development Plan for PhD Program 2008-2014
No Name Degree Institution Start Date End Date Current Extended

Status to
1 Ihab Juma'a George Mason On study
Ramadan Adwan P.hD. in Information Technology University, USA 15/01/2009 15/01/2014 leave
2 Suad On study
S.Mohammed De Montfort leave
Ahmed Al-Mualla P.hD. in Computer Science University, UK 01/10/2006 30/09/2009
3 Amal Mohammed University of On study
Ahmed Al-Rayes P.hD. in Self Learning Manchester, UK 01/10/2007 30/09/2010 leave
4 Dalal Ahmed Jafar George Mason On study
Al-Orayed P.hD. in Information Technology University, USA 01/08/2006 31/07/2009 leave
5 Hayat Mohammed University of On study
Abdullah Ali P.hD. in E-Banking Manchester, UK 01/09/2007 31/08/2010 leave
6 Hussain Mohsen On study
Hameed Al- University of leave
Orayed P.hD. in Smart Location Manchester, UK 01/09/2008 31/08/2011
7 Aisha Fouad University of On study
Hassan Bushager P.hD. in Smart Card Security Southampton, UK 01/07/2006 30/06/2009 leave
8 Ghadir Ismail Nottingham Trent On study
Mohamed Khalil P.hD. in Multimedia and Human Computing University, UK 01/10/2004 30/09/2007 leave 30/09/2009
9 Noora Hassan Issa University of On study
Al-Ghatam P.hD. in Computer Information Systems London, UK 01/12/2005 30/11/2008 leave
10 Shaikha On study
Mohammed Lancaster leave
Salman Al-Fadhel P.hD. in E-Commerce University, UK 01/01/2009 31/12/2011
CHAPTER 6 | FACULTY
There is a short-term development program for the faculty members who returned to the
Department recently after completing their doctoral studies. They are enrolled in a one-
year Postgraduate Certificate in Academic Practice (PCAP) course offered in-house by
the York St John University, UK. At present, two IS faculty members are enrolled in this
program.
B. Information Regarding Faculty Members
For academic and professional information about IS faculty please refer to Appendix
B.
C. Faculty Size
At present, the IS program consists two associate professors, 13 assistant professors,

one senior lecturer, three lecturers, five Research and teaching Assistants, and one
part time faculty. Among them, 15 faculty members hold PhD in information systems
and related disciplines while eight members hold Master degrees in the IS
environment. In addition to the program faculty, Six shared faculty members with the
Computer Science Department to provide continuity and stability for the IS program.
The faculty size is sufficient to offer the courses required for the major at least once
per year. Also, the faculty offers optional courses frequently. The current student
population is around 700. This provides adequate time for the faculty to give attention
to the needs of the students.
D. Faculty Workload
1. Describe the means for ensuring that all full-time faculty members have sufficient
time for professional development and scholarly activities. For those faculty
members having significant extra duties (e.g., large number of advisees, manage or
maintain computing resources, director of undergraduate or graduate programs,
etc.), explain how these components of the faculty workload are recognized.
The maximum teaching load of a PhD faculty member is 12 credit hours per semester.
Non-terminal degree holders teaching load is 15 credits per a semester. The teaching
load for a faculty member who holds administrative position is only 6 credits per
semester.
Extra compensation is paid for any additional teaching load. The dean of the college
is authorized to reduce the load of any faculty member by 1 section based on the rules
set by the University Council.
CHAPTER 6 | FACULTY
A faculty member normally prepares two courses and teaches multiple sections per
semester. This gives them adequate time for research and scholarly activities and
serving in committees.
Faculty members who are heavily engaged in college or university service teach one or
two courses per semester. The teaching loads leave enough time for professional
development. Effective scheduling and timely assignment of teaching loads provide
outstanding teaching and help maintain proper professional standards.
UOB is a teaching oriented academic organization. The total activity distribution

shows that the faculty is devoted mostly to teaching and spend average time to
continue research and other scholarly activities and services.
The faculty participates actively in professional and community service. Some of them
serve to professional organizations as officers or committee members, and on editorial
boards of professional journals. The publication list illustrates high level of scholarly
activities among the faculty in the last three years.
In 2010, Information Systems department and Computer Science department founded

a new Professional chapter of the Association for Computer Machinery for gulf region
to become active partners of the world’s largest educational and scientific society with
the support of the university administration.
In 2009, Information Systems department and Computer Science department founded

Association for Computer Machinery student chapter and it will lead students in their
undergraduate research in global environment.
Several Information Systems faculty are members of the IEEE and Computer Society.
They participate in the IEEE chapter and IET Institute of engineering and technology
(IET) on campus established by the Computer Engineering department.
E. Program Development and Delivery
1. Describe the roles of the program’s faculty and other offices on the campus in
creating evaluating and modifying the program.
The IS program faculty creates, modifies and evaluates courses offered by the
department. All Information Systems faculty members are responsible for the
development of curriculum, preparation and updating the course syllabi according to
their specializations to ensuring consistency and quality of the courses taught.
CHAPTER 6 | FACULTY
The process of course creation and/or modification starts with a faculty proposal
submission, followed by a discussion and approval by the departmental curriculum
committee, the Department Council, the College of Information Technology Council
and finally by the University Council.
Faculty members are also responsible for course evaluation through conducting
exams, quizzes, assignments, projects. The university provides the faculty with the
necessary funds and facilities such as adequate classrooms, equipment, teaching aids,
to ensure the success of the learning and research processes.
The faculty adjusts our program to meet or exceed standards established by

professional societies and colleagues. Success of the program is based on the strength
and the commitment initiated and exemplified by our faculty. Our competent,
innovative and quality faculty gives an overall scholarly and professional atmosphere
to the successful departmental operation. They identify and overcome internal and
external problems,
F. Course Oversight
1. Full-time faculty members have the responsibility for the consistency and quality of
major courses. That means they must either teach all sections of a course or be
responsible for coordinating the instruction of sections not taught by full-time
faculty members. Describe how this oversight and coordination is performed.
All Information Systems courses are taught by full-time IS Faculty members. Service
courses for the program are taught by full time faculty members from other colleges
such as the college of arts (English), college of sciences (Mathematics and Statistics).
Many of the faculty members also teach service courses for other colleges.
Computer laboratories of the department are maintained by dedicated Laboratory

Technicians. Laboratory components of the courses are supervised by experienced
demonstrators. In cases where there are no demonstrators, the professor assigned to
the course will provide the laboratory instructions.
FACILITIES
98
CHAPTER 7 | FACILITIES
CHAPTER 7
FACILITIES
Criterion
Institutional facilities including the library, other electronic information retrieval

systems, computer networks, classrooms, and offices are adequate to support the
educational objectives and outcomes of the program.
Computing resources are available, accessible, systematically maintained and upgraded,

and otherwise adequately supported to enable students to achieve the program’s
outcomes and to support faculty teaching needs and scholarly activities. Students and
faculty receive appropriate guidance regarding the computing resources and laboratories
available to the program.
A. Library Staffing
1. Assess the staffing of the library (or libraries) that serves the program, including
both size and qualifications.
The total library staff is 64, 14 of whom are professional librarians. 9 staff members
are located at the Science & IT Library.
Faculties are active in the process of library collection development and are
encouraged to coordinate with the Subject Librarian in order to select the appropriate
resources for their department. The library provides publishers’ catalogues and lists of
new titles from its database BookWise. Faculties are regularly informed via e-mail
about the new additions to library stock. The following is a brief view of what the
library has from books & journals.
The staffing of the library seems entirely adequate. Students never complain about
issues that need improvement. The library staff is helpful and knowledgeable..
B. Library Technical Collection
1. Assess the adequacy of the library’s technical collection relative to the needs of the
program and the faculty. Describe and assess the adequacy of the process by which
faculty may request the library to order books or subscriptions.
The library is entirely adequate for the undergraduate program.
1) Books:
a) Printed Books: There are over 4500 books available in the fields of
interest to the college of IT.
b) Electronic books: The library subscribes to over 3500 e-books from
Safari Tech Books Online, Ebrary, and Myilibrary.
http://libwebserver.uob.edu.bh/en/
2) Journals:
a) E-journals: Over 12,000 titles in the field of IT from a number of full
text databases including: ScienceDirect, IEEE Xplore ASPP, Ei
Village, Emerald, EBSCO Business Premier, ACM, World Scientific,
Oxford University Press, and Springer and EBSCO Search Premier.
We believe that the UOB library provides an adequate printed and

electronic books and journals needed for achieving the IS program
objectives. The communication between the library staff and the IT
faculty members is quite simple and mainly organized through e-mail
messages.
The process by which faculty may request the library to order books or
subscriptions is done by forwarding a request to the IS Department for
approval. The approval then forwarded through the faculty member
that serves as the department’s Library Liaison, and we find the
response times, and the budget is adequate.
C. Library Electronic Access
1. Assess the library’s systems for locating and obtaining electronic information.
The library’s systems for locating and obtaining electronic information are
completely adequate as it can be seen from the examples below:
1) Online catalogue (Horizon Dynix): The catalogue can be accessed within the
library or remotely 24 hours in all days of week from anywhere in the world.
Access within campus is through IP range and from outside campus through
the use of the Athens authentication system, This system can be used:
a) To locate books, periodicals and other resources via an automated
catalogue.
b) To search by subject, author or title.
c) To borrow books.

d) To read electronic journals.
http://libwebserver.uob.edu.bh/assets orhttp://libwebserver.uob.edu.bh/en/
2) Digital Library: The Digital Library contains links to the full-text electronic
copy of many English periodicals and books, Arabic books online "Turath",
Arabic periodicals index, Kingdom of Bahrain database and 30 commercial e-
content packages to which the library subscribes. These databases cover the
fields of science, engineering and technology, social sciences and humanities.
All electronic sources can be accessed via the University of Bahrain website:
http://libwebserver.uob.edu.bh/en/
The following databases are of specific interest to the college of IT:
1) Academic Search Premier
Academic Search Premier is one of the world’s largest scholarly, multi-

discipline, full text database designed specifically for academic institutions. It
contains:
Full text for nearly 3,260 scholarly publications, abstracts and indexing for
over 4,250 scholarly journals with many dating back to 1984, Full-page
images, as well as color embedded images.
Diverse content providing a valuable resource, supporting core curriculum

degree requirements and elective classes scholarly collection providing full
text journal coverage for nearly all academic areas of study - including social
sciences, humanities, education, computer sciences, engineering, language and
linguistics, arts & literature, etc.
2) Business Source™ Premier
This comprehensive database from EBSCO offers full text for 2,260 scholarly
business journals covering management, economics, finance, accounting,
international business, IT and much more.
3) Emerald
This database contains over 130 full-text highly ranked journals in accounting,
marketing, management, science and education including the European
Journal of Marketing, Accounting auditing & accountability journal,
International Journal of Operations & Production Management, Personnel

Review, The TQM Magazine and Library Management, and more. The
database contains over 25,000 management articles from its archive back to
1989.
4) Safari E-books
Safari Tech Books Online is a fully-searchable e-reference library that houses

a vast collection of technical books from industry-leading publishers.
5) ScienceDirect
This database from elsevier provides access to the current year and four-year
archives to over 1700 scientific and technical peer-reviewed journals. It also
allows searching over 40 million abstracts from scientific articles. It links out
to articles from over 120 other publishers
6) Library Open Days are also organized for students and faculty; as well as
special sessions for all users on how to use printed and electronic resources.
We believe that the library’s systems for locating and obtaining electronic
information needed for the program are completely adequate.
D. Classroom Equipment
1. Describe the equipment typically available in classrooms where you teach your
courses. Assess its adequacy for the purpose.
The Information System classes are scheduled in buildings throughout the Building
S40 in the Sukhir campus. There are 10 classrooms allotted for the IS department.
Classrooms in the Building S40 of IT College have been designed to increase the
availability of interactive classrooms. Most of the Information System courses are
now held in rooms equipped with computers, projectors and boards, with direct
access to the Internet. The department is planning to install multimedia projectors in
all classrooms Appendix C -1.3- Equipment Inventory in Class rooms 21,32: gives
examples of equipment available and documented as fixed assets in the classrooms of
21 and 32 of the DIS. Each classroom is equipped with an instructor table and chair
near the class entrance. All classrooms are equipped with a large white board with
directly controlled spotlights. Each classroom is capable of seating 40 with writing
pads. In addition to that other halls and classrooms at the university are available for
reservation by the registration office if needed. Our classroom facilities and
equipment are adequate. The department has not faced any problems in scheduling

classes at times convenient to students. The availability and quality of classrooms on

campus are adequate.
E. Faculty Offices
1. Discuss and assess the adequacy of faculty offices.
1) Faculty Offices: All full-time faculty members have personal offices with
standard furniture and equipment, including an internet drop as explained below.
Offices are spread between the first and second floors of Building S40. There are
42 faculty offices in the IS department Each faculty member and academic
support staff in the department has an individual office with approximately 12
meter square of floor space. Stationary equipments are also provided. Teaching
assistants have their offices within the department building. All information
system faculty and staff are provided with personal computers connection to the
Internet. Each instructor is given a PC, with an inkjet printer. The computing
resources are continuously updated as shown in Appendix C-2. Each room is also
equipped with two network sockets (one is used for the instructor PC, and the
other one can be used to hook the instructor’s laptop). In addition, a direct
telephone line is provided. However, the numbers of electrical sockets are not
enough in the offices and power extensions are a necessity. It would be also
preferable to have a pin-board and a small white board in each office. Faculty
member and academic support staff in the department has a separate post office
with locks, to secure the incoming mails
The faculty appears to be satisfied with their offices. Since the offices are not
convenient for meeting with more than two or three students, several small
conference rooms exist for meeting somewhat larger groups, for projects others
for printing, photocopy, archiving etc.
2) Meeting room: This meeting room is about forty (40) meters square and is
situated in room S40.37. The room holds the council and other committee
meetings.
3) Printing/photocopy room: The printing/photocopy room is situated on the first
floor just near the Chairman’s office (Room S40.036). It contains a printing
machines (Lexmark T640). The printers are directly linked through the local
University intranet to all faculty PCs, and one photocopying machine Konica
Minolta biz hub 600.
4) Archive room: Building S40 also contains an archive room; Room S40.1038. It
is used to store all the archives and clerical materials related to the department.

5) IS Records room: It is an archive room for accreditation data of the IS

department located in room S40.2032. It is used to store all the archives and
clerical materials related to accreditation process. Like a typical office is equipped
with a comfortable desk, a large book cabinet (with locks), a secure drawers file
cabinets, more additional chairs and a small meeting table for holding small
meeting between members of the Departmental Accreditation Committee (DAC)
and the staff members or visitors. Additionally it is provided with stationary
equipments, personal computer with an inkjet printer and a connection to the
Internet.
6) Administrative: The office of the Chairman of the Information System
Department is located at on the first floor of the Building S40 (Room S40.040). It
is approximately twenty-five (25) square meters in area and is directly linked to
the secretarial office.
7) Secretarial Office: The Chairman of the department is assisted by two secretaries
whose office is just adjacent to the Chairman’s office. The clerical office (Room
S40.039) is about 36 meter square and is occupied by the two secretaries.
F. Computing Facilities
1. Describe the computing hardware, software and networks used for instruction.
Specify any limitations that impact the quality of the educational experience.
Institutional Computing facilities:
The Information Technology Center (IT Center) of University of Bahrain (UOB)

provides campus-wide IT support and facilities and is described in its link below.
http://offline.uob.edu.bh/centers/eng/it/main.asp
Undergraduate courses use PC Labs which are supported by the IT Center. They are
presently available for student use on campus, all of which are available from 7AM to
evening during the academic year. All academic buildings, and dorms are wired for
high speed network access, and most interior locations are covered by secure wireless
network access. Undergraduate students as well as the UOB staff can use these
facilities (as well as using their own computer hardware) for their coursework, Table
7.1 Shows an example of institutional computing facilities in some of UOB academic
buildings.
Students and academic staff of Bahrain University are provided with the necessary
services that allow them to smoothly run the educational process. These services
include: email accounts, advising system, registration system, human resource system
…etc. Each student and faculty member is provided a password to access different

services using any PC inside the campus through the UOB intranet. Accessing the
registration and grading system is available from outside the campus.
All UOB services are provided, managed, maintained, and controlled by the qualified
staff of the IT Center. It also provides maintenance of the laboratory resources and
the campus-wide network. In additional to the IT Center, the university also has a
central committee which sets the standards for any lab resources being acquired.
The e-learning centre can provides faculty members with a blackboard system that
allows instructors to prepare the online courses including teaching materials, slides,
assignments, assessments …etc.
Table 7.1: Institutional Computing Facilities
Building Room Type Quantity Description

PC Dell 755 17 RAM: 1 GB, Hard disk: 250 GB
101 PC Dell 280 7 RAM: 512 MB, Hard disk: 80 GB
19: Library PC Dell 260 6 RAM: 256 MB, Hard disk: 40 GB
Printer 1 Brother
47: Science PC DTK 7330 30 RAM: 1 GB, Hard disk: 250 GB
02 Printer 1 Minolta 210
2
1 Office Jetpro 1150
1-1 PC DTK 7330 13 RAM: 1 GB, Hard disk: 80 GB
39: Law 46 PC DTK 7330 5 RAM: 1 GB, Hard disk: 80 GB
Central Library 016 PC Dell 755 24 RAM: 1 GB, Hard disk: 250 GB
PC DTK 7330 3 RAM: 1 GB, Hard disk: 80 GB
PC ACER 5 RAM: 1 GB, Hard disk: 80 GB
HP Compaq 5 RAM: 1 GB, Hard disk: 160 GB
Printer 1 Minolta Di552
2
1 Minolta Di350
Central Library 04 PC DTK 7330 19 RAM: 1 GB, Hard disk: 80 GB
IT Center emphasizes the use of the latest information technology tools in this rapidly
developing field, in order to deliver convenient access to information, and improve
communications, collaboration and learning. It also underlines the importance of a

flexible, responsive and above all reliable information system to assist the University
to achieve its goals.
The Center caters to the daily IT needs of the University staff. It conducts daily
operations based on support requests sent by the staff to our helpdesk system. The
team regularly evaluates the IT equipment on campus, ensuring that the latest
technology is always in use, by upgrading, maintaining or replacing them as needed.
The IT Center in the University of Bahrain provides technical support in for every
individual associated with the University. In every field in Information Technology –
hardware maintenance, Internet and Email support, Student Internet Access Service,
Students Online Account Registration System, Adding New Users for the Available
Systems Used in the University, websites development, Information Systems related
to the University. This support can be provided after filling a form and sending it
through the departments’ secretary to the Information Technology Center.
College Computing Facilities:
The IT college has an open lab area as shown Figure 7.1 that can be used for both
classes and after-class computer work.
As shown in Table 7.2, the college open lab area includes more than 200 PCs which
are operated under WIN XP and WIN 7. All PCs have preinstalled all the needed for
instruction software systems, languages compilers, and packages installed. These PCs
are connected to the internet and are used by students to prepare their assignments,
projects, and reports. The PCs at the college open lab area are also used by instructors
to conduct practical tests of some courses.
Table 7.2: College Computing Facilities

PCs: Windows XP SP3,
S40 Open
1002 DTK 7330 v2 145 1.00GB of RAM, 80GB of
area Lab
HD
S40 Open FUJITSU PCs: Windows 7, 1.97GB of
2001 110
area Lab SIEMENS RAM, 240GB of HD
Additionally our IS students and faculty benefit from the proximity of Computer
Science and Computer Engineering Departments which have anecdotally increased
interdepartmental interactions. The students of Information Systems department have
full access to any computing facility located at Computer Science and Computer

Engineering departments. The information about these computing facilities is

provided in the following two Tables 7.3 and 7.4 respectively.
Table 7.3: Department of Computer Sciences Lab Facilities

Fujitsu
S40 051 30 30 PCs: 2.4 GHz, 2 GB RAM, 250 GB HD, DVD RW
Siemens
DELL: 7 PCs: 2.8 GHz, 512 MB RAM, 40 GB HD,
DVD ROM
DELL +
S40 058 7+17
DTK
DTK: 17PCs: 3.2 GHz, 512 MB RAM, 80 GB HD,
DVD ROM
S40 1043 DTK 30 30 PCs: 3.2 GHz, 1 GB RAM, 80 GB HD, DVD ROM
30 PCs: 3.0 GHz, 1 GB RAM, 80 GB HD, DVD ROM-
S40 2051 DELL 30
CD/RW
26 PCs: 3.0 GHz, 1 GB RAM, 80 GB HD, DVD ROM-
S40 2053 DELL 26
CD/RW
TOTAL 290
Table 7.4: Department of Computer Engineering Lab Facilities
S40 2091 DTK 29 PCs: 3.2 GHz 1 GB RAM 80 GB HD

S40 2089 Dell GX260 12 PCs: 2.1 GHz 256 MB RAM 40 GB HD
S40 2081 DTK 32 PCs: 3.2 GHz 1 GB RAM 80 GB HD
S40 1083 Digital Trainer 24
S40 1081 Dell 745 30 PCs: 2.13 GHz 1 GB RAM 160 GB
S40 086 Dell 745 32 PCs: 2.1 GHz 1 GB RAM 160 GB HD
S40 079 Dell 745 13 PCs: 2.1 GHz 1 GB RAM 160 GB HD

Departmental computing facilities:
The Department of Information System (DIS) in coordination with the IT Center of

University of Bahrain (UOB) makes sure that computer resources are available,
accessible, and adequately supported to enable students to complete their course work
and to support faculty teaching needs and scholarly activity. There are more than 300
computers connected to the Internet available for IS students and the staff use. Table
7.5 gives a summary of PCs and distribution with respect to staff, offices and
computer laboratories within the IS Department. Additionally they can use the college
computing facilities mentioned above. These resources are continuously updated for
each DIS faculty and staff. Appendix C-2 shows the updating of these computing
resources for each DIS faculty and staff. Almost all of the staff members have
replaced their computer systems during Year 2009.
Table 7.5: Availability of PCs for Staff and Students at Information Systems Department
Item No. Location PC Quantity

1 S40-1013 ( store ) 3
2 offices 37
3 s40-2013 (Lab) 28
4 s40-2015 (Lab) 30
5 s40-2007 (Lab) 27
6 s40-2005 (Lab) 30
7 s40-1006 (Lab) 31
8 s40-1008 (Lab) 28
9 s40-1012 (Lab) 30
10 s40-1014 (Lab) 28
11 s40-030 (Lab) 31
Total 303
The department of Information System has 9 computer laboratories located at

Building S40. The IS Dept. lab facility has a capacity of hosting more than 290
students Computer. Each of these 9 Information System labs has an average of 28
stations with total number of 263 of computers and 9 projectors. Table 7.6 shows the
numbers of lab facilities their area, capacities and the necessary equipment required
for the IS program. Examples of equipment inventory in the labs of the DIS have

been given in C -1, that shows PCs inventory in S40- Lab 30 Building S40 and
Appendix C -1.2 shows the types of computers and its attached projector
documented as fixed assets in the same lab.
Table 7.6: IS Laboratories Computing Facilities, Rooms Areas and Equipment
PC Monitor
No Lab Room No. Area Capacity Projector
No. Type No. Type
1 s40-2013 6.5 X 5.5 m 32 28 DTK 28 DTK OPTOMA
2 s40-2015 7x6m 30 30 DTK 30 DTK SONY
3 s40-2007 7x6m 32 27 DTK 27 DTK DELL
4 s40-2005 7 x 5.5 m 30 30 SIEMENS 30 SIEMENS OPTOMA
5 s40-1006 7x6m 34 31 DTK 31 DTK OPTOMA
7 s40-1012 6.5 X 5.5 m 34 30 DTK 30 DTK SONY
9 s40-030 6.5 X 5 m 35 31 SIEMENS 31 SIEMENS DELL
Total 9 292 263 263 9
Their areas are adapted to hold sessions to cover the program outcomes.
Departmental laboratories house laboratory courses, course-based project work, and
faculty-driven research. Several laboratories serve also as classroom space and
student workspaces..
Other computing facilities:
The information systems department has 2 network printers (LEXMARK) to support

the instruction process. They are used by faculty members only to print quizzes,
assignments, and tests. Besides the various software applications for use by staff or
students, IS department also provides electronic projectors or/and laptops for the staff
in order to conduct their lectures and to the students upon request to conduct their
course presentations. A list of major equipments/instruments available in the labs and
classrooms of the IS Department is given in Appendix C-3.
2. Describe the laboratory equipment planning, acquisition, and maintenance

processes and their adequacy. Include discussion of these topics for university-
wide computing resources available to all students (if used by your majors), your
own laboratories and equipment (if applicable), and computing resources
controlled by other departments and/or schools (if used by your majors). Discuss
the adequacy and effectiveness of these processes and how they are assessed.
Please attach documentation (e.g., inventories, equipment replacement plans, etc.)
to this report.

The IT Center is responsible for planning computing resources and policy

deployment. However, the IS department has specialized committee for departmental
Lab and equipment known as Departmental Lab & Equipment Committee that
reviews and makes recommendations regarding requests for acquisition of
information systems resources based on the input provided by the department’s
faculty, IT administrators, and student enrollment reports from the student registration
department. A computing resources requirement plan is proposed by the department
and is further discussed and reviewed at the college council Appendix C -5: shows the
software applications in different Information system courses used currently for
2009/2010 and that planned for 2010.The committee regularly investigates the state
of the computing facilities (hardware and software) at the department laboratories and
conveys its recommendations for replacing or upgrading to the chairperson. Then, the
recommendations are discussed by the department council and, if approved, a
computing resource plan including the technical specifications is prepared and
forwarded to the IT center for further verification. An approval when made by the IT
Center, the IT Center then forwards the requirement plan to the university’s
purchasing department along with instruction and advice on acquisition procedures,
regulations, and policies. The purchasing department further reviews, analyzes, and
coordinates all requests for acquisition of information systems resources; and
performs liaison functions with the Department and General Services Administration
for all regulatory approvals required for resource acquisition. It also assists in the
preparation of technical specifications, statements of work, development of technical
evaluation criteria for resource evaluations, and evaluates proposed technical
resources. Upon receiving the computing resources, they are then installed and
maintained in the department by the provider under the supervision of the Information
Systems department’s Lab supervisor and the department technicians.
The department also benefits from the technical support and maintenance provided by
the IT center which is responsible for providing the maintenance and any technical
support for the IT equipment used in the University. The following are some of its
main duties and services: http://offline.uob.edu.bh/centers/eng/it/main.asp
 Maintaining the computer systems and peripherals used by the

University's colleges and departments, performing replacements or
repairs if necessary.
 Providing the technical specifications for the computers systems and
peripherals to be purchased for usage by the University's colleges and
departments.
 Regularly evaluating the computers systems and peripherals in use at the
various departments, to determine the need for replacement or disposal
according to their condition and work performance.

 Preparing newly purchased computers systems and peripherals for the

users by installing the necessary software and applications.
 Training the technicians and staff in the University departments on the use
of computers systems and peripherals, and about software packages
available to improve their performance
3. What support personnel are available to install, maintain, and manage

departmental/college hardware, software, and networks used for instruction in the
program? Describe the adequacy and limitations of the level of support. Include
discussions at the university, college and departmental levels as appropriate.
The IT Center has a large staff of personnel to maintain the large computer labs on
campus. The IS department system staff does the bulk of installation, maintenance,
and management of departmental computer hardware and software. The IT Center
provides us with networking and other essential infrastructure. As explained below
this level of support is adequate.
The IS computer laboratories employ nine demonstrators, four technicians and a

follow up facility committee formed from specialist IS staff. Their role is to provide
technical assistance including installing software and trouble shooting. The list of
support personnel for the IS computer laboratories is given in Table 7.7.The
department has one lab technician for each floor (labs located close to each other in
the same floor separated by the technical office). The lab technician is responsible for
managing the machines and keeping them in operating state. Minor problems facing
the students and the academic staff are solved immediately upon request. Further
assistance is available from the IT Center personnel for networking and major
hardware problems. Before the beginning of every semester, the technicians make
systematic maintenance and install the needed software. Department technicians also
provide support for printing. The department has two network printers installed for
staff use, and one for student printing.
The Labs and Equipment Committee is also composed of academic staff members
plus the Labs Manager at the department and it oversees all activities in the labs,
including updates of hardware and software.
Online system recently has been installed for reporting any lab problems by users.
The system has a workflow which directs these complaints to the technicians, and the
manager can oversee their response time and any open issues that have not yet been
resolved.

During the warrantee period, the providing companies are responsible of installing
and maintaining the purchased computing facilities. Light problems and regular
services are performed by the technicians at IS department. After the warrantee
period, serious problems that cannot be solved by our technicians are identified and
reported to the IT centre at UOB which is responsible for providing the maintenance
and any technical support for the IT equipment used in the University and in turn
directly contacts the local agents to arrange the repair as soon as possible.
Table 7.7: List of Support Personnel for the IS Computer Laboratories
No Name Position
1 Adnan Al alawi Technician
2 Manal Jaffar Technician
3 S.Hashem Al Alawi Technician
4 Khaled Shanaaha Technician
5 Sara Essam Demonstrator
6 Khaled Hamood Demonstrator
7 Dana Rabeea Demonstrator
8 Nawal AlSafar Demonstrator
9 Mohmmed Essam Demonstrator
10 Zainb Abdulla Demonstrator
11 Muna Mansoor Demonstrator
12 Amna Al-Shurooqi Demonstrator
13 Hajar Al-Shurooqi Demonstrator
Information Technology Center (ITC) provides adequate support for our faculty and
students for computing. Software and hardware are updated on a regular basis,
providing our students and faculty with appropriate computing facilities and
equipment. A running total department budget of BD 900,000,000 - BD 950,000.000
per year (currently BD 934,850.000) has allowed us to develop up-to-date laboratory,
human resources for the IS Department. All laboratory installations, support, and
maintenance are done by our technician employees. Additionally, buildings are
currently maintained and supervised by UOB maintenance employees including
safety measures. Details for support are included under Criterion 8, in Table 8.3
Department expenditure (Fiscal year 2009). Appendix C-4 lists major equipment

purchased during 2008 / 2009. Example of some items purchased during the last two
years 2007/2008 for the Department of Information System is given in Table 7.8.
Table7.8: Items Purchased During the Last Two Years 2007/2008 for the Information Systems
Department
N0 Date Total Price BD Item Description

1 04/02/2008 75.000 Sony Mini DV Cassette Model No. DVM60R3
2 06/02/2008 23.250 Fabric bltn/board Green 2’x3’
3 23/03/2008 43.000 Advertisements board (big –Blue)
4 06/05/2008 15.000 White writing board 60X90 cm
5 08/06/2008 60.000 Steel 4- drawer filing cabinet- D32
6 12/10/2008 20.000 Office White board size: Medium 3x4’
7 26/10/2008 48.000 Book Case. Model-755(big size)/ color
8 28/01/2007 275.000 Sony mini DV cassette handycam,10xopti
9 07/02/2007 100.000 Glass sign board with lock, size: 1 mtr
10 25/02/2007 42.000 Sharp Ink cartridge Model UX-c70B
11 08/04/2007 510.000 Combination Padlock. Item
12 10/04/2007 82.500 Toner Cartridge for Lexmark E340

13 03/12/2007 35.000 Screen Filter w/black
G. Student Access
1. State the hours the various facilities are open. State whether students have access
from dormitories or off campus by direct access, modem, etc., and describe this
access quantitatively.
The computing facilities at the open area of IT College are available to all UOB
students daily from 8:00 am till 5:00 pm.
Department computing Labs are scheduled to the offered course sessions from 8:00
am till 5:00 pm daily.
A student can access any PC at the UOB using student user id and password provided
by the IT centre. All PCs at UOB are connected to the internet and protected using the
directory domain.NO access to computing facilities is provided off campus.

H. Faculty Access
1. Describe the computing facilities available to faculty for class preparation and for
scholarly activities and research. Include specifics regarding resources in faculty
offices.
The computing facilities available for class preparation and for scholarly activities
and research are adequate and Faculty can easily access the campus and departmental
resources
All information system faculty members are provided with personal computers
connected to the Internet and a printer/scanner that can be used for class preparation
and research. The computing resources are continuously updated as shown in
Appendix C-2. Each office room is also equipped with two network sockets (one is
used for the instructor PC, and the other one can be used to hook the instructor’s
laptop). In addition, a direct telephone line is provided.
All faculty members, lab assistants, and administrative staff have a workstation
running MS-Windows, Linux, or both. The workstation is dedicated to the staff
member
All staff members have ink-jet or laser personal printers in their offices, and they also
have access to the central laser printers in the staff photocopy room. The ink-jet
printers are capable of printing color printouts.
All workstations are connected to the campus network and thus have Internet access
through the campus 20 GBit/sec. connection. Furthermore, academic staff has access
to two laptops at the department and two portable multimedia projectors which can be
used for instructional purposes at any of the classes. Some classrooms are provided
with a PC and a multimedia projector.
There are also several research laboratories at the university with specialized
equipment for use by faculty and research groups.
The IS department’s system staff, and the Information Technology Center (IT center)
staff are all available to help faculty realize their program.

SUPPORT
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CHAPTER 8 | SUPPORT
CHAPTER 8
SUPPORT
Criterion
The institution’s support for the program and the financial resources available to
the program are sufficient to attract and retain qualified faculty, administer the program
effectively, acquire and maintain computing resources and laboratories, and otherwise
provide an environment in which the program can achieve its educational objectives and
outcomes. Support and resources are sufficient to provide assurance that the program
will retain its strength throughout the period of accreditation.
A. Faculty Stability
1. Evidence of the long-term continuity and stability of a program is provided by its

ability to both attract and retain high quality faculty. Describe how your program
attracts and retains high quality faculty. Some topics the description might address
are sabbatical and other leave programs, salaries, benefits, teaching loads, support
for and recognition of scholarly activity (including financial support for attendance
at professional meetings), departmental and institutional ambiance, etc.
The number of staff who prefer to renew their contract with the IS Department is
relatively high. The IS department offers some attractive employment point which
might be attributed to the departmental ambiance and the institutional benefits offered
by the University of Bahrain such as:
 A renewable two-year contract

 Furnished accommodation is provided for all expatriate faculty members
 Free medical services within the Kingdom Health system for the appointee
and dependent family
 Return air tickets for the appointee, spouse and up to 2 dependent children
under 18 years of age for travel to and from Bahrain, including summer
vacation
 Half additional month's salary for each year completed at UOB for the first
five years; and one additional month’s salary for each year thereafter.
 Allowance for shipment of some academic personal effects
 A flexible salary scheme which can vary depending on the rank, academic
post and experience of the applicant.

CHAPTER 8 | SUPPORT
The IS department has been fully supported by the university administration to recruit
more staff (see the recruitment advert at the university webpage). However, the
number of recruited who eventually join is small. This is because applicants who
apply to UOB also apply to other similar universities in the Gulf countries which pay
substantially higher salaries. But once they join the IS department they tend to stay.
The staff are appointed with demonstrators who help them in lab supervision and
grading. A staff member teaching more the normal load is paid extra which represents
extra benefit to increase staff monthly income.
Young Bahraini citizens recruited as Graduate Assistants and sent to pursue their
graduate studies have high retention because the scholarship contract mandates that
they serve at UOB double the number of years they were sent for their studies.
Table 8.1: Staff Recruitment and Termination for the Last Five Years
Number of
Number of Number of
Academic Number of staff who had
recruited staff who
Year recruitments their contracts
who joined resigned
terminated
2005/2006 5 5 1 0
2006/2007 1 1 2 0
2007/2008 2 2 2 0
2008/2009 2 2 2 0
2009/2010 5 1 2 0
2. Give counts of the total number of full-time faculty and the number of resignations,
retirements, and new hires for each of the last five years. Indicate whether there
are significant problems attracting and retaining faculty, and if so, the causes.
Table 8.2: Faculty Recruitment Activities
Non-renewals
Year Total Faculty Resignations Retirements New Hires
2005/2006 25 1 0 0 5
2006/2007 24 2 0 0 1
2007/2008 20 2 0 0 2
2008/2009 20 2 0 0 2
2009/2010 20 2 0 0 1

CHAPTER 8 | SUPPORT
B. Faculty Professional Activities
1. Summarize the support mechanisms for professional activities of your faculty, such
as attendance at meetings, research, etc. Highlight important faculty
accomplishments that have resulted from this support.
As stated in Criterion 6 (Faculty Development), the faculty professional development

efforts represent a prime objective of University of Bahrain administration, and are
manifested in the following areas:
1) Academic Development
a) Part of the Manpower allocated budget is dedicated to provide faculty

members opportunities to continue their high education within highly
respected university abroad to acquire Master or PhDs degree. See
Criteria 6 Table 6.6. The IS department scholarships covered faculty
members tuition fees and their living expenses including health insurance
and families support.
b) Part of IS department budget is allocated for faculty members to
participate in International conferences, short courses and workshops. In
the academic year 2008/2009 the IS department nominated 32 trainees to
attend a variety of short courses and workshops, both inside and outside
the university, 13 of these trainees are faculty members who attended
academic short courses and workshops. Furthermore, 19 of the trainees
are administrative staff who attend technical and office management
courses. All courses however, cost the IS department 4,298 BD.
c) Postgraduate Certificate Academic Professional (PCAP) program has
commenced four years ago to prepare early career academic to practice
academic education. This program delivered by York St. John University
in UK.
2) Research Development
The Research Development is administered by the Deanship of Scientific

Research. The Deanship provides opportunities for all faculty members to
apply for university grants to conduct scientific research.
Funding allocated by the university is adequate for the needs of both areas
(i.e. academic and research development mentioned above). Accordingly, both
planned activities and allocated funding are adequate for the faculty
professional development. Refer to Criterion 6 for further explanation on the

CHAPTER 8 | SUPPORT
University of Bahrain supported activities in this area, and how they are
planned.
C. Administration Effectiveness
1. Describe the effectiveness of the administration of the program.
Program Budget Process
The IS departmental budget is part of the overall IT College budget. The IS

departmental budget items include manpower, services, consumable items… etc.
Table 8.3 provides the departmental expenditures for the fiscal year 2009 for the
aforementioned items.
The IS department continuously addresses any requirements (e.g. manpower, lab

facilities, and stationeries) for the department by estimating the yearly budget needed
for and submitting it to the university. The full process used to determine the
department budget is divided into two levels: (1) the university level, and (2) the
department level. The two levels are described next.
At the university level, as every fiscal year is coming to an end, the office of Vice
President for Administrative and Financial Affairs at the university level review the
needs of major manpower, facilities, equipment and PCs of all academic colleges and
make consolidated recommendations for the allocation of an appropriate budget for
the next fiscal year. In this connection, a memo will be sent to all the academic
colleges/departments by the VP at least four months before the end of every fiscal
year requesting them to prepare their lists of major requirements to be procured
during the following fiscal year.
At the department level, the chairman of the IS department prepare the list of major
manpower needs and equipment, software tools and PCs for all the labs to be
procured during the following fiscal year. See criteria 7.2 laboratories section
Once these requirements are prepared by the IS department, a consolidated list is

prepared indicating the budget allocation required. The department requirements will
be presented at the college council by the IS department chairman and will then be
taken up for discussion and subsequent approval. Budget approved at the college
council will be sent to the VP for Administrative and Financial Affairs for necessary
action. The overall budget then discussed by university council and passed to the
Board of Trustee for approval.

CHAPTER 8 | SUPPORT
Table 8.3: Department Expenditure (Fiscal Year 2009)
Item BD
Manpower 685,900.000
Services 242,800.000
Consumable Items 1,150.000
Capital Expenditure 5,000.000
Maintenance 00.000
Total Expenditure 934,850.000
Sources of Financial Support
University of Bahrain is a fully supported government institution, with the entire

budget coming from the Bahrain government. Moreover, University of Bahrain also
receives financial contributions from industrial institutions and other private
organizations. However, such contributions amount to only a small fraction (less than
1%) of the government allocations. Thus, the main source of departmental financial
support is from government allocations. Additional sources of departmental financial
support come indirectly from faculty funded research grants, tuition fees and short
courses fees. The university rule allocates 25% of the income from short courses for
department expenditure.
D. Adequacy of Resources
1. Describe the adequacy of the resources available to the program, including those to
acquire and maintain laboratory facilities, relative to the ability of the program to
achieve its educational objectives and outcomes. Include information on how the
institution determines the adequacy of these resources.
Adequacy of Budget
The IS department has adequate budget to continue updating and enhancing the
department facilities, to achieve its program’s outcomes, and to support the faculty’s
teaching and scholarly activities. The main source of departmental financial support is
from government allocations. However, as mentioned earlier, additional sources of

CHAPTER 8 | SUPPORT
departmental financial support come indirectly from faculty funded research grants,
tuition fees and short courses fees.
Adequacy of Support Personnel and library Services
The IS department has two qualified secretaries to assess the department in all
administrative aspects. Moreover, the IS department relies on a qualified technical
services group for support on computing and networking facilities. These dedicated
technicians supervise the tasks of running, maintaining, and upgrading the various
teaching and research laboratories at the department. See criteria 7 Table 7.3.
Accordingly, the aforementioned personnel resources are adequate to meet the IS
program’s outcomes.
Furthermore, the IS department and faculty rely heavily on the excellent resources
and support facilities provided by the Information Technology library as well as the
Central Library. The Science and IT library is considered as a specialized information
technology library. See criteria 7 institutional facilities section. The collection
includes books, periodicals, proceedings, theses, reports, maps, charts, electronic
resources, and audiovisual materials. The library has acquired a good number of
electronic databases and Internet resources, and has established searching
mechanisms for such databases. Faculty and students have Intranet and Internet
remote access to almost all the databases using the library’s URL
http://libwebserver.uob.edu.bh. The library provides assistance to the faculty and
students in their search for information and library materials.
The IS department also depends on the Career Advisory office to provide supports for
graduates to seek job placements in Bahrain market. The office , in addition, provides
a great support for senior student in the IS department to join a training program in
some well respected businesses or government agencies that offer summer training
for students in IS fields. Furthermore the office organizes workshops on resumes
preparations, new job interviews, and other early career related issues.
Additionally, the IS department and faculty rely on other resources and support
facilities such as the Information Technology Center, the Purchasing Department, and
the Maintenance Department
E. Continuity of Institutional Support
1. Discuss and show evidence of continuity of institutional support, such as past or

known future budget situations, for the program, and problems that have existed or
are anticipated in this area, if any.

CHAPTER 8 | SUPPORT
As stated earlier, the University of Bahrain is a fully supported government

institution, with the entire budget coming from the Bahrain government. The steady
growth in the number of faculty members joining the department, the increase in the
number of admin staff such as technicians and demonstrators, as well as the increase
in the number of laboratories over the last five years shows clearly the unlimited
institutional support the IS department receives.

APPENDIX
INSTITUTIONAL
SUMMARY
APPENDIX A
123
APPENDIX A | INSTITUTIONAL SUMMARY
APPENDIX A
INSTITUTIONAL SUMMARY
The Institution
 University of Bahrain,
 P.O. Box 32038, Sakheer, Kingdom of Bahrain,
 http://www.uob.edu.bh/
 University President: Dr. Ebrahim Mohammed Janahi
The Institution Vision
The University of Bahrain‘s vision is to be an internationally recognized university for

excellence in student learning, innovative research, and community engagement that
contributes to the economic vitality, sustainability, and quality of life in the Kingdom, the
region, and beyond.
The Institution University Mission
The University of Bahrain is a national university dedicated to excellence in teaching and

learning; innovative research; the generation and dissemination of knowledge;
development of the student's personality, skills, and knowledge; and building
partnerships with the public and private sectors; through distinction in its academic
programs, faculty and staff, student activities, fostering innovation, cultivating a culture
for quality, and reaching out to the local, regional, and global communities.
History of Institution
The University of Bahrain (UOB) was founded in 1986. Its roots date back to the late
sixties when two higher education institutes were founded, namely, the Higher Institute
for Teachers and the Gulf Technical College. In 1978, the Amiri Decree No. (11) was
issued to develop the Higher Institute for Teachers into the University College of Arts,
Science, and Education. On the other hand, the Gulf Technical College was renamed the
Gulf Polytechnic by the Amiri Decree No. (2) of 1981. These two colleges were
independently offering Bachelor‘s degrees in various disciplines such as Arts, Science,
Education, Engineering and Business Administration. In 986, the Amiri Decree No. (12),
was issued for the establishment of UOB by merging the two colleges.

Today UOB consists of the following eight colleges:
 College of Arts
 College of Business Administration
 College of Education
 College of Information Technology
 College of Law; College of Science
 Bahrain Teachers College
 College of Applied Studies
 College of Engineering
It is spread over two campuses: Sakhir campus is shared by the first eight colleges while
the College of Engineering is located in Isa Town.
UOB is primarily, but not exclusively, an undergraduate institution offering postgraduate

programs under specific conditions. It is the only national higher education institution in
the Kingdom that offers mainly undergraduate B. Sc. degrees and some graduate degrees.
Student Body
Even though The student population at UOB is mainly Bahraini, there are quite few
regional (Mostly From neighboring GCC Countries) and international students. In most
cases, these student are dependents of expatriate members of faculty.
Some international students are admitted in scholarships, and are sponsored by other
ministries. Owning to the cosmopolitan nature of the country as whole, there is an
inherent culture of mutual respect , tolerance and hospitality for foreign students at UOB.
They are all treated equally and fairly regardless of race, religion, gender and nationality.
Due to the sharply increasing numbers of students recently admitted to UOB, priority for
acceptance has inherently been given to nationals.
Regional or Institutional Accreditation
Currently the University is developing a University-Wide Outcomes-Based Assessment

process for all its programs. The objective is a continuous assessment process to improve
the quality of the curriculum and the University graduates.
 College of Engineering has six programs fully accredited by ABET (Accreditation

Board of Engineering and Technology in the USA) for the period 2009-2015.

 Department of Chemistry was accredited by the Canadian Society of Chemistry in

2009.
 The Business Management Program reviewed by the Bahrain Quality Assurance
Authority for Education and Training (QAAET) and obtained confident status.
 ABET is scheduled to review College of Information Technology 3 programs
(computer science, information systems, and computer engineering) October
2010.
 Architecture Program and Interior Design programs are currently under review by
the National Architectural Accrediting Board (NAAB) and the Council for
Interior Design Accreditation (CIDA).
Education Unit
UOB has its governance and administration organized in a four-layer hierarchy : Board of
Trustees , University Council , College Council and Department Council. This is
illustrated in Figure A.1
Figure A.1 UOB Councils
As the Supreme President of UOB, His Majesty the King appoints the Board of Trustees,
which is chaired by the Minister of Education and comprises, in addition to UOB‘s
President, government ministers, high-ranking government officials and representatives
from the private sector.

Board of Trustees is made up of 10 appointed members who serve for four years on a
renewable basis. The duties and responsibilities of the Board are clearly defined in the
Amiri Decree No. (12)/1986 and these were further amended by the Amiri Decree. No.
(18)/1999. The Board delineates the general strategies, policies and approves and
terminates academic programs according to UOB University Council recommendations.
The Chairman of the Board nominates members on the basis of their high academic
qualifications, knowledge, expertise, and broad relevance of their fields of specialization.
Members of the Board must have no direct or indirect interests (business alike) with the
University to influence its decisions.
UOB University Council is chaired by the University President and comprises three Vice
Presidents, all Deans, and three external members nominated by the UOB President and
approved by the Board of Trustees. This is illustrated in Figure A.2.
Figure A.2 UOB University Council
The College Council is chaired by the Dean and comprises all departmental heads, a
senior professor from each department and three other public or private sector members
nominated by the Dean then eventually approved by the Board of Trustees.

The Departmental Councils in each college consist of all academic staff in the
Department and hold regular meetings chaired by the respective heads of the department.
Student Participations UOB provide support for student participation in the decision
making process. UOB issued student council. it supervise the students elections, student
societies and Clubs and regulate the student participation in the academic life.
Personnel and Policies
The personnel in UOB are divided into two categories: Academic staff and
Administrative staff.
Academic staff at UOB is categorized as:
1. Permanent staff: those who are employed for an unlimited period of time.
2. Staff with contracts: those who are employed for a limited period of time, as
identified in their contracts.
The academic ranking system is:
1. Full Professors
2. Associate Professors
3. Assistant Professors
4. Lecturers
5. Instructors
Administrative staff at UOB is classified as:
1. Permanent staff: those employed for unlimited period of time.

2. Staff with long term contracts: those employed with contracts for more than one
year.
3. Staff with short term contracts: employed with contracts for less than one year.
Research and Teaching Assistants at UOB are employed to help academic staff in
teaching, research, and community services. Later, they are entitled to pursue their higher
education leading to a PhD.
Part time staff is well integrated into the system and have the support they need to carry
out their duties, which includes access to the Library and other facilities within the UOB
campus.

Staff working hours The workload for both academic and administrative staff is
allocated by the heads of their department in accordance with UOB Bylaws. Over-time
payment policy is considered for those members of staff who work beyond their official
working hours.
Records on staff qualifications and experiences are available in the Personnel Department
and other related units of UOB (i.e. Vice President of Academic Affairs and Research).
Academic Staff Recruitment Procedures The recruitment of academic staff takes place
according to the following procedure:
1. The academic departments specify the needs of its faculty (approved by

departmental council)
2. PD advertises in the national and international newspapers, as well as on the
Internet
3. The concerned departments receive the candidates‘ applications.
4. A selection committee (within departments) revises the applications and ranks the
candidates.
5. The best candidates are contacted (top-first) for a brief interview (usually over the
phone).
6. The first candidate in line found satisfactory is chosen.
7. For the final appointment of the selected candidate, an official approval is
sequentially required from the corresponding departmental council, followed by
the college then the University Council.
The recruitment procedures of the administrative staff are the responsibility of the Vice-
President for Administrative and Financial Affairs. For this purpose, announcements are
also made through advertisements in the media. Applicants are screened by a recruitment
committee (DEA). Once the selection is made, the appointment of the candidate is
finalized at the office of the Vice-President for Administrative and Financial Affairs.
Selected candidates are informed of the terms and conditions of their workload as listed
in their work contracts.
Staff Appraisal UOB staff is annually evaluated, and as a result rewarded for good
performance through certificates of recognition, financial incentives, and promotions.
Academic staff is evaluated by their students at the end of every semester. Heads of
departments normally evaluate their staff when they apply for either promotion or
contract renewals. They are also evaluated for contributions to their departments,
colleges, University and community services, and research.
In its efforts for constant revisions and enhancements, UOB officials are in the process of
offering a new version of promotion policies for the academic staff that will be effective

from September 2007. A similar revision for administrative staff promotions and rewards
is currently under study.
Staff evaluation and monitoring UOB consistently monitors and evaluates its staff
performance. Members of the faculty are evaluated by their students during the second
half of each semester (twice a year). This feedback is passed on to the concerned staff‘s
chairperson and dean. Evaluation results are used for promotions, rewards, and contract
extensions for non-permanent staff. Steps towards improving the evaluation forms used
for the academic staff are in progress. In addition, online evaluation for staff is done at
the College of Engineering and IT for the accreditation purpose of ABET
Training and Managerial Development Office The Training and Managerial

Development office laid out a comprehensive policy with strategic ends. The overall
process, including the identification of training needs, methods of implementation, and
assessment are covered in the policy. The office issued a guide for training and
managerial development procedures.
Credit Unit
UOB applies the credit hour system. All B.Sc. programs except for the Architecture
program , requires between 126 and 135 credit hours amounting to 4 years (accord to
most of the American Universities) . Students are required to successfully complete the
total number of credit hours stipulated in the program curriculum in order to graduate.
The academic year consists of two mandatory semesters and an optional summer program
(if any):
 First Term: 16-week start in September of each academic year.

 Second semester: 16-week start in February of each academic year.
 Summer Program: 8-weeks start in July of each academic year.
The number of credit hours assigned to each semester reflects the academic load that a
student carries when registered for that semester.
Mission
The College of IT educates, conducts research, and disseminates knowledge through

internationally recognized programs for the benefit of the society.

Vision
To be a leading college in providing quality higher education IT programs, and conduct

quality research in a close partnership with the community.
Strategic Plan
1. Preparing new generations of the students, who can cope with the rapid change in
Information Technology fields and subscribe in the leadership of the society.
2. Accrediting all college programs.
3. Boost and enhance research in college fields.
4. Starting centers of excellence, experience and consultancy.
5. Offer new graduate programs.
6. Strengthen cooperation with community.
7. Developing college human resources.
Departments
1. Department of Computer Science

2. Department of Computer Engineering
3. Department of Information Systems
Academic Programs
1. B.Sc. in Computer Science

2. B.Sc. in Computer Engineering
3. B.Sc. in Business Information Systems

The Department of Information Systems was established in the academic year
2000/2001and offers a B.Sc. Degree in Business Information Systems. There are around
700 students enrolled in the department taken care of by 25 well-qualified and well-
experienced faculty members, most of them with their PhDs in related fields, who handle
the lectures for the courses and assisted by laboratory assistants who handle the practical
part of the courses. The laboratory assistants are assigned practical courses in-line with
their expertise. The department, in its long-term faculty development plan and in its
mission to deliver quality education to the students, currently has ten faculty members
(under the University‘s scholarship) who are finishing their PhDs mostly in the States,

United Kingdom, and Australia. The department has sufficient and updated facilities,
laboratories and classrooms that induce a very suitable learning environment for the
students. The flagship program of the department is the Information Systems Program
which in this very dynamic era of industry and computing, was designed to address the
current needs of the industry by producing well-qualified and industry- aligned graduates.
The Information Systems (IS) program equips students with critical skills and knowledge
required to assess, design, develop, direct, control and manage information systems,
information resources and information infrastructure in the dynamically changing
organizational settings. It prepares the students to become specialists in the design,
development and implementation of Information Technology in the business
organizations. It is also designed to give the students a full understanding of business
management providing them the necessary skills to integrate Information Technology
with the business processes. Hence, these proficiencies provide the ability to reengineer
business processes and solve business problems through Information Technology. The
program curriculum is regularly assessed by the program and curriculum committee of
the department which includes representatives from the industry to ensure the quality and
appropriateness of the skills and knowledge the students need ready to be deployed in the
industry.
Mission
The mission of the Department of Information Systems (IS) is to excel in teaching,

research and development, industrial collaboration, and community services related to the
development, implementation, management, and impact of information systems.
Vision
To be the leading department in providing quality education and research in information

system and to meet the community‘s needs in the field of computing.
Program description
The information systems curriculum focuses on the following area:
 Utilization of business based background in working with the mangers and users,
to specify technology needs that benefit the organization. Writing programs to
codify that technology and later manage it.
 Developments of codes of business transactions processing streams, client/server
systems or end-user support systems and their implementation.

 Designing and administration if database and data warehouses, analysis and

implementation of information enterprise-wide solutions to information problems
and management of telecommunications.
 Experience in using techniques and technologies used in the design and
implementation of information systems.
 Implementation, management and understanding of complex systems and tasks to
provide solutions for various corporate.
The program is composed of 126 credit which divided among 8 semesters. The students
must achieve a grade point average (GPA) of 2 or more to graduate , both in major course
(ITBIS,ITCS,ITCE) and overall. The credit hours consists of university (21 credits),
college (33 credit) and department (72 credits) requirements.
Note: Some tables are still to be provided.

APPENDIX
FACULTY
RESUMES
134
APPENDIX B | FACULTY RESUMES
DR. ABDULRAHMAN AL-HUSSAINI

ASSOCIATE PROFESSOR
Academic Qualification
Degree Field of Study Institution Year
PhD Computer Science Al-Nahrain University, Iraq 1998
MSc Computer Science Informatics Institute for Postgraduate Study, Iraq 1983
BSc Statistics University of Baghdad, college Administration and 1980
Economic
Professional Appointment
Position Employer Dates
Associate Professor University of Bahrain 2004 Present
Head scientific evaluation Ministry of Higher Education, Iraq
2003-2005
Office
Associate Professor University of Baghdad , College of Administration and
1985-2003
Economic
Professional Certification
1. Higher Diploma in Information, Documentation and Library Science , 1973
Professional Memberships
1. Member of the IRAQI computer science Society
2. Member of the IRAQI Statistical Science Society
Honors, Awards & Grants
Institutional & Professional Service (Last 5 Years)

1. Member of conference for the revitalization of higher education in Iraq, UNESCO, Paris, Ministry
of Higher Education, IRAQ, Feb-2005
2. President of Private universities Council, Ministry of Higher Education, IRAQ, 2003- 2005
Supervised 6 PhD and 20 MSc thesis in computer Science, IT, MIS, and operational research
3. Department Accreditation Committee UOB 2009/2010
4. ABET Committee
Research Interest
Databases, System development, AI, Data mining
Publications
Percentage of time available for research or scholarly activities 40%

Percentage of time committed to the program -
Percentage of time committed to administration duties -

Dr. AHMED MASHOOR

ASSOCIATE PROFESSOR
Ph.D Information Systems University of London (LSE), UK 1989
M. Eng Operations Research University of Pittsburgh, PA, USA, 1983
B. Sc. Computer Science University of Pittsburgh, PA, USA 1981
Associate Professor IT Department University of Bahrain 2005- Present
Associate Professor MIS Department University Yarmouk University Jordan 1999-2005
Assistant Professor CS Department University of Qatar 1995-1999
Lecturer Department of community services, Yarmouk University
Jordan
Lecturer institute of Development Center, Yarmouk University 1993-1994
Jodan
Supervisor systems development at Doha/Qatar State Municipality 1997 -1998

Doha
Course trainer in MIS Local governors in north Jordan 1985-1986
1. Member of the Society of Friends of Scientific Research of Jordan universities since 2000.
2. Member of the society of Computer Simulation, USA

1. A member of the IT college council.
2. Served as a course coordinator for a wide range of courses
3. Serve as a trainer for technical community service at the UOB for many times.
4. Share in developing the Dept. curricula, and creating a curricula plan for Master degree in IT OB
college of IT.
Research Interest
Distance Education Model, Online line journal of Distance Education, Framework for evaluating the
effectiveness of Information System, knowledge-base educational model for Object-Oriented
Programming.
Publications
1. A Distance Education Model For Jordanian Students Based On An Empirical Study.. The Turkish

Online Journal Of Distance Education, Vol. 8 No.2, 2007.

2. A Framework For Evaluating The Effectiveness Of Information Systems At Jordan Banks: An
Empirical Study, journal of Internet Banking and Commerce, April, 2007
3. A Knowledge-Based Educational Module for Object-Oriented Programming, forth coming, 4th
International Conference on Intellectual Capital, Knowledge Management and Organizational
Learning (ICICKM07), University of Stellenbosch Business School, Cape Town, South Africa,
15-16 October 2007

Percentage of time committed to the program 65%
Percentage of time committed to administration duties 15%

Dr. ATHRAA AL-MOSAWI

ASSISTANT PROFESSOR
PhD Computer Science University of Manchester - UK 2009
MSc Information System University of East Anglia - UK 2000
BSc Computer Science University of Bahrain 1995
(Minor Accounting)
Assistant Professor IS Department - University of Bahrain 2009- Present
Research Assistant BIS Department - University of Bahrain 1996-2008
Programmer Ministry of Works and Agriculture 1995-1996
1. ACM

1. Enhance Information and Computer Science at the University of Bahrain submitted to UOB 2010.
1. Chair of Research & Seminar Committee
2. Chair of Scientific Committee
3. Member Curriculum Committee
4. Member Recruitment & Scholarships Committee
5. Member Publicity and Webpage Committee
Research Interest
Publications
1. Mosawi A. A., Sahraoui S., A Common Framework for Comparing Different EAI Approaches,
European and Mediterranean Conference on Information Systems, (EMCIS2009), July 13-14
2009, Crown Plaza Hotel, Izmir
2. Mosawi A. A., Zhao L. , Linda M., A Model Driven Architecture for Enterprise Application
Integration, Proceedings of the 39th Annual Hawaii International Conference on System Sciences
(HICSS'06), January 4-7,2006


Dr. AJANTHA HERATH

ASSISTANT PROFESSOR
Ph.D IS and Electronic Gifu University, Japan 1997
Computer Engineering
M. Eng Information University of Electro-Communications, Japan 1989
Communication and
Systems Engineering
B. Sc. Labor Management University of Colombo, Sri Lanka 1986
Honors
Assistant Professor IT Department University of Bahrain, Bahrain 2009- Present
Assistant Professor CSIS Richard Stockton State College of New Jersey, USA 2004-2009
Associated Faculty Criminal Justice Department, Richard Stockton State 2007-2009
College of New Jersey, USA
Associated Faculty Computational Science Mathematics and Natural Science 2006-2009
Department, Richard Stockton College of New Jersey,
USA
Assistant Professor CSIS University of Dubuque, Iowa, USA 2002-2003
Assistant Professor CSIS Marycrest International University, IA, USA 2000- 2002
Assistant Professor CSIS Knox College, IL, USA 1999-2000
Post Doctoral Researcher & Gifu University , Japan 1997-1999
Teaching Associate
Research Associate Gifu University, Japan 1992-1998
Researcher Ministry of Education Japan 1988-1991
1. Alice and Media Computation Workshop, NSF, USA 2008
2. Massachusetts Institute of Technology Professional Institute USA ―Cryptography and Computer
Security 2008
3. Software Architectures for Educators , Carnegie Mellon University USA 2007-2006
4. Cyber Infrastructure -TEAM Community Building Workshop, 2007 NSF USA
5. Raider University – NJ Computer Forensics Accounting and Technology conference 2007
6. Software Architectures for Educators , Carnegie Mellon University, USA 2007
7. Information Assurance Faculty Development, Iowa State University, ,USA 2005
1. Senior Member IEEE March 2008, Member IEEE, 1989 ,
2. Founding Member ACM Professional chapter Gulf Region 2009

3. Founding Faculty Advisor to the IEEE Stockton Student Chapter 2005

4. Member of the South Jersey USA Professionals Association 2004-2009
1. Enhance Information and Computer Science curriculum at the University of Bahrain submitted to
UOB 2010.
2. Invited to National Science Foundation as a grant Proposal Reviewer, 2008
3. Faculty of the Year 2008 Award, Professional Studies, Recognized by Student Senate, April 2008
4. Researcher, Homeland Security and Preparedness of the State of New Jersey, USA 2008
5. Outstanding Research in Computer Forensics and Development of Student Leaders and
Researchers 2007, IEEE Region II and AIAA South Jersey USA Professionals Societies
1. Member of Curriculum and Academic, Department ABET Accreditation, Senior Project 2010-
2020 Strategic planning and AD HOC Committees at UOB 2009/2010
2. Reviewer Journal of Information Systems Education (JISE). 2010
3. 16th Americas Conference on Information Systems Aug 12-15 Lima Pereu 2010
4. Building Security in Higher Standard for Software Assurance, National Cyber Security Division
(NCSD) of the Software Engineering Institute (SEI), Carnegie Mellon University Software
Development 2008
5. CCSC 23rd Annual Eastern Conference, Oct 12-13, 2007, St. Joseph College, New York
6. CCSC, 16th Annual Conference, October 19-20, 2007 Utah Valley State College
7. ICEIS 10th International Conference on Enterprise Information Systems Barcelona, Spain 2008
8. Journal of Digital Business, Eberly College of Business and IT, Indiana University of PA USA
2008
9. 2007 CCSC4th Annual Mid-South Conference, Christian Brothers University, Memphis, TN April
1, 2006,2007
10. 7th IEEE Information Assurance Conference, West Point Military Academy June 21-23, 2006 -
2007
11. Engaging People in Cyber Infrastructure (EPIC) and the Role of Computational Technology In
Research Education, Rochester University, New York, August 7-10, 2006
12. 8th International Conference on Enterprise Information Systems, Paphos, Cyprus May 23 – 27,
2006,
13. 9th International Conference on Humans and Computers, Aizu University, Japan September 6,
2006
14. Computer Forensics Faculty Development Workshop, University of Tulsa, USA July, 2005
15. IEEE Conference on E-Business Engineering, Hong Kong, Oct 18-20, 2005
16. IEEE Systematic Approaches to Digital Forensic Engineering , International Workshop,
November 7 -10, 2005,
17. Information Assurance Faculty Development Workshop, Iowa State University, USA July 10 -12,
2005
18. The Association of Natural Language Processing Journal of NLP, Japan 2005
19. Member of Curriculum & Academic, Department ABET Accreditation, Senior Project and
2010-2020 planning Committee at UOB 2009/2010
Research Interest
Information Assurance, Forensics, AI, Computer Security, Systems Development & Disaster Management
Publications
1. S. Herath, A.Herath et al ―A Web Based Interdisciplinary GIS Learning Module for Information
System Curriculum‖ Journal of Information Systems Education (Under Review)
2. E-Collaboration Issues in Global Trade, Transactions and Practices, R. Goonatilaka, A. Herath,
and Claudia Tyska, et al, European Journal of Scientific Research
http://www.eurojournals.com/ejsr_34_3_04.pdf

3. Cryptographic Algorithms to Spatial Circuit Transformation: An Active Learning Module to

Enhance the Information Assurance and Security Curriculum, A. Herath, R. Goonatilaka, et al,
Journal for Computing Sciences in Colleges 2008, Central Region 18th Conference, TX, April
18-19, 2008
4. Process Theory Approaches in SME Organizations to Enterprise Resource Planning Systems
(ERP) Implementation Lifecycles, Robert Kachur, Ajantha Herath, 2008 Northeastern Association
of Business Economics and Technology (NABBT)
5. An Interdisciplinary Accounting Forensics Course to Improve Computer Science Enrollments,
Suvineetha Herath, Ajantha Herath, Robert Kachur, Susantha Herath, Journal for Computing
Sciences in Colleges 2008, South Central Region 18th Conference, Texas, April 18-19, 2008
6. Computer Forensics Learning Modules to Enhance Undergraduate Computer Security Curriculum,
A. Herath, S. Herath et al, Journal for Computing Sciences in Colleges Rocky Mountain 16th
Annual Conference, Utah Valley State University, October 2007
7. Intrusion Detection using the Chi-Square Goodness of Fit Test to Enhance Information Assurance
Network and Software Security Curricula, R. Goonatilaka, A. Herath and S Herath et al, Journal
of Computing Sciences in Colleges. Rocky Mountain 16th Annual Conference, Utah Valley State
University, October 2007
8. Mathematical Modeling of Cyber Attacks: A Learning Module to Enhance Undergraduate
Security Curricula, A. Herath, and R. Gunathilake et al, Journal for Computing Sciences in
Colleges 2007, s. South Central Region 18th Conference, Texas, April 2007
9. Assessing Computer Network Vulnerabilities for Insurance Safeguards, R. Gunathilake and A.
Herath, International Journal on Effective Management, Modern Technology & Management
Institute, MTMI, December 2006
10. Case Studies for Learning Software Security Engineering, A. Herath and S. Herath, 9th
International Conference on Humans and Computers, Aizu University, Japan, September 2006
11. Computer Forensics, Information Security and Law: A Case Study, S. Herath, A. Herath et al,
Systematic Approaches to Digital Forensic Engineering-International Workshop 2005, IEEE &
National Taiwan University of Science and Technology, Taipei 2005


Dr. AMIRA ABDULRAZAQ

ASSISTANT PROFESSOR
PhD Information and Library Almustansiriyah University IRAQ 1997
Science
MSc Operations Research Case Western Reserve University, USA 1983
Higher Information, Baghdad University IRAQ 1973
Diploma Documentation and
Library Science
BA English Baghdad University IRAQ 1971
Assistant Professor University of Bahrain 2004 Present
Associate Professor Information Science Dep., University of Qatar, QATAR 1998-2005
Associate Professor Computer Science Department, Baghdad University 1990-1997
Information expert Iraqi Women Federation 1993-1994
Assistant Professor (Head) Computer Center, Baghdad University, IRAQ 1983-1989
1. ACM
Enhance Information and Computer Science at the University of Bahrain submitted to UOB 2010.

1. Reviewer or Conference papers
2. External Examiner for Masters Degree students
3. Member, Information Systems Research Committee
Research Interest
Managing Arabic Language Text, E-leaning Programs, Self-based or Instructor-lead Courses, Distance
Education, E-leaning.
Publications
1. Managing Arabic Language Text: An experimental study .submitted in the international
Conference on ICT for the Muslim World (ICT4M 2006) in IIUM Kuala Lumpor, Malaysia.21-
23/11/2006
2. Setting up and Maintaining E-learning Programs through (MIND FLASH) Technology in
Building and Offering



Dr. AQEEL AHMED

ASSISTANT PROFESSOR
PhD Computer Science Oregon State University, Corvallis, Oregon, USA 1992
Education
MSc Science Education Oregon State University, Corvallis, Oregon, USA 1989
MSc Computer Information Eastern Washington University, Cheney, 1986
Systems Washington, USA
BSc Computer Technology Eastern Washington University, Cheney, 1984
Washington, USA
Director Cont EDU University of Bahrain 2003-2008
Assistant Professor Educational Technology Department UOB 1999-2009
Assistant Professor Department of Computer Science UOB 1993-1999
Research Interest
Instructional Design, Multimedia, Education.
Publications


Dr. EMADALDIN ABUNAIB

ASSISTANT PROFESSOR
Ph.D Geographic Information State University of Gent, Belgium 1990
System and Remote
Sensing
Post Department of Science State University of Gent, Belgium 1984
Graduate
Diploma
Post Ecosystem management Technical University of Dresden, Germany. 1983
Graduate
Diploma
B.SC. Agriculture _Forestry University of Khartoum 1980
Honors
Assistant Professor University of Bahrain 2002-Present
Assistant Professor University of Qatar 1996-2002
AOAD- Arab league- Arab Information Center 1994-1995
President Assistant Professor
Director of NCR National Center for Research 1990 -1994
Assistant Research
Professor
Research/ Teaching Assistant State University of Gent, Belgium 1985-1990
Research/ Teaching Assistant Technical University of Dresden, Germany 1983-1984

Research/ Teaching Assistant National Center for Research, 1980-1983
University of Khartoum
1. ACM Member 2010
2. International Soil Science Society (ISSS).
3. Sudanese Soil Science Society (SSSS). Member of the
4. Consultant of the Steering Committee of Sudan Reforestation and Anti Desertification Project
(SRAAD)


UOB 2010.

1. Chair IS DAC UOB 2009/2010.
2. Coordinator GIS remote Sensing team Bahrain National Project (HAWAR Sustainable
development Project 2005/2010.
3. Member of the re design the UOB website committee 2007.
4. Faculty IS Strategic Planning (2010-2015) Committee, University of Bahrain, 2009/2010.
5. Training Office Committee Dept. of Social Sciences, University of Bahrain 2005-/2006.
6. Member Automated Services Committee Dept of Social Sciences, University of Bahrain,
2004-2005.
7. Faculty coordinator for the E Learning, E Learning Center in collaboration, 2005-2006
8. Head of GIS Committee for Course Plans, Dept. of Social Sciences, University of Bahrain,
2004-2005.
9. Member Community Services Committee Dept of Social Sciences, University of Bahrain
2004-2005.
Research Interest
GIS and Database Development.
Publications
1. Herath S; Dicker L. Imadeldin et al Web Based Interdisciplinary Geographic Information
System Learning Module for Undergraduates curriculum, (under review) 2010
2. E Learning Conferences Regency on 28-30 may 2007 Paper E learning enhancing Textual
Subject


Dr. ESRA AHMED WALI

ASSISTANT PROFESSOR
Ph.D ICT University of London, UK 2008
MSc Information Systems Louisiana State University, USA 2004
B. Sc. Computer Science University Of Bahrain 2001
Assistant Professor University of Bahrain 2009– Present
Teaching and research University of Bahrain 2001- 2009
assistance
Graduate assistant University of Bahrain 2001-2003

1. Committee Member
2. Research and seminar committee Publicity, Students affairs committees 2009/2010
3. BSc program development Educational Technology / College of Education 2008/2009
4. Diploma program development University website development committee
Research Interest
ICT, Mobile Computing, Maintaining Changing and Crossing Context , Mobile Learning, Information
System.
Publications
1. Wali, E. (2007), Are they doing what they think they‘re doing? Tracking and triangulating
students‘ learning activities and self reports. Paper presented at the WLE Workshop on "Research
Methods in Informal and Mobile Learning: How to get the data we really want", WLE Centre of
Excellence, Institute of Education, London, UK.
2. Wali, E., Winters, N. and Oliver, M. (2008), ‗Maintaining, Changing and Crossing Contexts: an
Activity Theoretic Reinterpretation of Mobile Learning‘. Association for Learning Technology
Journal, 16 (1), 41-58.
3. Wali, E., Winters, N. and Oliver, M. (2008), Mobile Learning Across Contexts: Methodological
Considerations, IADIS Mobile Learning, Algarve, Portugal.
4. Wali, E., Winters, N. and Oliver, M. (2009), ‗Are they doing what they think they‘re doing?
Tracking and triangulating students‘ learning activities and self reports‘. In G. Vavoula, N. Pachler
and A. Kukulska-Hulme (eds.), Researching Mobile Learning: Frameworks, Methods and
Research Designs. Oxford, Peter Lang Publishing Group.



Dr. HASAN YOUSIF KAMAL

ASSISTANT PROFESSOR
Ph.D Computer Science University of Edinburgh, UK Ph.D
MSc Computer Science Louisiana State University, USA MSc
B. Sc. Computer Science King Fahd University of Petroleum and Minerals B. Sc.
KFUPM, Saudi Arabia
Chairperson Department of Information Systems, College of IT, 2007- Present
University of Bahrain, Bahrain
Assistant Professor Department of Computer Science, College of IT, 2001- Present
University of Bahrain, Bahrain
Director IT Evening Program, College of IT, University of 2004-2009
Bahrain, Bahrain
1. Association for Computing Machinery (ACM)
2. Association for Computational Linguistics (ACL)

1. Member of IS Planning (Adhoc) committee, Department of Information Systems, College of IT
2. Member of Time Table & Load Allocation committee, Department of Information Systems,
College of IT.
3. Member of Research Committee for the College of IT, University of Bahrain.
4. Local mentor in the PCAP (Postgraduate Certificate in Academic Practice) program in
5. collaboration with York St. John University, UK.
6. Coordinator of the Academic Programs, College of Applied Studies, University of Bahrain.
7. Coordinator of the Summer Training (Internship program), College of IT, University of Bahrain.
8. Member of the Editorial Board for the Scientific Research Newsletter, Deanship of Scientific
Research.
9. Member, Quality Assurance Pilot Review Committee (QAPRC), 2007.
10. Member, Committee to Redesign of University webpage , 2007
11. Coordinator of the Summer Training for the College of Information Technology, 2002-2004.
12. Coordinator, Course Exemption Committee, Department of Computer Science, College of IT,
University of Bahrain.
13. Member, Grade Distribution Committee, , Department of Computer Science, College of IT,
University of Bahrain.
14. Member, Senior Projects Committee, Department of Computer Science, College of IT, University
of Bahrain.

15. Represented the University of Bahrain in the Institutional Self-Evaluation workshop organized by
the British Council in Doha, Qatar 5-6 November 2007
16. Member in the Technical Committee of ICT Standardization, Ministry of Industry and Commerce,
since 2006
Short Courses
1. An Introduction to the Linux Operating System, University of Bahrain
2. Advanced Databases using MS Access, University of Bahrain
3. Presentations using MS PowerPoint, University of Bahrain
4. Student Evaluation Methods and the Design of Examinations, University of Bahrain
5. Speed reading, University of Bahrain
6. Unix System Administration, University of Bahrain
7. An Ethical Framework for Universities, Short course at the University of Bahrain in collaboration
with York St John University, February 2009
8. Grade Inflation and Academic Integrity in Higher Education, University of Bahrain, 2009
9. Institutional Self-Evaluation workshop organized by the British Council, Doha 5-6 November
2007
Research Interest
Database management, office automation, Natural language processing, Programming Languages,
Automata and formal languages
Publications
1. Hasan Kamal and Chris Mellish. ―An ATMS Approach to Systemic Sentence Generation‖ In Anja
Belz, Roger Evans, and Paul Piwek, editors, INLG, vol. 3123 of Lecture Notes in Computer
Science, pages 80-89. Springer 2004.
2. Hasan Kamal and Khalid Al-Motawa, Maan Al-Jawder and Ajantha ―TOWS/SWOT Analysis as
an tool for improving INFORMATION System Curriculum and strategic Planning Experience at
UOB 2010

Dr. JAFLAH AL-AMMARY

ASSISTANT PROFESSOR
PhD Information Technology University of Murdoch, Western Australia 2008
MSc Technology Arabian Gulf University 1998

Management
BSc Computer Science University of Bahrain 1991
Teaching and Research University of Bahrain 1995-2007
Assistant
Instructor Isa town Commercial School 1991-1993
Systems Analyst General Organization for social insurance (GOSI) 1993-1995
Regional Quality Bahrain Institute of Banking and Finance 2006-2000
Assessment Team Member
Freelance Programmer. Various Business Establishments in the Philippines 2006-1996
Accountant National Computer Services Limited 1985-1986
Secondary school Teacher Ministry of Education at Manama 1984-1983
Credit Officer National Bank of Bahrain 1982-1983

1. Coordinator Research Committee
1. Senior Project Coordinator
2. Member DAC Committee
3. Member, Cagayan Valley Agriculture and Resources Research and Development (CVARRD)
Consultancy
4. Design and Implementation of the Educational Management Information System for University of
La Salette, Santiago City, Philippine, 2004
5. Developed programs for the automated consolidation of research data in various government and
non-government funded researches conducted by the consultancy firm (CVARRD), 1999-2006

Research Interest
Knowledge Management ,information and Business Strategies, Strategic Alignment , Electrical
Engineering, Decision Support Systems.
Publications
1. AlAmmary, Jaflah and Lance, Fung ―A Study on Efficient use of Knowledge Management for the
Kingdom of Bahrain Financial Institutions (KBFI)‖, International Conference on Intelligent
Agent, Web Technologies and Internet Commerce (IAWTIC), Gold Coast, 12-14 July (2004)
2. AlAmmary, Jaflah and Lance, Fung (2004), ―A Study on the Alignment of Knowledge and
Business strategies and the effect on the performance of Kingdom of Bahrain‘s Banking and
Financial Institutions‖, International Conference on Knowledge Management (ICKM 2004),
Singapore, 13-15 Dec. 2004
3. AlAmmary, Jaflah and Lance, Fung (2004), Postgraduate Electrical Engineering and Computing
Symposium, PEECS 2004, Western Australia, 28th Sep
4. AlAmmary, Jaflah; Goulding, Paula and Lance, Fung, "The need for aligning Knowledge
Management, Business and Information Technology strategies: a proposed study of the Financial
Industry in the Kingdom of Bahrain‖, Australian Conference for Knowledge Management &
Intelligent Decision Support (ACKMIDS 2004), Melbourne, 29-30 Nov(2004),
5. AlAmmary, Jaflah; Goulding, Paula and Lance, Fung (2005), ―Alignment of Knowledge and IT
Strategies: a case for the Banking Sector in the Gulf Cooperation Countries (GCC)‖, International
Conference on Knowledge Management (ICKM 2005), Malaysia, 7-9 June
6. AlAmmary, Jaflah and Lance, Fung (2005), ―A Proposed Study on the Evaluation of Strategic
Alignment in the Gulf Cooperation Council Countries‖, The 6th European Conference on
Knowledge Management (ECKM), Ireland, 8-9 Sep
7. AlAmmary, Jaflah and Lance, Fung (2005), ―Knowledge Management Strategic Alignment in the
Gulf Cooperation Council countries‖, The International Conference on Intellectual Capital,
Knowledge Management and Organizational Learning (ICICKM 2005), Dubai, 21-22 November
8. AlAmmary, Jaflah and Fung, Chun Che (2006), ―Knowledge Management in the Gulf
Cooperation Council (GCC) Countries: A Study on the Alignment between KM and Business
Strategy‖ in Yoosuf Cader (Ed.), Knowledge Management Integrated, Heidelberg Press,
Melbourne, Australia (in press)
9. AlAmmary, Jaflah and Lance, Fung (2007), ―Knowledge Management Strategic Alignment in the
Gulf Cooperation Council countries‖, The International Conference on Intellectual Capital,
Knowledge Management and Organizational Learning (ICICKM 2005), Cape Town, South
Africa, 15-16 October
10. AlAmmary, Jaflah and Lance, Fung (2007), ―An Investigation on Knowledge Management and
Business Strategies Alignment in the Gulf Cooperation Council Banks‖.


Dr. KHALED AL-MUTAWAH

ASSISTANT PROFESSOR
PhD Information Monash University, Australia 2009
Technology
MSc Computer Science Essex University, UK 2003
BSc Computer Science University of Bahrain, Bahrain 2000
Assistant Professor Information Systems Department University of Bahrain 2009 Present
Research & Teaching Asst MIS Department University of Bahrain 2004-2005
Senior Analyst IT Center University of Bahrain 2003-2004
Analyst IT Center University of Bahrain 2000-2002
Analyst Salman Seaport Bahrain 2000-2000
Analyst Arthur Anderson Consultant Bahrain 1999-2000
1. Oracle Database Management Certificate
1. ACM

2. 2001 Chevening Scholarships Students Award

1. Secretary of Curriculum and Academic Affairs Committee
2. Secretary Recruitment and Scholarship Committee
3. Member of Department Accreditation Committee Senior Project, Strategic Planning, Committee
Research Interest
Data Base, Computer security, Data Mining
Publications
1. Al-Mutawah, K., V. Lee and Y. Cheung (2009). A New Multi-Agent System Framework for Tacit
Knowledge Management in Manufacturing Supply Chains, Journal of Intelligent Manufacturing,
20(5): pp. 593-610.
2. Al-Mutawah, K., Lee, V. C., 2008, An evaluation framework for supply chains based on corporate
culture compatibility, in Supply Chain, Theory and Applications, eds Vedran Kordic, Tech
Education and Publishing, Vienna Austria, pp. 59-72.
3. Al-Mutawah, K.; Lee, V.C.S.,2008 Implementing Corporate Culture Fit Across Networked

Enterprises A Multiagent Co-evolution Path Approach, International Conference on Service

Systems and Service Management, June 30 2008-July 2 2008, Melbourne, Australia, pp.526-531.
4. Al-Mutawah,K., V. Lee and Y. Cheung (2007). Corporate Culture: A New Challenge to E-Supply
Chain Management Systems. Proceedings of the Ninth International Conference on Enterprise
Information Systems, 12 June 2007 to 14 June 2007, INSTICC, Portugal, pp. 279-282
5. Al-Mutawah,K., V. Lee and Y. Cheung (2006). An Intelligent Algorithm for Modeling and
Optimizing Dynamic Supply Chains Complexity. 2006 International Conference on Intelligent
Computing (ICIC 2006), Kunming Yunnan Province, China, Springer-Verlag, Berlin, Germany.
6. Al-Mutawah, K., V. Lee and Y. Cheung (2006). Modeling Supply Chain Complexity using a
Distributed Multi-objective Genetic Algorithm. The 2006 International Conference on
Computational Science and its Applications ICCSA'06, Glasgow, UK, Springer-Verlag, Berlin,
Germany.


Dr. NABEELA AL-ZUBARI

ASSISTANT PROFESSOR
PhD Educational University of Leeds, UK 2002
Technology
MEd Educational University of Wales, Aberystwyth, UK, 1995
Technology
Assistant Professor Educational Technology, University of Bahrain. 2004 Present
Chairman
Assistant Professor Education Department University Bahrain 2002

Research and Teaching University College of Bahrain. 1979-1983
Assistant,
Counterpart of UNESCO Instructional Media and Communication Technology. 1979-1982
Expert
1. Higher Diploma in Information, Documentation and Library Science, 1973

1. Member of IS Publicity and Webpage Committee, 2009/2010
2. Member of the Board of the College of Education Council. 2004 –2008
3. Coordinator of the committee for Developing the B-Ed Program in Educational Technology.2008
4. Member of the Committee of the preparation for the 19th Annual Educational Conference of
Future
5. Schools. Ministry of Education, Kingdom of Bahrain.2004
6. Member of the Committee of Forming Educational Output for the College of Education, UOB
2004
7. Member of Chairmen Committee (Co-ordination and follow-up committee) College of Education,
UOB
8. Member of the Committee for the National Youth Strategy, Cultural and Educational core.
Kingdom of Bahrain.
9. Coordinator of the Students Society of the College of Education, University of Bahrain. (
Attendance, Participation, or Coordination committees)
10. The Third Annual Conference for Scientific Research, University of Bahrain. 2007
11. Quality of Higher Education Conference, Education College, University of Bahrain. 2005
12. The First Annual Conference for Scientific Research, University of Bahrain, Kingdom of Bahrain.
2005
13. The Universal Conference of National Youth Strategy, GOYS and UNDP, Kingdom of

Bahrain.2004
14. Educational Technology Conference and Co exhibit‖, Sultan Qaboos University, Oman Sultanate.
Academic Seminars and Forums
1. Pearson‘s Forum on ―Blended Learning and e-Learning for Higher Education‖2009
2. Blackboard Forum on the future of e-learning in the Middle East and Africa Trends and
Presentation .
3. Blackboard Experiences. Zain e-Learning Center, University of Bahrain. 2008
4. Diploma in Neuro Linguistic Programming (NLP), Certificate of Achievement, Canadian Training
Centre.
Research Interest
Managing Arabic Language Text, E-leaning Programs , Self-based or Instructor-lead Courses
Publications
1. Managing Arabic Language Text: An experimental study .submitted in the international
Conference on ICT for the Muslim World (ICT4M 2006) in IIUM .Kuala Lumpor,
Malaysia.21-23/11/2006
2. Setting up and Maintaining E-learning Programs through (MIND FLASH) Technology in
Building and Offering
3. Self-based or Instructor-led Courses. Malaysian Journal of Distance Education (Vol. 8, No1).2007


Dr. ORLANDO CATUIRAN

ASSISTANT PROFESSOR
Doctor In Business Management University of La Salette Philippines 2001
BM
MSc Information Technology St. Paul University Philippines 1997
BSc Computer and St. Paul University Philippines 1995
Information Systems
Professor AMA International . University of Bahrain 2007-2008
Professor University of La Salette, Santiago City, Philippines 1997-2006
Professor St. Paul University Philippines 1995-1997
Systems Analyst and Head Cagayan Valley Agriculture and Resources Research and 2006-1999
Programmer Development Philippines
Regional Quality Bahrain Institute of Banking and Finance 2006-2000
Assessment Team Member
Freelance Programmer. Various Business Establishments in the Philippines 2006-1996
1. ACM
2. The Philippine Society of Information Technology Educators (PSITE)
3. The Philippine Association of Graduate School Educators (PAGE)

2. Private Education Student Financial Assistance Program (PESFA), Philippines, 1991-1995.
3. Consistent Academic Awardees. St. Paul University, 1991-1995
4. Most Outstanding Systems Analyst and Programmer in the event of the St. Paul University
5. Commencement Exercises, 1995.
1. President of the Philippine Society of Information Technology Educators, Region II, 2003-2005.
2. Member of the following committees at Information Systems UOB
3. Web Site Development Department Accreditation. Department Research. Senior Project
Supervisor Member
4. Strategic Planning

Research Interest
Comparative Collaborating & E-Banking, System Development
Publications
1. An Educational Management Information Systems Design for University of La Salette,
Santiago City, Philippines, University of La Salette Research Journal, 2005
2. Training Needs Assessment of the IT Educators of Region II, Philippines 2003
3. UNFPA, ―A Reproductive Health Survey on the Municipalities within the 50 Kilometer Radius
of Sierra Madre, Philippines.‖ 2003 (through the membership in a research consultancy firm )
Plan
4. International, ―A Survey on the Health Facilities of the Four Provinces of Region II,
Philippines.‖(through the membership in a research consultancy firm)


Dr. WASAN SHAKER

ASSISTANT PROFESSOR
Ph.D Computer Science University of Technology, Baghdad, Iraq. 1995- 1998
M. Eng Computer Science University of Technology, Baghdad, Iraq. 1992-1994
B. Sc. Computer Science University of Technology, Baghdad, Iraq. 1987-1991
Assistant Professor IT Department University of Bahrain 2002- Present
Assistant Professor CS Department Iribid National University Jordan 2000-2001
Assistant Professor CS Department University of Bahrain 1999- 2000
Lecturer CS Department University of Technology, Baghdad 1999-2000
Computer Programmer Ministry of Industry Baghdad 1991-1992
1. Arab network of women in science and technology. (Bahrain)
2. IEEE, IEEE Computational Intelligence, and IEEE computer societies.
3. ACM
Committee Appointments
1. Member of departmental curricula committee (2002-present)
2. Member of department accreditation committee (2005 – 2008)
3. Member of departmental senior project committee (2004 – 2006)
4. Member of planning and development committee (2003-2006)
5. Member of IT and Engineering colleges academic accreditation executive committee (2006 –
present)
6. Coordinator of social committee (2005-2008)
7. Coordinator of student affair committee (2007-October 2009)
8. Coordinator of lab committee (2008- October 2009)
9. Coordinator of departmental curricula committee (2009-present)
10. Coordinator of IS M.Sc. program. (2009-present)
2. First prize for best paper presented at the National Computer Center conference, Baghdad, 1998.
3. Univ. of Technology prize for best technical achievement for the year 1999, Baghdad.
4. A number of appreciation letters.
5. An invitation from the editorial committee of the ―Who‘s Who in the World‖ book, 2008, USA.

1. Designing a number of courses (some of them taught for the first time) in the plan of the
department of IS: Information Systems Architecture, Information Security and Cryptography,
Object-Oriented Systems, Knowledge Based Systems, Transaction Processing.
2. Supervision of a number of B. Sc. Students in computer science and information systems, Iraq,
Jordan, and Bahrain. (1999-present)
3. Preparing the IT College catalogue 2007.
4. Preparing the program self-study report (ABET) for Information Systems Department, IT College,
Univ. of Bahrain, 2007-2008.
5. Preparing a hand book for the senior project, Information Systems Department, IT College,
Univ. of Bahrain.
6. Reviewing papers for IEEE international conferences, and Computer & Security journal.
(2007-present)
7. Delivered a number of seminars in IS academic program, information security, soft
computing, and computer systems in Jordan, and Bahrain. (2001-2008)
8. Delivered a number of training courses: Windows, Internet, Word, and Excel. Bahrain,
(2008).
9. Consultation for ministry of social development/Bahrain about ―E-mails for official use‖,
(2008).
Research Interest
Information Security, Cryptography Technologies, Binary Linear Programming, Fuzzy Logic, Generic
Algorithms, Artificial Intelligence , Authentication Techniques, E-learning, E-health, Coding theories.
Publications
1. "Automated design of keystream generators using simulated annealing programming", submitted,
2009.
2. "GADS and Reusability", Submitted, 2009.
3. On the Use of E-mail as an Official Communication tool in Bahrain‖, submitted, 2008.

4. Designing Binary Linear Block Codes With Specified Minimum Weight Using Simulated
Annealing‖, Advances in computer science and engineering journal, Advances in computer
science and engineering, Vol (3), No. (2), pp. 111-126, 2009
5. Study the fuzzy logic awareness and applications in Bahrain‖, International Journal of Information
Studies, Vol. (1), No. (1), pp. 91-98, 200
6. ―An Intelligent web-Based Information System for Academic Advising‖, Information Studies
journal, Vol. (1), No. (3), pp. 31-55, 2008.
7. ―The applications of GA in Cryptology‖, Far East journal of experimental and theoretical artificial
intelligence. Vol.(2), No. (1), pp. 59-76, 2008.
8. ―Finding the linear equivalence of keystream generators using genetic simulated annealing‖,
Information Technology journal, Vol. 7, No. 3, pp. 541-544, 2008.
9. ―Authentication Techniques in Arab Gulf Countries‖, Information Studies journal, Vol. (1),
No. (2), pp. 1-17, 2008.
10. ―Study the use of genetic algorithm in solving a coding theory problem‖, Asian Journal of
Information Technology, VOL. 4, NO. 7, 2005, pp. 661-664.
11. Attacking stream ciphers using genetic algorithm‖, Asian Journal of Information Technology, Vol.
(3), No. (3), pp. 206-211, 2004.
Conferences
1. ―Designing Binary Linear Block Codes Using Genetic Simulated Annealing‖, The international
conference on intelligent systems (ICIS 2008), 1-3 Dec. 2008, Bahrain.
2. ―On the effectiveness of E-exams in Bahrain‖, the second international Conf. on e-learning,
Bahrain, 28-30 April 2008.
3. ―E-HEALTH IN BAHRAIN: THE MEDICAL EQUIPMENT PERFORMANCE RECORD

(MEPR)‖, 7th International Conf. On IT, Yarmouk University, Jordan, 19-21 December 2006.
Professional development activities

1. Participated in a number of workshops about: education, assessment and accreditation, woman in
science and technology, e-learning, (2003-2008) in Bahrain, and Computational Intelligence
(7/6/2008) in Hong Kong.
2. Participated in a number of conferences about: scientific research, E-learning, Education,
computational intelligence, information security, ICT, and IT. (1997-2008), Iraq, Bahrain, Egypt,
Hong-Kong.

Ms. FADIA HIJAZIE

SENIOR LECTURER
Professional Advanced Electronics North American Institute of Computer 2002
Diploma Systems (NAICS) Ottawa, Ontario, Canada
M. Eng Electrical (Control and McGill University, Montréal, Quebec Canada 1990
Systems)
BSc Electrical and American University of Beirut, Lebanon 1986
Electronics
Engineering
Senior Lecturer IT Department University of Bahrain,(UOB) Bahrain 2003- Present
Senior Lecturer Education Technology College of Education, UOB,
Bahrain
Design Engineer Advanced Telemetry Equipment Ontario, Canada 2001 -2003
Software Engineer Alcatel –Kanata Ontario, Canada 1999- 2001
Flight Operation Software RADASAT Canadian Space Agency, Canada 1999-2000
Engineer
Software Engineer Morgan –Chaffer Systems Montreal, Canada 1998 -1997
Software Developer CEA Electronics Saint Laurent, Canada 1997- 1996
Researcher Engineer Mc Gill University Montréal, Canada 1990-1996
1. Advanced Electronics Certificate, Ottawa, ON Canada 2002
1. ACM
2. Professional Engineers Ontario PEO,
3. Ordre Des Ingenieurs du Quebec OIQ,
4. Ordre Des Ingenieurs du Liban ORDING,
5. Institute of Electrical and Electronics Engineers IEEE Communication, Circuits and Systems, and
Computer Societies
2. John Bonsall Award, 1989 McGill University Montreal Quebec
1. Course Coordinator
2. Member Lab and Facilities ,Publicity and Webpage , Web Site Development for the Information

Systems Department, Departmental Accreditation, Senior Projects Curriculum, Research

Committee
Research Interest
Computer System Architecture & Network , Software Design& Development, Web Engineering, Computer
Graphic Design & Multimedia, Embedded System & DSP.
Publications
1. Software Design Principles & Criteria Using Multimedia‖, Fadia Hijazie M.Eng ISBN 9953-470-
84-7, September 2006 - (Arabic Language)


Mrs. GHAZWA SULAIBEEKH

LECTURER
MBA Business NJIT Baharain 2006
Administration
MSc Multimedia Systems Arabian Gulf University. Bahrain 2001
B. Sc. Computer Science University of Bahrain 1998
Lecturer IT Department University of Bahrain 2006- Present
Support Specialist Training and Tech support UOB 1998-2004
1. Post Certificate Academic Practice, UK, 2009
2. Post Graduate Diploma . Business Administrative, University of Bahrain, 1999
1. Member and Foundation member at Bahrain Internet Society (BIS)
2. Member at Bahrain Information Technology Society (BITS)
1. Supervisor of the College of Information Technology Student Council
2. Advisor to IT Club
Research Interest
Multimedia, Human-computer interaction, Business applications
Publications


MR. MOHAMED SIDDIQUI

LECTURER
MSc Computer Applications Osmania University, India 1991-1994
B. Sc. Maths, Physics, Osmania University, India 1989-1991
Chemistry
Lecturer IS Department, University of Bahrain 2003- Present
Instructor IS Department, University of Bahrain 1999-2003
Instructor Bahrain Computer and Management Institute, Bahrain 1996-1999
Programmer MAPCO Company Hyderabad ,India 1995-1996
Programmer XL Softech Consultant Company Hyderabad India 1994-1995
ACM

1. Coordinator ITBIS 211, ITBIS 251, ITBIS 314, ITBIS 322, BIS314
2. Member Publicity and Web Site Development, Time table and Registration and the ABET
Committee
3. Coordinator Library and text books
4. Secretary Department Council
5. External examiner for Computer Science and also for Informatics Practices for XII standard, (All
India Senior School Certificate Examination) at New Indian School, Bahrain in 2006, 2007,
2008, 2009, and 2010.
Research Interest
E-commerce, E-business , E- learning , MIS, Visual Programming, Knowledge-Base System.
Publications


Mrs. SHARIFA HAMAD

LECTURER
MSc Information Systems Brunel University. UK 2000
B. Sc. Computer Science University of Bahrain 1995
Lecturer IT Department University of Bahrain 2004- Present

UOB 2010.
1. Coordinator of the Courses Exemption for the Information Systems Department
2. Coordinator of the Old-Plan Advising for the Information Systems Department
3. Course coordinator ITBIS 385 : Database Management Systems & BIS 315 : Database
4. Management Systems
5. Member of the following committees:
6. Curriculum & Academic Committee for the Information Systems Department
7. Quality Assurance Committee for the Information Systems Department
8. Research Committee for the Information Systems Department
9. Students Transfer Committee for the Information Systems Department
10. PIAC Committee for the Information Systems Department
Research Interest
E-learning, Distance Education, Expert Systems, Business Process Re-engineering, Knowledge -base
Process Modeling, Database Management System.
Publications
1. Al Ammary, Jaflah and Hamad, Sharifa (2008), ―Factors influencing the adoption of e-learning at
University of Bahrain‖, in proceeding of the Second International Conference and Exhibition for
Zain E-Learning Center, Manama, Bahrain, 28- 30 April.
2. Shaikh, M. ; Al-Bastaki, Y ; and Hamad S., ―Design Of An Expert System For IT College Course
Timetabling At The UOB By Using A Knowledge Base Process Modeling‖, 2004
3. Shaikh, M. and Hamad, S., ―Evaluation & Business Process Reengineering of e- Registration
Services At University Of Bahrain‖, 2004



MR. MAAN AL-JAWDER

GRADUATE ASSISTANT
MSc Information University of Sydney, Australia 2007-2006
Technology
Management
B. Sc. Business Information University of Bahrain 2000-2003
Systems
Accountant Bank of Bahrain 2003- Present
1. Associated Accounting Diploma 1997-2000
1. ACM

Research Interest
E-Banking, Knowledge Management, e-government
Publications

Percentage of time committed to administration duties -

Mr. MAZEN ALI

GRADUATE ASSISTANT
PhD Inter-organizational University of Melbourne 2005-2009
Information systems (thesis under
examination)
Msc Information systems University of Melbourne 2004-2005
Bsc Information systems University of Bahrain 1998-2002
Teaching and research University of Bahrain 2002
Assistant (Bsc)
Graduate teaching and University of Bahrain 2005
research assistant
ACM
1. President of the Information Systems Research Postgraduate Group (ISRPG) from 2006 to 2008.
2. Member of the Organizational and Social Aspects of Information Systems (OASIS) at the
Department of Information Systems at the University of Melbourne from 2005-2009.

1. Served as a reviewer for Hawaii International Conference on System Sciences (HICSS),
European Journal of Information system (EJIS), Bled international conference and International
Journal of e-Collaboration (IJEC).
Research Interest
Inter-organizational Information Systems (IOS) adoption in general, Enterprise systems, Customer
Relationship Management (CRM) and Knowledge Management (KM), IS success.
Publications
5. Ali, M. (2009) ―Understanding IOS Adoption Maturity: An empirical investigation in the
Australian Grocery Industry‖, In the Proceedings of the SMART Conference, 9-11 June,
Sydney Convention & Exhibition Centre, Darling Harbour, Sydney, Australia
6. Ali, M., Kurnia, S. and Shanks, G. (2008) Interorganisational Systems (IOS) Adoption over Time:
Empirical Evaluation in the Australian Grocery Industry, the 19th Australasian Conference on
Information Systems, Christchurch, New Zealand.
7. Ali, M., Kurnia, S. and Johnston, R.B. (2008). A Dyadic Model of Interorganizational Systems
(IOS) Adoption Maturity, the 41st Hawaii International Conference on Systems Sciences, Hawaii.

8. Ali, M., Kurnia, S. and Johnston, R.B. (2008). Investigating IOS adoption maturity using a
dyadic approach. A Special Issue of the International Journal of e-Collaboration (IJeC).
9. Ali, M., Johnston, R.B. and Kurnia, S. (2007). Interorganizational System (IOS) Adoption
Maturity: A Model and Propositions, European and Mediterranean Conference on Information
Systems, June 24-26, Polytechnic University of Valencia, Spain.
10. Firth, L, Lederman, R and Ali, M., "A theoretical model of observed health benefits of PACS
Implementation", Encyclopedia of Health Care Information Systems , N. Wickramasinghe, E.
Geisler and J. Schaffer (Editors) Idea Group Inc Hershey, Pensylvania, 2007.
11. Zhong, X. and Ali, M., (2007) Power and Capabilities as Determinants to Examine IOS
Adoption, CollECTeR, September 14-21, Melbourne, Victoria


MRS. RESALA AL-ADRAJ

GRADUATE ASSISTANT
Postgraduate Postgraduate York ST JOHN University 2007
Certificate Certificate in
Academic Practice
(PCAP)
MSc Technology Arabian Gulf University. Bahrain 2000
Management
Post-Graduate Technology Arabian Gulf University. Bahrain 1995
Diploma Management
Graduate Research Assistant IT Department University of Bahrain 2003- Present
Senior Computer Teacher Umima Bint Al Nuaman Secondary High school- 1992-2003
MOE

1. Designed educational technology E-learning courses semester 2004-2005
2. Designed E-learning courses in IS department in the last five years
3. Member Time-Table and Load Allocation
4. Research and Seminar Committee
5. Social committee
Research Interest
Multimedia, HCI, Virtual Organizations
Publications
1. On effectiveness of E-exam Resala Al-Adraj e-learning conference April,2008 UOB.


MRS. FATIMA YOUSIF

GRADUATE ASSISTANT
B. Ed. Educational & University Of Bahrain 2003
Hons Information
Technology
Graduate & Research College of IT, University of Bahrain 2007- Present
Assistant
Teaching Assistant in Educational Technology Department 2003-2007

1. A member in the Department ―DAC‖ Committee
2. A coordinator the ―SAC‖ Committee
Research Interest
Educational Technology, Business applications
Publications


APPENDIX
FACILITIES
173
APPENDIX C | FACILITIES
APPENDIX C
FACILITIES
APPENDIX C-1 EXAMPLE OF EQUIPMENT INVENTORY IN

LABS AND CLASS
IT- Department of Information System
Documenting Fixed Assets
APPENDIX C -1.1 PCS INVENTORY IN S40- LAB 30 BUILDING S40
NO UNIT-Type F.A.N. Monitor type F.A.N. Remarks
1 Fujitsu-siemens 4331010008 Fujitsu-siemens 4331010012

APPENDIX C -1.2- EQUIPMENT INVENTORY IN S40- LAB 30
NO UNIT-Type F.A.N. Remarks
1 Projector dell 459400585
APPENDIX C -1.3 EQUIPMENT INVENTORY IN CLASS ROOMS 21,32

UNIT- Monitor Projector Projector
F.A.N. Remarks
Class Room Type F.A.N. Type F.A.N.
21 45940028
DTK PC 433106907 433104927 3M 6740I
2
UNIT- Monitor Projector Projector
F.A.N. Remarks
Class Room Type F.A.N. Type F.A.N.
21 433104924 45934004
DTK PC 433106905 Sonny
24

APPENDIX C -2 UPDATING OF COMPUTING RESOURCES

FOR DIS FACULTY AND STAFF
PC Installed Before Year 2009 PC Installed During Year 2009

No Location Name
PC Monitor Type PC Monitor Type
1 433109987 4331010060 Fujitsu s40-022 Adnan Al alawi
2 433109985 43310022 Fujitsu s40-030 Adnan Al alawi
3 433105614 dtk Dell 433109962 4331010048 Fujitsu s40-039 Mona Faqihi
dell 270
4 433105614 433105606 Dell 433109986 4331010058 Fujitsu s40-039 Anan Sami
270
5 5090006a397 433107361 DTK 4331010031 4331010059 Fujitsu s40-1019 Manal Jaffar
6 433105637 433105643 Dell 4331010054 4331010054 Fujitsu s40-1023 Khaled
270 Hamood
7 433105633 433105597 Dell 433109971 4331010034 Fujitsu s40-1033 Dana Rabia
270
8 433106902 433105561 DTK 433109979 4331010025 Fujitsu s40-1025 Muneera
Hamad
9 433109992 4331010026 Fujitsu s40-1021 Zainab
Abdullah
10 433105607 433106534 Dell 4331010002 4331010042 Fujitsu s40-1034 Nawal Al
270 saffar
11 433105567 433105567 Dell 433109961 4331010057 Fujitsu s40-1030 Sara Essam
270
12 590006a379 433105594 DTK 433109966 4331010049 Fujitsu s40-1031 Mohammed
Essam
13 433105617 433104866 dell 433109968 433109978 Fujitsu s40-1032 Atiah Al-
260 Mosawi
14 433104863 433105518 dell 4331010022 433109998 Fujitsu s40-1024 Mona Mansoor
260
15 need DTK 433109998 4331010029 Fujitsu s40-1029 Fatima Yousif
16 433105763 433105626 Dell 433109972 4331010046 Fujitsu s40-1035 Resalah
270
17 59006a468 f7ic540293827 DTK 433109963 4331010033 Fujitsu S40- Khaled Shanaa
2014
18 5090006A298 DTK 4331010032 4331010038 Fujitsu s40-2017 Fadia Hijazzi
f7ic540293222
19 433105618 433105634 Dell 4331010050 433109965 Fujitsu s40-2019 Jaffla
270
20 433107424 433109979 4331010019 Fujitsu s40-2022 adra Almosawi
21 433105565 433105515 Dell 4331010015 433109997 Fujitsu s40-2021 Ahmed
270 Mashehoor
22 433104811 433104860 Dell 433109984 4331010045 Fujitsu s40-2023 Wassan
260
23 433104860 433104880 Dell 433109973 4331010051 Fujitsu s40-2024 Mohammed
260 Siddiqi
24 433104880 4331010000 433109983 Fujitsu s40-2025 Orlando
25 433105598 Dell 4331010053 4331010053 Fujitsu s40-2026 Ajantha
270
26 433105612 4331010028 4331010036 Fujitsu s40-2028 Fatima Yusuf

27 433105550 Dell 4331010003 4331010030 Fujitsu s40-2029 Gazwa

270
28 433105590 433105565 dell 4331010060 4331010052 Fujitsu s40-2030 Maan Al-
270 Jowder
29 433105526 433105631 Dell 4331010026 4331010047 Fujitsu s40-2032 Amira
260
30 433105271 05p099- DTK 4331010024 433109999 Fujitsu s40-2033 A.Rahman
47803-299- hussaini
b1qn
31 5090008a220 433105591 Dell 433109994 4331010020 Fujitsu s40-2034 Hassan
270 A.Rahman
32 433105605 433105536 Dell 4331010011 4331010040 Fujitsu s40-2035 Imad A.
260 AbunNaib
33 433104961 433105648 dell 4331010059 4331010027 Fujitsu s40-2036 Esra Ahmed
260 wali
34 433104875 433104809 Dell 4331010014 4331010037 Fujitsu s40-2038 Sharifa Hamad
260
35 433104791 DTK S40- Khalid Al
2031 Mutawah
36 s40-1007 Hashim
37 s40-1007 Hashim
38 S40- store
1013
39 S40- store
1013
40 S40- store
1013

APPENDIX C-3 LIST OF MAJOR EQUIPMENTS/INSTRUMENTS AVAILABLE IN THE LABS

AND CLASSROOMS OF THE IS DEPARTMENT
No Data Show Type (Model) F.A.N. Location S40 Serial No. Remarks
1 Sony – CS6 459400425 21 N/A Sony workshop
2 3 M- MP7640i 4594400280 21 N/A Replaced with Dell
3 Dell1100MP 459400583 22 CN-0K7217-72571- 58G-0099 Adnan’s Off Portable
4 Optima 459400562 22 O82G534AAAAAA1662 Adnan’s Off Portable
5 Sony – CS6 459400429 23 N/A Fixed
6 3 M- MP7640i 4594400282 28 MT21004335 Fixed- to be replaced
7 Davis – DLX 650 N/A 29 N/A Fixed- to be replaced
8 Dell1100MP 459400585 30 CN-0K7217-72571-58G-0105 Fixed
9 Sony – CS6 459400429 32 N/A Fixed
10 Optima 459400561 1006 N/A Fixed
11 Optima 459400580 1008 N/A Fixed
12 Sony – CS6 459400426 1009 N/A Fixed
13 Sony – CS6 459400426 1009 N/A Fixed
14 Dell1100MP 459400581 1010 CN-OK7217-72571-58G-0092 Fixed
15 Infocus – LP340B 459400581 1010 N/A Replaced with Dell
16 Optima 459400574 1012 N/A Fixed
17 Optima 459400563 1014 N/A Fixed
18 Optima 459400576 2005 O82G534AAAAAA1151 Fixed
19 Optima 459400573 2007 N/A Fixed
21 Sony – CS6 459400430 2010 N/A Fixed
22 Sony – CS6 459400423 2011 N/A Fixed
24 Sony – CS6 459400424 2012 N/A Sony workshop
25 Optima 459400568 2013 N/A Fixed
26 Optima 459400569 2015 N/A Fixed

APPENDIX C-4MAJOR EQUIPMENT PURCHASE ORDERS FROM

2008 - 2009
No Request Order DESCRIPTION Total price

SONY MINI DV CASSETTE HANYCAM 10X
1 0078671 275.000
OPTI
2 0078693 LEXMARK PRINTER ALL IN ONE INKJET 34.000
3 0076755 PRINTER LEXMARK ALL IN ONE INKJET 34.000
4 0086058 HP NX 7300 NOTEBOOK PIRATING SYSTEM 750.000
5 0076758 EXTERNAL HARD DISK DRIVE( 80 GB ) 30.000
6 0076782 MOTHERBOARD FOR DEL OPTIPLEX GX270 25.000
7 0076786 1 GB RAM FOR DELL OPTILEX GX270 112.000
8 0079739 LAPTOP FUJITSU SIEMENS COMPUTER LIFE 750.000
9 0076793 HP SCANNER MODEL 3800 SCAN JET 32.000
10 0093764 UPGRADING MEMORY 512 FOR DELL 48.000
11 0093772 MOTHERBOARD FOR DESKTOP DTK 94.000
12 0093779 HARD DRIVE ( 80 GB ) FOR LAPTOP DELL 22.500
13 0093786 PORTABLE HARD DISK DRIVE ( 320 GB ) 100.000
FUJITSU SIEMENS COMPUTERS P 5925 CORE
14 0093769 29,500.000
2
FUJITSU SIEMENS COMPUTERS P 5925 CORE
15 0093781 295.000
2
16 0093799 HP DESKJET PRINTER MODEL 6983 70.000
17 0093801 USB KEYBOARD 365.000
PRINTER HP COLOR LASER JET MODEL
18 0093806 110.000
CP1215

APPENDIX C-5 SHOWS THE SOFTWARE APPLICATIONS

IN DIFFERENT INFORMATION SYSTEM COURSES USED
CURRENTLY FOR 2009-10 AND THAT PROPOSED FOR 2010
Current Programs 2009-10 Planned Programs 2010
Operating system: windowsXP-SP3 Operating system: windows 7
Office: Microsoft Office 2007 Office: Microsoft Office 2007

Ms word 2007 Ms word 2007
MS Excel 2007 MS Excel 2007
MS Access 2007 MS Access 2007
MS PowerPoint MS PowerPoint
MS Publisher 2007 MS Publisher 2007
MS InfoPath 2007 MS InfoPath 2007
MS Project 2007 MS Project 2007
MS Visio 2007 MS Visio 2007
Multimedia: Adobe Design Premium Multimedia: Adobe Design Premium CS4

CS3 Dreamweaver CS4
Dreamweaver CS3 Flash CS4
Flash CS3 Illustrator CS4
Illustrator CS3 In Design CS4
In Design CS3 Photoshop CS4
Photoshop CS3
Tools:
Tools: Net school
Camtasia Studio7
Jcreator7
Net school
Star UML7
Openwave7
Programming: visual Studio 2008
Programming: visual Studio 2008
Data Base: Oracle Developer Suite 10g
Data Base: Oracle Developer Suite 10g

APPENDIX
UPDATED
COURSE SYLLABI
181
APPENDIX D | UPDATED COURSE SYLLABI
APPENDIX D
UPDATED COURSE SYLLABI
The following course syllabi are the latest versions after some updates were made
until the first semester of academic year 2009-2010. This is due to the effort of the
department to continuously improve the courses.
The syllabi in the course files for the second semester of academic year 2007-
2008, first and second semesters of academic year 2008-2009 or even in the catalogue
and website may have some differences from what is attached below due to the said
updates.
APPENDIX D -1 COURSES INCLUDED IN COURSE SYLLABI

APPENDIX D-1.1 REQUIRED CORE COURSES
1. ITBIS 211
2. ITBIS 222
3. ITBIS 251
4. ITBIS 311
5. ITBIS 322
6. ITBIS 324
7. ITBIS 341
8. ITBIS 385
9. ITBIS 393
10. ITBIS 395
11. ITBIS 420
12. ITBIS 435
13. ITBIS 438
14. ITBIS 445
15. ITBIS 465

APPENDIX D-1.2 ELECTIVE COURSES

1. ITBIS 314
2. ITBIS 334
3. ITBIS 336
4. ITBIS 373
5. ITBIS 390
6. ITBIS 396
7. ITBIS 431
8. ITBIS 450
9. ITBIS 460
10. ITBIS 494
11. ITBIS 471
12. ITBIS 472

APPENDIX D-1.1 REQUIRED CORE COURSES
DEPARTMENT OF INFORMATION SYSTEMS
ITBIS 211 : Visual Programming

Prepared by : Mr. Mohammed AR Siddiqui
Lecture Hours: 150 minutes per week
Laboratory Hours: 100 minutes per week
Prepared : First Semester 2007-2008
Course Description:
Introduction to Visual Basic .NET 2008 , User Interface Design, Variable
Constants and Calculations, Decisions and Conditions, Listing, Loops, and
Printing, Menus, Common Dialog Boxes, Sub-procedures and Functions, and
Multiform Projects.
Textbook
1. Bradley & Millspaugh, Programming in Visual Basic 2008, McGraw-Hill
References.
1. Visual Studio .NET help files (MSDN: Microsoft Developer Network).
2. Accessing Database Files (Chapter 10)
3. Handout: Database Manipulation in VB 2008
Course Objectives
The course aims to:
1. Allow students to design a standard Windows interface via visual
programming packages.
2. Allow students to apply visual event-driven programming principles to visual
interfaces.
3. Allow students to use proper variables and data types to code calculations and
formulas.
4. Allow students to code proper conditional and repetition structures in visual
programming.
5. Allow students to use contemporary technologies in visual applications,
mainly database connectivity and manipulation

Relationship of Course to Program Outcomes

a) An ability to apply knowledge of computing and mathematics appropriate to
the discipline.
c) An ability to design, implement, and evaluate a computer-based systems,
i) An ability to use current techniques, skills, and tools necessary for computing
practice.
Course Assessment
Term Test 1, Term Test 2, Lab Quizzes, Project , Final Exam
Prerequisites: ITCS102
Topics Covered:
Chapter 1 - Introduction to Visual Basic .NET 2008
Chapter 2 - User Interface Design
Chapter 3 - Variable Constants and Calculations
Chapter 4 - Decisions and Conditions
Chapter 7 - Listing, Loops, and Printing
Chapter 5 - Menus, Common Dialog Boxes, Sub-procedures, and Functions
Chapter 6 - Multiform Projects

ITBIS 222: Information Systems Architecture

Prepared by: Dr. Wasan Shaker Awad(wasan_shaker@itc.uob.bh)
Lecture Hours: 150 Minutes per week
Lab Hours: 100 Minutes per week
Prepared: Second Semester (2008-2009)
Course Description
Introduction to IS architecture; Data Representation; Processor

Technology and Architecture; Data Storage; System Integration and Performance;
Operating Systems; Software Development.
Textbook
1. Burd, Stephen D., Systems Architecture, Fifth Edition, Course Technology,
2006, ISBN 0-619-21692-1.
References
1. Handouts.
Course Objectives
The primary objective of this course is to provide the student with a
detailed understanding of computer hardware and software. Therefore, this
course will help the students to understand:
1. Various data representation methods.
2. The physical structure of ALU: logic design.
3. Instructions set and assembly programming.
4. CPU concepts.
5. Storage Devices.
6. Computer system performance.
7. The operating system: its functions and layers.
8. Some concepts of the application software, and different
programs such as compiler, and linker.
a) An ability to apply knowledge of computing and mathematics appropriate to the

IS.


c) An ability to use current techniques, skills, and tools necessary for computing
practice.
Course Assessment
Midterm Exam, Assignments, Quizzes, Project, Final Exam
Pre-requisite: ITCS 102
Topics Covered
Chapter 2
Introduction to IS architecture
Chapter 3 - Data Representation

The representation techniques of the basic data types
Chapter 4 - Processor Technology and Architecture

The structure and behavior of CPU, (logic design, instruction set and
assembly programming, clock, word, …)
Chapter 5- Data Storage

Primary and Secondary storage devices.
Chapter 6- System Integration and Performance

System Bus and the techniques used for improving the computer
performance.
Chapter 11- Operating Systems

OS layers, process and thread, recourses allocation
Chapter 10- Software Development

Translators, and linkers

ITBIS 251: Management Information Systems

Prepared by: Mrs. Resala Al-Adraj (raladraj@itc.uob.bh)
Lab Hours: None
Prepared: First semester 2008-2009
Updated : Second Semester 2009-2010 by Dr. Ajantha Herath
Course Description
MIS: Foundations & Basic Concepts; Types of Information Systems and

Information Systems in the Enterprise; the Organizational Context of Information
Systems; E-Commerce & E-Business; Understanding the Business Value of
Systems & Managing Change; Managing Knowledge; and Decision Support
Systems.
Textbook
Management Information System by Laudon, K & Laudon J, 2010 10th edition
Course Objectives
On successful completion of this course, students will be able to:
1. Identify major types of systems in a business and demonstrate how these
information systems support the major business functions of sales and
marketing, manufacturing and production, finance and accounting, and
human resources.
2. Understand the business benefits and challenges of using enterprise
systems, supply chain management, customer relationship management
and knowledge management.
3. Identify the salient characteristics of organizations that managers need to
know in order to successfully build and use information systems.
4. Understand what electronic commerce is and how it has changed
consumer retailing and business-to-business transactions.
5. Identify challenges to the protection of individual privacy and intellectual
property by contemporary information systems technology.
6. Understand the importance of knowledge management programs and
systems for knowledge management.

7. Demonstrate knowledge of the ways information systems help individual

managers make better decisions when the problems are non-routine and
constantly changing.
8. Demonstrate knowledge of the ways building a new system could change
the way an organization works.
9. Understand the steps required to build a new information system and
identify all available alternative methods for building the system

(Ch 5, 10, 11, 12, 13)
e) An understanding of professional, ethical, legal, security, and social issues and
responsibilities. (Ch 4, 10)
organizations, and society.( Ch 1, 2, 3)
Course Assessments
Mid Term 1 & 2, Assignments, Quizzes, Practical, Final Exam
Topics Covered
Chapter 1 - Introduction to MIS
Chapter 2 - Global E-Business
Chapter 3 - Information Systems, Organizations, & Strategy
Chapter 4 - Understanding Ethical and Social Issues
Chapter 5 - IT Infrastructure and emerging Technologies
Chapter 10 - E-Commerce: Digital Markets, Digital Goods
Chapter 11- Managing Knowledge and Collaboration
Chapter 12 - Enhancing Decision Making
Chapter 13 - Building and Managing Systems
Advanced Topics

ITBIS 311 : Systems Analysis & Design

Prepared by: Dr. Ajantha Herath(aherath@itc.uob.bh)
Updated: Second Semester 2008-2009 by Dr. Ajantha Herath
Course Description
Introduction to Systems Analysis and Design; Information Systems

Building Blocks; Information Systems Development; Project Management,
Systems Analysis; Fact-Finding Techniques for Requirements Discovery; Data
Modeling + Process Modeling; Process Modeling; Systems Design.
Textbook
1. Systems AnalysisSystems Analysis & Design for the Global Enterprise by
Lonnie D. Bentley, Fact-Finding Techniques for Requirements
DiscoveryJeffrey L. Whitten, 7th Edition - McGraw Hill, 2007
ISBN 9780071107662
Data Modeling + Process Modeling
Process ModelingReferences
1. - Systems DesignSystems Analysis and Design, Gary B. Shelly, Eighth
Edition, Course Technology, 2010
2. Modern Systems Analysis And Design Hoffer – George – Valacich, 5th
Edition, Pearson, 2008
3. System Analysis, Design, and Development Concepts, Principles, and
Practices, Charles S. Wasson, A John Wiley & Sons, Inc., Publication, ISBN-
13 978-0-471-39333-7, 2006
Course Objectives
1. Define Information Systems and name seven types of IS applications
2. Identify different types of stakeholders who use or develop IS
3. Define the unique role of systems analysis in the development of IS
4. Identify those skills needed to successfully function as an IS analyst
5. Briefly describe a simple process for developing IS
6. Describe a number of systems analysis approaches for solving business system
problems
7. Understand the concept of ethics


requirements appropriate to its solution. (Chapters 1,2,5,12)
c) An ability to design, implement, and evaluate a computer-based systems,
process, component, or program to meet desired needs. (Chapter 6)
d) An ability to function effectively on teams to accomplish a common
goal.(Chapter 4 and project)
f) Ability to indentify IT business needs and requirements, and develop software
systems and application that satisfy the needs and requirements of
contemporary organizations. (Chapters 3,8,9)
practice. (Chapter 4 and project)
Course Assessment
Mid Term 1 & 2, Lab/Assignments, Quizzes, Project, Final Exam

Topics Covered
Chapter 1 - Introduction to Systems Analysis and Design
Chapter 2 - Information Systems Building Blocks
Chapter 3 - Information Systems Development
Chapter 4 - Project Management
Chapter 5 - Systems Analysis
Chapter 6 - Fact-Finding Techniques for Requirements Discovery
Chapter 8 - Data Modeling + Process Modeling
Chapter 9 - Process Modeling
Chapter 12 - Systems Design

ITBIS 322: Electronic Business

Prepared By: Mr. Mohammed AR Siddiqui
Lab hours: 100 Minutes per week
Prepared: First Semester 2008-2009
Course Description
Overview of e-Commerce; E-Marketplace: Structures, Mechanisms,

Economics, and Impacts; Retailing in EC: Products and Services; E-supply
chains, Collaborative commerce, Intrabusiness EC; Innovative EC systems: from
e-Government and e-Learning to C2C e-Government; Electronic Payment
Systems ; Legal, Ethical, and Social Impacts of EC.
Textbook
Turban, E; King, D; Lee, JK; Viehland, D(2008), Electronic Commerce: A
Managerial Perspective. Prentice Hall, USA (ISBN – 0132243318)
References
- Deitel, HMl Deitel, PJ; Niteo TR(2001), E-Business and E-Commerce: How
to Pogram. Prentice Hall, USA (ISBN – 013028419X)
- Companion Website : www.pearsonhighered.com/turban
- Hand-outs
Course Objectives
On successful completion of the course, the students will be able to:
1. Define the concepts and fundamentals of e-Commerce;
2. Categorize and compare the different applications of the electronic
environment;
3. Describe some of the enablers of the e-commerce environment;
4. Describe e-supply chains, collaborative commerce, intrabusiness EC,
and corporate portals;
5. Describe innovative EC systems
6. Define different payment mechanisms;
7. Describe security, legal and ethical issues in EC; and
8. Practically plan, design and implement a miniature e-commerce
website.
Relationship of Course Objectives to Program Outcomes

The above objectives serve and map to the following program objectives:
c) An ability to design, implement, and evaluate a computer-based
system, process, component, or program to meet desired needs.
e) An understanding of professional, ethical, legal, security and social
issues and responsibilities.
computing practice
Course Assessment
Midterm Exam, Assignments, Quizzes, Project, Final Exam
Pre/Co- requisite : BIS 202 / ITBIS 251
Topics Covered
Chapter 1 - Overview of e-Commerce

Chapter 2 - E-Marketplace: Structures, Mechanisms, Economics, and Impacts
Chapter 3 - Retailing in EC: Products and Services
Chapter 7 - E-supply chains, Collaborative commerce, Intrabusiness EC
Chapter 8 - Innovative EC systems: from e-Government and e-Learning to C2C
e-Government
Chapter 12 - Electronic Payment Systems
Chapter 17 - Legal, Ethical, and Social Impacts of EC

ITBIS 324: Information Resources Management

Prepared by: Dr. Amira H. A.Razzaq
Lab hours: 100 Minutes per week
Course Description
This course will cover Introduction to Information Systems Management

and Information Resource Management, IT strategy, Strategic Alignment
maturity, The role of CIO, Managing Emerging Technology, Human resource
consideration, Management of change, and IT Governance.
Course Objectives
The purpose of this course is to:

1- Provide students with essential knowledge and skills concerning,
organizing, and monitoring information resources in organizations, in the
light of the current influential trends such as the Internet economy, mobile
and multimedia technology use, the global marketplace, e-enablement,
knowledge management and knowledge sharing.
2- Presents the management responsibilities of IT leaders especially CIO.
3- Class discussions will focus on understanding how to assess technical and
business opportunities and risks, how to achieve a fit between business
strategy and information technology architecture, IT infrastructure, and
how to assess emerging IT.
4- It provides with the management of information technology and Systems
(IT/S) as it is being practiced in organizations today.
5- Covers the challenges of managing information age, information
technology and its role in organizations, and managing information assets
in a global and changing environment.
This course will enhance the student's

organizations , and society..
h) Recognition of the need for and an ability to engage in continuing professional
development.


information systems within a specific application environment.
Textbook
1. Main Text Book: 1-Jerry N. Luftman. Managing the information technology
resource.
2. Mcnurlin, B & Sprague, R. (2004), Information Systems Management ,
Prentice Hall.
References
 Schiesser, R. (2002), IT Systems Management, Prentice Hall.
 Chun Wie Choo. Information Management for the Intelligent Organization: the
art of scanning the environment, American society for information science.
 David P. Best. The fourth resource: Information and its management. Aslib
Gower
 Post, G. & Anderson A. (2002), Management Information Systems, McGraw-
Hill
Course Assessment
Midterm Exam, Assignments, Quizzes, Practical, Project, Final Exam
Pre-requisite : ITBIS 251
Topics Covered
Chapter 1 - Introduction to ISM & IRM

Chapter 2- IT strategy
Chapter 3- Strategic Alignment maturity)
Chapter 4 - The role of CIO
Chapter 5 - Managing Emerging Technology
Chapter 9 - Human resource consideration
Chapter 10- Management of change
Chapter 11 - IT Governance

ITBIS341 : Object Oriented Systems

Lab Hours: 100 minutes per week
Prepared: second semester 2008-2009
Updated: Second Semester 2009-2010
Website: Learn.it-online.org
Course Description
Introduction; Modeling; Class Modeling; Advanced Class Modeling; State

Modeling; Advanced State Modeling; Interaction Modeling; Advanced
Interaction Modeling; Analysis and Design: Overview; System conception and
Domain Analysis; Application Analysis; System Design; Class Design.
Textbook(s)
Michael Blaha and James Rumbaugh, "Object-oriented modeling and design with
UML", 2ed edition, Prentice Hall, 2005.
Computer Applications :UML Software and JAVA
Project : Development of an OO system.
Course Objectives
The main objective is teach students how develop an object oriented system, this
includes:
1. To make students perceive the differences between the object oriented system
development approach and other approaches.
2. To teach students how to identify the classes and objects of a system, and
design its Class model.
3. To teach students how to model system requirements using the Use Case
modeling.
4. To teach students how to model the behavior of systems using the Sequence
and State Chart models.
5. To teach students how to program a modern object oriented language, Java,
and how to convert the models to code.


the discipline.
Course Assessment
Midterm 1, Midterm 2, Lab, Quizzes, Final Exam
Pre/co-requisites : ITCS215
Topics Covered
Chapter1: Introduction
Chapter2: Modeling
Chapter3: Class Modeling
Chapter4: Advanced Class Modeling
Chapter5: State Modeling
Chapter6: Advanced State Modeling
Chapter7: Interaction Modeling
Chapter8: Advanced Interaction Modeling
Chapter10: Analysis and Design: Overview
Chapter11: 12: System conception and Domain Analysis
Chapter13: Application Analysis
Chapter14: System Design
Chapter15: Class Design

ITBIS385: Database Management System

Prepared by: Ms. Sharifa Hamad (sharifa@itc.uob.bh)
Course Description
This course provides an introduction to database development and

management by using database management systems. It introduces the
fundamental concepts necessary for designing, using, and implementing database
systems. Topics include database and file system, database design, data modeling
using entity-relationship diagrams, and relational data model, normalization of
relations, the relational database language SQL.
Textbook
―Database Systems, A practical Approach to Design, Implementation, and
Management‖, by Thomas Connolly, and Carolyn Begg, 4th edition, Addison-
Wesley, 2005
References
1. ―Fundamentals of Database Systems‖, by Elmasri & Navathe, 4th ed., Addison-
Wesley, 2004.
2. ―Database Systems Design, implementation and Management‖, by Peter Rob and
Carlos Coronel, 4th ed, Course Technology, 2000.
Course Objectives
This course focuses on the concepts and the environment of databases. The student
should be able to understand the following:
1. Concepts, terms, functions of databases and database management systems.
2. Data modeling.
3. The relational model, their terminology, properties of database relations.
4. Design efficient and normalized database tables.
5. Concepts of conceptual and logical database design.
6. Formulate quires, views by using SQL to design, build, and implement
relational database.
7. Related topics to DB, such as database security, concurrency control, and
recovery.

Relationship of the Learning Outcomes to the Program Outcome

the discipline.
and responsibilities.
f) An ability to communicate effectively with a range of audiences.
practice.
Course Assessment
Midterm, Lab, Quizzes, Project, Final Exam
Topics Covered
Introduction to the course

Chapter1 - Introduction to Databases
Chapter2 & Chapter5 (SQL) - Database Environment
Chapter3 & Chapter5 (SQL) - The Relational Model
Chapter4 & Chapter5 (SQL) - Relational Algebra and Relational Calculus
Chapter11 & Chapter5 (SQL) - Entity-Relationship Modeling
Chapter12 & Chapter5 (SQL) - Enhanced Entity-Relationship Modeling
Chapter13 & Chapter5 (SQL) - Normalization & Functional Dependency
Chapter9 &Chapter6 (SQL) - Database planning, Design, and Administration
Chapter 19.1, 19.2 Chapter6 (SQL) - Selected Database Issues
Chapter6 (SQL)

ITBIS 393: Web-Based Information Systems

Prepared by: Ms. Fadia Hijazie(fhijazie@itc.uob.bh)
Course Description
Topics covered include Web Applications requirements engineering, modeling,

architecture, development processes, usability, maintainability, quality, reliability,
performance, and security. This course examines systematic, disciplined and quantifiable
approaches to developing of high-quality, reliable and usable web applications. Specific
technologies covered in this course include client/server-side (DHTML, JavaScript, CSS,
and ASP/PHP) in Web Applications IS development projects.
Textbook
Web Engineering ―The Discipline of Systematic Development of Web Applications―,
Edited by Gerti Kappel, Birgit Pröll, Sigifreid Reich, Werner Retschitzegger, 2006, 1st
edition, John Wiley & Sons Ltd., ISBN-13: 978-0-470-01554-4
References
1. Resources available on http://www.webml.org will be needed; Additional Handouts will

be given
2. http://www.digitalenterprise.org/models/models.html
3. Web Developer Virtual Library: http://www.wdvl.com
4. Web Developer: http://www.webdeveloper.com
5. Developer Shed: http://www.devshed.com
6. WebKnowHow.net: http://webknowhow.net
7. Web Reference: http://www.webreference.com
8. Web Standards: http://www.webstandards.org/learn/faq/
Course Objectives
Upon successful completion of this course, students will be able
1. Provide insights into current concepts, methods, techniques, tools, and experiences
for an engineering approach to Web application development
2. Identify and understand similarities and differences between the development of
traditional (non Web-based applications) and the development of Web applications.
3. Identify and discuss the requirements needed to develop a WIS
4. Understand the concept of web applications architecture
5. Learn how the various facets—including XHTML, CSS, JavaScript, Ajax,
multimedia, scripting languages, HTTP, clients, and servers function together in

today's web environment. Earn a solid web development foundation, focusing on

content and client-side (browser) components (XHTML, CSS, JavaScript,
multimedia), with an overview of the server-side technologies (PHP local host).
6. Work in groups to perform analysis modeling and design modeling for web
applications using web Modeling language WebML and it script Web Ratio
7. Learn techniques and evaluation metrics for ensuring the proper operability,
maintenance and security of a web application
Relationship of Course Objectives to Program Outcomes

The above objectives serve and map the program outcomes
b) An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution.
c) An ability to design, implement, and evaluate a computer-based system, process,
component, or program to meet desired needs.
d) An ability to function effectively on teams to accomplish a common goal
practice.
j) An understanding of processes that support the delivery and management of
Course Assessment
Pre/co-requisites : ITBIS385
Topics Covered
Chapter 1- Web Engineering Introduction and Overview
Chapter 2 - Collection Requirement for Web Application
Chapter 3 - Web Application Modeling, Developing Applications with Web Modeling
WebML
Chapter 4 - Web Applications Architecture
Chapter 7 - Testing Web Applications
Chapter 10 - Web Information Systems (WIS) Development Process
Chapter 11 - Usability of Web Information Systems (WIS)
Chapter 12 - Performance of Web Information Systems (WIS)
Chapter 13 - Security of Web Information Systems (WIS)

ITBIS 395 : Physical Sys Design & Implementation

Prepared by: Dr. Esra Wali(EWali@itc.uob.bh)
Prepared : Second Semester 2008-2009
Course Description
Topics covered: physical system design (databases, and user interface);

implementation; testing; documentation and installation; maintenance; new
technologies and paradigms like CASE, and distributed system design.
Textbook
Jeffrey A. Hoffer, Joey F. George and Joseph S. Valacich, Modern Systems
Analysis and Design, Fifth Edition, Prentice Hall, 2008.
References
Whitten & Bentley, Systems Analysis and Design Methods, Irwin Mc-Graw Hill,
1999.
Course Objectives
This course focuses on the concepts Design and Implementation. The main objectives
of this course is to :
1. Develop knowledge of and guide students to select the best among different
design strategies. (PO: e)
2. Develop knowledge to design information system solutions to satisfy user
requirements. (PO: e, d, f, j)
3. Develop knowledge & techniques to develop and implement information
systems. (PO: e, d, f, j)
4. Develop knowledge & techniques to maintain information systems. (PO: j)
5. Guide students to use information system modeling and development tools.
(PO: f, j)

Relationship of Course Outcomes to Program Outcomes
On successful completion of this course, students will have:

f) An ability to communicate effectively with a range of audiences,
j) An understanding of processes that support the delivery and management of
Course Assessment
Pre-requisite: ITBIS385
Topics Covered
Ch10: Designing databases: Physical Database Design

Ch11: Designing Forms and Reports
Ch12: Designing Interfaces and Dialogues
Ch13: Finalizing Design Specifications
Ch14: Designing Distributed and Internet Systems
Ch15: System Implementation
Ch16: Maintaining Information systems

ITBIS 420: Human-Computer Interaction (HCI)

Prepared by : Dr. Imaduldin A. Rahman(malaseeri@ itc.uob.bh)
Date of Preparation: March 26, 2008
Course Description
Introduction; Modeling; Class Modeling; Advanced Class Modeling; State

Modeling; Advanced State Modeling; Interaction Modeling; Advanced
Interaction Modeling; Analysis and Design: Overview; System conception and
Domain Analysis; Application Analysis; System Design; Class Design.
Textbook(s)
Human-Computer Interaction: Developing Effective Organizational IS. by, Dove

Te‘eni, Carey Jane and Ping Zhang.2007- ISBN-13 978-0-471-67765-9, ISBN -
10 0-471-67765-5.
Reference(s)
Human-Computer Interaction (3rd Edition)
Alan Dix, Janet E. Finlay, Gregory D. Abowd , Russell Beale
Course Objectives
1. One successful completion of this course, student will be able to:
2. Understand the concept, theories, model of the HCI.
3. Design a usable system considering the HCI heuristics, guidelines and principles.
4. Use evaluation techniques to provide more usable computer System.
5. Understand different requirements for user support.
6. Understand the techniques of Task Analysis.
This course will enhance the student‘s

requirements appropriate to its solution,
process, component, or program to meet desired needs,

practice.
Course Assessment
Midterm, Assignment, Quizzes, Project/Practical, Final Exam
Prerequisite: ITBIS 341Co-requisite
Topics Covered
Introduction to the Course Human computer interaction Introduction (Chapter 1)

Organizational and business context (Chapter 2)
Interactive technologies (Chapter 3)
Understand and discuss possible health problems associated with computer use
including: (Chapter 4)
Physical engineering Chapter 5
Affective engineering(Chapter 6)
Design principles and guidelines (Chapter8)
Tasks in the organizational context with the following objectives: (Chapter9)
Componential Design with the following objectives: (Chapter10)

ITBIS 435: MIS Project Management

Prepared by: Dr. Amira Haqqi(amira@itc.uob.bh)
Prepared: Second Semester 2008-2009
Course Description
Introduction to Project Management Introduction to the course; The
Project Management and Information Technology Context; The Project
Management Process Groups: A Case Study; Project Integration Management;
Project Scope Management; Project Cost Management Chapter; Project Quality
Management
Textbook(s)
Information Technology Project Management, ISBN 0-61921528-3 Kathy
Schwalbe Thomson Course Technology
Course Objectives
1. Understand the growing need for better project management, especially for
information technology projects.
2. Describe a system view of project management and the project life cycle.
3. Understand the project management process groups and be able to develop
PM Methodology.
4. Describe the project integration management.
5. Understand the project scope Management.
6. Study the project cost management
7. Understand the importance of project quality management
8. Develop computing skills an software tools that can be used in planning,
budgeting and monitoring projects.

This course will enhance the students’
to the discipline..
computing practice.


Computer Application: Project Management Software

Laboratory Projects: Selected PM software
Course Assessment
Midterm, Quizzes, Project, Practical, Final Exam
Pre-requisites : QM250, MGT230
Topics Covered
Chapter 1: Introduction to Project Management Introduction to the course

Chapter 2: The Project Management and Information Technology Context
Chapter 3: The Project Management Process Groups: A Case Study
Chapter 4: Project Integration Management
Chapter 5: Project Scope Management
Chapter 7:Project Cost Management Chapter
Chapter 8: Project Quality Management

ITBIS 438: Decision Support System

Prepared by: Dr. Emad Kamhawi
Web Page: http://uobels.uob.edu.bh/
Updated : First Semester 2009-2010 by Dr. Jafla Al Ammary
Course Description
Intro to Decision Support Systems; Computerized Decision Support;

Decision support system concepts, methodologies, and technologies; Modeling
and Analysis; Data Warehousing; Data, Text, and web mining; Collaborative
Computer-Supported Technologies and group Support Systems.
Textbook
Main Text Book: Turban, E. (2007), Decision Support and Business
Intelligence Systems, Prentice Hall. (8th edition)
Anderson, Sweeny, & Williams (1999), Contemporary Management Science
with spreadsheets, Thomson
Winston, L. (2004), Operations Research: Applications & Algorithms,
Thomson, NY.
Course Objectives

 Understand the basic concepts of decision making & learn the fundamentals
of Decision Support Systems.
 Highlight the areas of decision making that can be supported by information
systems & technologies.
 Describe types, components, & configurations of DSSs. Also learn their
characteristics, hardware & software components for the different DSS
applications and situations.
 Learn basic concepts of MSS Management Support Systems modeling & how
different MSS models can be developed.

 Comprehend how different advanced DSS technologies (such as OLAP, data

mining, data warehousing …etc.) be used and developed.
 Gain fundamental understanding of the tools & frameworks that help use DSS
tools for collaborative work
Learning Outcomes

a) An ability to apply knowledge of business, computing and mathematics
appropriate to the discipline.
c) an ability to design, implement, and evaluate a computer-based system,
process, component, or program to meet desired needs
practice.
Course Assessment
Midterm, Participation, Quizzes, Lab Assignment 1, Lab Assignment 2,

Group Project, Final Exam
Pre/co-requisites: ITBIS 395
Topics Covered
Chapter 1 - Intro to Decision Support Systems

Chapter 2- Computerized Decision Support
Chapter 3 - Decision support system concepts, methodologies, and technologies
Chapter 4 - Modeling and Analysis
Chapter 5 - Data Warehousing
Chapter 7- Data, Text, and web mining
Chapter 10 - Collaborative Computer-Supported Technologies and group
Support Systems

ITBIS445: Information Systems Audit & Control

Prepared by : Dr. Amira Haqqi(amira@itc.uob.bh)
Course Description
IT Environment: Why are controls and audit Important; Audit and

Review: Its role in IT; The Audit process in an IT environment; auditing IT using
computer-assisted audit tools and techniques; Operational Control Issues; Audit
methods and techniques for operations; it auditing in the new millennium;‖IT
auditing: career planning and development, evaluating audit quality, and best
practices‖.
Textbook(s)
Information Technology Control and Audit. 2nd ed by Frederick Gallegos &
others. 2004
Selected readings will be assigned – related to the course main topics – later on Main
Text Book:
Course Objectives
The purpose of this course is to provide students with a solid understanding of
Information Sustems auditing, which was established to evaluate whether computer-
based information system safeguard assets, maintain data integrity, achieve
organizational objective effectively, and consume resources efficiently. The objective of
this course is to:
1. Introduce fundamental concepts of IS/IT auditing and controls.
2. Application of accepted information systems audit standards, guidelines, practices
and procedures.
3. Understanding of policies, procedures, organizational structure and management
practices that govern the Information Systems Department.
4. Address the information technology aspects of the Information Systems process.
5. Address evaluation of logical and physical access controls, environmental controls,
data validation, processing and balancing controls, and business continuity
planning and testing controls.

6. Gain an understanding of and assessment of the methodologies and practices for

the development, acquisition and maintenance of information systems (business
applications)
7. Students who have successfully completed this course should be able to take the
Certified Information Systems Auditor (CISA) examination in future.
8. Provide students with essential knowledge and skills concerning, organizing, and
monitoring information resources in organizations, in the light of the current
influential trends such as the Internet economy, mobile and multimedia technology
use, the global marketplace, e-enablement, knowledge management and
knowledge sharing.
10. Class discussions will focus on understanding how to assess technical and
business opportunities and risks, how to achieve a fit between business strategy
and information technology architecture, IT infrastructure, and how to assess
emerging IT.
11. It provides with the management of information technology and Systems (IT/S) as
it is being practiced in organizations today

e) Understand professional, legal, ethical security, and social issues and
responsibilities in controlling auditing and utilizing IS.
i) An ability to use current techniques, skill, and tools necessary for auditing
practice.
Course Assessment
Midterm, Assignment, Quizzes, Group Project, Final Exam,
Laboratory Projects: Selected Audit Software and tools
Pre/co-requisites : ITCE 311
Topics Covered
Chapter 1- ―IT Environment: Why are controls and audit Important‖.

Chapter 2- ‖Audit and Review: Its role in IT

Chapter 3 -‖The Audit process in an IT environment‖
Chapter 4 -‖auditing IT using computer-assisted audit tools and techniques‖
Chapter 14- ‖Operational Control Issues‖
Chapter 16-‖Audit methods and techniques for operations
Chapter 19- "it auditing in the new millennium
Chapter 20- ‖IT auditing: career planning and development, evaluating audit
quality, and best practices‖

ITBIS 465: IT Strategy & Management

Prepared by: Dr. Jaflah Al Ammary (jaflah@itc.uob.bh)
Course Description
Introduction to the course; Strategy Concepts for Business and IS/IT;

Strategy Concepts for Business and IS/IT; IS/IT Strategy Tools & Techniques;
Strategy Tools and Techniques Planning; A Comprehensive framework for SISP;
IS Strategy Implementation (Implementation of SISP); Business Reengineering
Process and IT.
Textbooks
Robson, W. (1997), Strategic Management and Information Systems: An
integrated approach, Prentice Hall.
References
 Applegate, Lynda; Austin, Robert, and McFarlan, F. Warren (2007), Corporate
Information Strategy and Management, Seventh Edition, McGraw Hill,
International Edition.
 Peppard, Joe (1993), IT Strategy for Business, PITMAN Publishing, London, UK
 Selected readings will be assigned – related to the course main topics – later on.
Course Objectives

1. Understand and assess the multi-faceted role of information systems (IS) in
organizations as well as the relationship between the IS functional area and other
areas in the firm, within an overall information systems and strategic frameworks
2. Think creatively about the use of information systems both as a management tool
and a competitive weapon, and develop an ability to identify and exploit
opportunities to build and use information systems of strategic importance, at the
individual, group, and organizational levels
3. Understanding Strategy Concepts for Business and IS/IT and Introducing and
discussing a general model for Strategic management elements

4. Reviewing and critically evaluating the main IS/IT Strategy Tools & Techniques
used in the field
5. Demonstrate a knowledge of strategic planning and management techniques
6. Understand and assess how IT create business value and how it influences
business strategies and practices in various functions
Relationship of the Learning outcomes to the Program Outcomes

responsibilities.
practice.
Topics Covered
Subject 1: Strategy Concepts for Business and IS/IT
Ch 1 – Robson's text book and Ch1: Peppard‘s text book
Subject 1: Strategy Concepts for Business and IS/IT
Ch 2 Robson's Book and External materials
Subject 2: IS/IT Strategy Tools & Techniques
Ch 5 – Robson's text book and External materials
Subject 3: Strategy Tools and Techniques Planning)
Subject 4: A Comprehensive framework for SISP
Ch 6 – Robson's text book and External materials
Subject 6:IS Strategy Implementation (Implementation of SISP)
External material
Subject 6:Business Reengineering Process and IT
External material

APPENDIX D-3 ELECTIVE COURSES
ITBIS 314: Business Applications

Prepared by: Dr. Jafla Al Ammary
Pre/co-requisites: CS271 OR BIS202
Updated : First Semester 2008-2009 Dr. Jafla Al Ammary
Course Description
The use of Microsoft Excel for Decision making and modeling; Risk
analysis; Simulation ; Planning Model; Aggregate planning; Inventory Model;
Learning curve; Linear programming.
Text books and material
 Operations Analysis Using Microsoft Excel, by Weida, Richardson, Vazsonyi,

Duxbury– Thomson learning publisher (recommended)
 Practical Management Science, second edition, by W. Winston and C. Albright,
Duxbury, 2001
 Operations management by Heizer/ Render, (recent edition)
Learning Outcomes
1. To introduce the student to the essentials of management operations and

applications of quantitative techniques and computer analysis for business
decision making.
1. To demonstrate an understanding of the modeling process by building
analytical models for a variety of practical problems.
2. To teach the student how to apply their experience in using spreadsheets for
analyzing several operations management decision problems. The course will
address problems such as forecasting, planning models, risk management and
simulation, optimization model and learning curve.
3. To enhance the student managerial thinking.
4. To demonstrate an understanding of the business interpretations of the
solutions obtained from analyzing an Excel model.
5. Work in groups and became a contributing team member.
6. Enhance the student skills in business analysis and writing.

Relationship of the Learning Outcomes to the Program Outcomes

practice.
Course Assessment
Assignment 1 (in class), In-class Exercises, Assignment 2, Presentation , Take

home -Exam 1, Open-Book -Exam 2, Final-Take home -Exam 3
Topics Covered
1. Decision making and modeling

2. Risk analysis
3. Simulation
4. Planning Model
5. Aggregate planning
6. Inventory Model
7. Learning curve
8. Linear programming

ITBIS 334: Knowledge-Based Systems

Prepared by: Dr. Jafla Al Ammary
Prepared: Second Semester 2007-2008
Course Description
Introduction to Knowledge Management; AI and ES : KBS; Knowledge

Acquisition, Representation and Reasoning; Advanced Intelligent Systems (GA);
Advanced Intelligent Systems: Fuzzy Logic.
Textbook
1. Efraim Turban and Jay E. Aronson, Decision Support Systems and Intelligent
Systems, Prentice Hall, 7th Edition, 2005.
2. Handouts.
Course Objectives
This course learning objectives are:

1. Define knowledge and its types.
2. Understand the concepts of knowledge management.
3. Understand the concepts of AI.
4. Understand the concepts of KBS.
5. Understand the knowledge engineering process.
6. Explain the knowledge acquisition methods.
7. Explain the knowledge representation methods.
8. Understand inference strategies in rule-based intelligent systems.
9. Illustrate uncertainties.
10. Understand the concepts and application of GA.
11. Understand the concepts of fuzzy logic.
Learning Outcomes
On successful completion of this course, the students will be able to:

1. Understand the importance and application of knowledge in the decision
process.

2. Develop KBS.
3. Develop students‘ skills in understanding, benefiting, and applying new
concepts and techniques.

the discipline.
computing practice.
Course Assessment
Midterm, Assignment, Quizzes, Group Project, Final Exam
Pre-requisite : ITBIS 385
Topics Covered
1) Introduction to Knowledge Management (Chapter 9)
2) AI and ES : KBS (Chapter 10)
3) Knowledge Acquisition, Representation and Reasoning (Chapter 11)
4) Advanced Intelligent Systems (GA) (Chapter 12)
5) Advanced Intelligent Systems: Fuzzy Logic (Chapter 12)

ITBIS 336: Virtual Organizations

Prepared by: Mrs. Resala Al Adraj (raladraj@itc.uob.bh)
Updated : First Semester 2009-2010 by Dr. Orlando Catuiran
Course Description
E-business and the virtual organization; characteristics of the virtual

organization; e-business models for the virtual organization; IS planning
strategies for emerging business models; moving from e-business to i-business
strategies in virtual markets; globalization and e-business strategies for SMEs;
developing knowledge-based strategies for a virtual organization; evaluating
strategies for e-business change; outsourcing, partnering and the virtual
organization; e-business strategies in the virtual organization; Creating virtual
cultures for global online communities.
Textbook
―e-business strategies for the virtual organization‖, Janice burn, peter marshall,
martin Barnett 2004
Reference
"Managing in virtual organization", Malcolm warner, morgen witzel
Course Objectives
On successful completion of this course, the students will be able to :

1- Grasp the key theoretical frameworks in understanding the interplay between
communication technologies and organizational forms.
2- Analyze key issues and components of organizational practices in virtual forms.
3- Learn about the structure, characteristics and benefits of virtual organizations
4- Learn to conduct individual research on the relationship between
communication technologies and communication processes in virtual
organizations.

This course will enhance the students:

to the discipline.(LO1)
g) An ability to analyze the local and global impact of computing on
individuals, organizations, and society.( LO4)
information system within a specific application environment.(LO2,LO3)
Course Assessment
Midterm, Assignment, Quizzes, Group Project, Final Exam
Class/Laboratory Schedule: 150 Minute Lecture Session per week
Topics Covered
Chapter 1 - e-business and the virtual organization

Chapter 2 - Characteristics of the virtual organization
Chapter 3 - E-business models for the virtual organization
Chapter 4 - IS planning strategies for emerging business models
Chapter 5 - Moving from e-business to i-business strategies in virtual markets
Chapter 6 - Globalization and e-business strategies for SMEs
Chapter 7 - Developing knowledge-based strategies for a virtual organization
Chapter 8 - Evaluating strategies for e-business change
Chapter 9 - Outsourcing, partnering and the virtual organization
Chapter 10 - E-business strategies in the virtual organization
Chapter 11 - Creating virtual cultures for global online communities

ITBIS373: Database Development

Prepared by: Dr. AbdulRahman Al-Hussaini
Updated: First Semester 2009-2010 by Dr. Khalid Al-Mutawah
(Khalid@itc.uob.edu.bh)
Course Description
Client/Server Databases and the Oracle 10g relational Database; Creating

and Modifying Database Tables ; Using quires to Insert, Update, Delete, and
View Data; Retrieving data from a single Database Table; Introduction to
PL/SQL; Introduction to Forms Builder; Creating Custom Form; Creating
Database Reports; Creating an Integrated Database Application.
Organizations use databases to store and maintain data in an organized way. If an

organization needs to store and maintain a large amount of data that must be viewed and
updated by many users at the same time, it often uses a client/ server database such as
Oracle 10g. The Oracle 10g database environment includes a client/ server database
management system (DBMS) and utilities for developing and managing database
applications. In this course, you will learn how to use these utilities and practice using
them to build database applications.
Textbook
" Guide to Oracle 10g", Rocky Conrad and etl;, Course Technology, 2006.
References
1-"A Guide to Oracle 8",Joline Morrison and Mike Morrison, Course
Technology, 2000.
2- "Introduction to Oracle 9i SQL Study Guide", Chip Dawes and Biju
Thomas, SYBEX,INC, Alameda CA,2002,WWW.Sybex.com.
Course Objectives
The objective of this course is to develop student skill in:

 Using PL/SQL to create Triggers, Functions and procedures in Oracle
 Designing a database application Interface (Forms, Reports)
 Creating an integrated database application (using Oracle).

Learning Outcomes
On successful completion of this course, students will be able to:.

b) Describe the differences between personal and client/server databases.
c) Creating and Modifying Database Tables using Oracle
i) Using SQL*plus Oracle's tool to interact with the database
c,i) Develop procedures and functions using PL/SQL.
c,i) Develop forms using Form Builder (Oracle Product)
Course Assessment
Midterm Exam, Assignments, Practical Exam, Project, Final Exam
Pre/co-requisites: ITBIS385
Topics Covered
Ch1: Client/Server Databases and the Oracle 10g relational Database.
Ch2: Creating and Modifying Database Tables
Ch3: Lesson A: Using quires to Insert, Update, Delete, and View Data
Ch3: Lesson B: Retrieving data from a single Database Table
Ch3: Lesson C: Retrieving data from a single Database Table
Ch4: Lesson A: Introduction to PL/SQL
Ch5: Lesson A: Introduction to Forms Builder
Ch5: Lesson B: Introduction to Forms Builder
Ch6: Lesson A: Creating Custom Form
Ch7: Lesson A,B: Creating Database Reports
Ch8: Lesson A Creating an Integrated Database Application

ITBIS 390: Transaction Processing Systems

Prepared by: Dr. Wasan Shaker Awad (wasan_shaker@itc.uob.bh)
Course Description
This course covers both the theoretical and pragmatic issues addressed by
transaction processing systems. It covers the concepts of transaction (states, log,
properties..); transaction support in SQL; concurrency control and recovery
techniques.
Textbook(s)
―Fundamentals of Database Systems‖, by Elmasri & Navathe, 4th ed., Addison-

Wesley, 2004.
References
Handouts.
Course Objectives
The primary objective of this course is to introduce students to transaction

processing with the associated concurrency, integrity and recovery problems of a
transaction based system. Therefore, this course will help the students to
understand:
1. The concepts and theory of transaction processing.
2. The problems of transaction based systems.
3. Concurrency control techniques.
4. Database recovery techniques.

practice.

Course Assessment
Midterm, Quizzes, Practical, Project, Final Exam
Pre/co-requisites : ITBIS385
Topics Covered
Chapter 1
The concepts and theory of transaction processing.
Chapter 2
Concurrency control.
Chapter 3
Database recovery techniques.
Class/Laboratory Schedule: 150 Minutes Lecture Sessions/ 100 Minutes Lab Sessions
per Week
Computer Applications : SQL

Laboratory Projects: None

ITBIS 396: Data Mining

Prepared by: Dr. Abdulrahman Al-Hussaini
Course Description
Data mining; data warehouse and OLAP Technology for data mining;
Data Preprocessing
Textbooks
1- ―Data Mining Concepts and techniques‖, Jiawaei Han and Micheline

Kamber, Academic Press 2006.
2- ―Data Mining‖. Pieter Adrians and Dolf Zantinge, Addison-Wesley, 1998.
3- ―Knowledge Discovery and Data Mining‖, MA Bramer, The Institution of
Electrical Engineers, 1999.
Course Objectives
On Successful completion of the course, the students will be able to know:

1. Data mining functionalities;
2. Data warehouse and OLAP Technology; and
3. Data Preprocessing.
Relationship of course to Program Outcomes:

g) An ability to analyze the local and global impact of computing on individuals,
practice.
Course Assessment

Computer Applications: Data Mining software
Laboratory Projects : Each student must demonstrate the tools available on one data
mining software

Pre-requisite: ITBIS385
Topics Covered
Chapter 1: This chapter covers what motivated data mining. Why it is important,
and on what kind of data can be used, data mining functionalities, and what kinds
of patterns can be mined.
Chapter 2 : This chapter covers data warehouse and OLAP Technology for data
mining.
Chapter 3: Data Preprocessing: It discusses how can the data be preprocessed in

order to help improve the quality of the data and consequently of the mining
results.

ITBIS 431: Computer Supported Collaborative work

Prepared by: Dr. Orlando S. Catuiran Jr. (ocatuiran@itc.uob.bh)
Course Description
Fundamental Principles of Distributed Systems; Computer Supported

Cooperative Work; Concepts of Asynchronous and Synchronous Cooperation;
Replication and Concurrency Control; Communication Systems and Shared
Information Spaces; Workflow Management, Conversation and Coordination
Systems; Workgroup Computing; Multi Agent Systems.
Textbook
―Computer Supported Cooperative Work‖, Uwe M. Borghoff and Johan H.

Schlichter, 2000
References
1. ―Computer Supported Cooperative Work‖, Lafon

2. ―Software Architectures for Multiuser Interactive Systems‖, Phillips, W.G., and
Graham, N. (2000)
Course Objectives
On successful completion of this course, the students will be able to :

1- Learn about the principles of distributed Systems as applied to Computer Supported
Collaborative Work, and gain knowledge about the Principles, Practices and
Technologies in Computer-Supported Collaborative work
2- Learn, understand and apply the Concepts of Asynchronous and Synchronous
Cooperation, Replication and algorithms for concurrency control
3- Work in teams to try and simulate how the different kinds of groupware work.
4- Gain knowledge of the Application Classes of Computer-Supported Collaborative
Work

This course will enhance the students‘:

c) Understanding of the different technologies used for collaborative work.
g) Abilities in planning, designing and implementing CSCW ventures.
i) Ability to work in teams and simulate the computer supported collaborative
work applications.
f) Knowledge about how to analyze and identify areas that can be done
collaboratively, hence, identifying the proper technologies for such
collaborative work.
Computer Applications: Groupwares / e-group sites

Course Project : Groupware Design / Groupware Evaluation
Course Assessment
Topics Covered
Chapter 1 - Fundamental Principles of Distributed Systems

Chapter 2 - Computer Supported Cooperative Work
Chapter 3 - Concepts of Asynchronous and Synchronous Cooperation
Chapter 4 - Replication and Concurrency Control
Chapter 5 - Communication Systems and Shared Information Spaces
Chapter 6 - Workflow Management, Conversation and Coordination
Systems
Chapter 7 - Workgroup Computing
Chapter 8 - Multi Agent Systems

ITBIS 450 : Application of AI in Enterprise Systems

Prepared by: Dr. Abdulrahman Al-Hussaini
Course Description
History and Application, Overview of AI application areas; The predicate

calculus; Structures and Strategies for State-Space search; Heuristic Search;
representation and Intelligence, Knowledge Representation; Artificial Intelligence
technologies in Business.
Textbooks
1. “Artificial Intelligence: Structures and strategies for Complex Problem Solving‖,

George F. Luger(Addison-Wesley, 2005) Firth Edition
2. ―Management Information Systems‖, James A. O‘Brien and George M. Marakas,
*th Edition, 2008
Course Objectives
This course aims to provide the foundation of the Role of AI on the world
of commerce by providing solutions to practical problems. This is done through
satisfying the following objectives:
1. Unify the driver‘s branches of AI through a detailed discussion of its
theatrical foundations.
2. Advanced representational formalism and search techniques in AI
methodology.
3. Place AI within the context of Artificial Information System.
Learning Outcomes
On successful completion of this course, students will be able to learn:

 An overview of AI Applications in Business
 Artificial Intelligence as representation and search
 Knowledge representation
 Expert system technology

 The role of AI technologies in Business

 Using PROLOG language as a tool for AI problem solving by building
the search and representation techniques.

the discipline.
h) Recognition of the need for and an ability to engage in continuing
computing practice.
Course Assessment
Topics Covered
Chapter 1: History and Application, Overview of AI application areas

Chapter 2: The predicate calculus
Chapter 3: Structures and Strategies for State-Space search
Chapter 4: Heuristic Search
Chapter 5: representation and Intelligence, Knowledge Representation
Chapter 6: Artificial Intelligence technologies in Business

ITBIS 460 : Business Continuity and Disaster Recovery

Prepared by: Dr. Belal Abu Ata
Updated : First Semester 2009-2010 by Dr.Hallam Nasredine
Course Description
Introduction to BC/DR; Initiating the BC/DR project; Risk Assessment;

Business Impact Analysis (BIA); Developing Mitigation Strategies; Developing
the BC/DR plan; Emergency Response (ER) and recovery; Training, Testing
and Auditing the BC/DR Plan; BC/DR plan maintenance.
Textbook
Business Continuity and Disaster Recovery Planning for IT Professionals, Susan
Sneadaker.
References
The Disaster Recovery Handbook: A Step by Step Plan to Ensure Business
Continuity and Protect Vital Operations, Facilities, and Assets., Michael Wallace
and Lawrence Webber.
Course Objectives

1. Demonstrate Define and Recognize the concepts of BC/DR. methods and
approaches
2. Understand the importance of the BC/DR plan project.
3. Understand each stage in the BC/DR project development life cycle.
4. Identify, assess, mitigate different threats that can happen to an organization.
5. Test DR plans and audit the whole BC/DR plan
6. Demonstrate of the Use different BC/DR techniques in real world
applications.



responsibilities.
Pre/co-requisites : ITBIS 222 / ITBIS 393
Course Assessment
Midterm, Labs and Assignments, Quizzes, Project, Final Exam
Topics Covered
Chapter 1 - Introduction to BC/DR

Chapter 2 - Initiating the BC/DR project.
Chapter 3 - Risk Assessment
Chapter 4 - Business Impact Analysis (BIA)
Chapter 5-Developing Mitigation Strategies
Chapter 6 -Developing the BC/DR plan
Chapter 7- Emergency Response (ER) and recovery
Chapter 8 - Training, Testing and Auditing the BC/DR Plan
Chapter 9 - BC/DR plan maintenance

ITBIS 471 : Network Administration

Prepared by: Mr. Abbas Mejbil
Course Description
This course emphasizes on the organization and running of human-

computer networks. It looks at the course from the perspective that network
administration is a social phenomenon,. It is a study of communities, joined
together by networks. This course consists of lectures and practical work. The
aim of the course is to teach self-sufficiency in systems administration. Students
will learn how to make decisions and judgments rather that to rely heavily on the
advice of others. This course will be evaluated through assignments, reports,
quizzes and exams.
Textbook
Principles of Network and systems administration, 2nd Edition, by Mark Burgess,

John wiley and Sons, 2006, ISBN-10:0-470-86870-4
References
 Network Administration Survival Guide, Sue Plumey, John Wiley, 1999
 Various Handouts
Course Objectives
The aim of this course is to provide an understanding of the role and

procedures carried out by network and system administrators. It outlines the
general principles, while providing concrete hands-on examples.
Learning Outcomes
Upon completing this course, students will be able to:

1. Describe the principles of Network Administration concepts.
2. Determine the hardware needs for a network
3. Understand the hardware needs for a network
4. Understand ethical issues involved in network administration

5. Understand security implications within a network environment

6. Evaluate and determine basic security needs, set up user groups and group
policies.
Relationship of the Learning Outcomes to the Program Outcome

requirements appropriate to its solution. (LO1,LO2,LO3)
e) An understanding of professional, ethical, legal, security, and social issues
and responsibilities.(LO4,LO5,LO6)
Course Assessment
Midterm, Assignments, Reports, Quizzes, Final Exam
Pre/co-requisites : ITCE 311

ITBIS 472: Mobile Computing

Prepared by: Dr. Sufyan Al-Irhayim
Updated : First Semester 2009-2010 by Dr. Esra Wali
(EWali@itc.uob.bh)
Course Description
Topics covered include mobile computing applications (mobile

messaging, m-commerce, M-CRM, M-SCM, m-portals, mobile agents and sensor
applications), platforms (wireless middleware, wireless gateways, mobile
application servers, WAP, i-mode and other relevant technologies), principles and
types of wireless networks (such as W-LAN, cellular networks), wireless Internet
and Mobile IP and architectural issues related to wireless initiatives.
Textbook
Umar, A., ―Mobile Computing and Wireless Communications: Applications, Networks,

Platforms, Architecture, and Security‖, NCE Solutions, July 2004.
References
 Mobile Communications, Jochen Schiller, 2nd Edition, Addison Wesley, 2003.
 Mobile Computing: Technology, Applications, and Service Creation, Asoke
Talukder and Roopa Yavagal, 1st Edition, McGraw-Hill Professional, 2006.
Course Objectives

 Define and differentiate between different mobile computing and wireless
communications. (PO:b)
 Identify present and potential roles of mobile computing to the business
environment. (PO:b,d, i)
 Understand the principles of wireless networks and concepts like wireless
platforms, and mobile applications. (PO:b, d)
 Use tools to design simple application for wireless devices. (PO:b, d, i)

Learning Outcomes
d) An ability to use current techniques, skills, and tools necessary for computing
practice.
i) An ability to function effectively on teams to accomplish a common goal.
Course Assessment
Midterm, Assignments, Project, Quizzes, Final Exam
Pre-requisites : ITBIS 211, ITCE 311, ITBIS 322
Topics Covered
Mobile computing applications (mobile messaging, m-commerce, M-CRM, M-

SCM, m-portals, mobile agents and sensor applications)
Platforms (wireless middleware, wireless gateways, mobile application servers,
WAP, i-mode and other relevant technologies)
Principles and types of wireless networks (such as W-LAN, cellular networks)
Wireless Internet and Mobile IP and architectural issues related to wireless
initiatives.

ITBIS494: Selected Topics (Information Security)

Course Description
The foundation for understanding the key issues associated with protecting
information assets; determining the levels of protection and response to security
incidents; designing a consistent, reasonable information security system;
mechanisms and technologies used in information security, such as authentication
technologies, and cryptography.
Textbook(s)
Behrous A. Forouzan, ―Cryptography and Network Security‖, McGraw-Hill,
2008.
References
Handouts
Course Objectives
The objectives of the course is to:

1. Understand the key terms and concepts of information security.
2. Outline the phases of the security systems development life cycle.
3. Understand the business need for security.
4. Understand different security techniques for providing different security
services.
5. Understand different cryptographic techniques.
6. Understand different authentication techniques.
7. Understand different digital signature techniques.


e) An understanding of professional, ethical, legal, security and social issues and

responsibilities
f) An ability to communicate effectively with a range of audiences
practice.
Course Assessment
Midterm, Lab/Assignments, Project, Quizzes, Final Exam
Computer Applications : VB.net
Laboratory Projects : Developing a secure information system
Pre/co-requisites:
Topics Covered
1. Introduction to Information Security

2. Security Systems Development Life Cycle
3. The Need for Security
4. Security Services and Techniques
5. Introduction to Cryptology
6. Cryptographic Techniques
7. Cryptanalysis
8. Steganography
9. Authentication
10. Understand the concepts of steganography.
11. Digital Signature

APPENDIX
SURVEY AND
EVALUATION
FORMS
APPENDIX E
239
APPENDIX E | SURVEY AND EVALUATION FORMS
APPENDIX E
SURVEY AND EVALUATION FORMS
APPENDIX E-1 PROGRAM EDUCATIONAL OBJECTIVES SURVEY

(PIAC)
ABET, the accreditation board of engineering and technology, has created a new
accreditation procedure designed to promote continual improvement in academic
engineering programs. A crucial step in this procedure is to identify the Program
Educational Objectives that will establish the goals by which our program will define and
gauge its continual improvement. PEO's are defined as the statements that describe the
expected accomplishments of graduates during the first few years after graduation.
We need your help in determining those goals. One of the most important features of the
Program Educational Objectives is that they should reflect the needs of the people who
have the greatest investment in the program: current students, recent graduates,
employers, and the community that we all serve. These are the groups we have identified
as the key constituencies or stakeholders in our program.
Please help us define the Program Educational Objectives for our program. You can
participate in this process in three steps: First: Identify yourself.
First: Identify yourself.
Select Program: Information Systems

(Required)
Name:
Affiliation:
(Select One)
Constituency that you represent: (Required)
Second:
1. Based on your experience with the graduates from Information Systems,
UOB, please indicate how well the program accomplishes each of its
objectives by clicking on the appropriate number.
2. In addition please indicate the weighted importance you would give to
that educational objective by writing a number in the box (from a low of
1 to a high of 10).

1. DEPTH: Foster within our

graduates a strong
foundation in the
fundamental knowledge
required for the practice of,
or for advanced study in
MIS, including its scientific
and business principles,
rigorous analysis, and
creative design. (Required) 1 2 3 4 5 6 7 8 9 10
Select Value
Weighted Importance: (Required)
Comments:
2. BREADTH: Prepare our

graduates with a broad up-to-
date education, with emphasis
on MIS, for the diversity of
productive career
opportunities or for
postgraduate education.
(Required) 1 2 3 4 5 6 7 8 9 10
Select Value
Weighted Imprtance: (Required)
Comments:
3. PROFESSIONALISM: To
develop within our graduates
the professional skills
including responsible
teamwork, creativity and
communication skills with
professional attitudes and
ethics and to prepare them for
the complex actual work 1 2 3 4 5 6 7 8 9 10
environment and for life-long

learning. (Required)
Select Value
Comments:
4. LEARNING
COMPONENT: To
accommodate our students with
a suitable learning environment
which enables them to achieve
their targets through an open,
challenging, rigorous and
supportive program. (Required) 1 2 3 4 5 6 7 8 9 10
Select Value
Comments:
Third: Comments.
Please use the box below to list any educational objectives that should be added to the
Information Systems program at University of Bahrain. Also, any other comments you
care to make will be considered carefully by our departmental Accreditation Committee.
PIN Code (Required)
Clear Form

APPENDIX E-2 UNDERGRADUATE ALUMNI SURVEY
University Of Bahrain
Undergraduate Alumni Survey
Instructions:
We at the Colleges of Information Technology (COIT) at University of Bahrain (UOB)

are reviewing the effectiveness of our curricula as part of ABET accreditation Process.
To do this, we are surveying alumni who graduated from our programs.
This survey is an important component which attempts to measure (i) if we are teaching
the right things and (ii) if we are successful at the teaching we do. Your input will serve
to define changes in specific courses and the overall curriculum for the future generations
of COIT students.
Please take a moment to complete this online survey. Your opinions are essential to
helping COIT achieve their goals for the future.
A. General Information
Name: (Required)
Major Graduated in: Information Systems (Required)
Year of Graduation: 2007 (Required)
Preferred Mailing
Address:
Email:
Phone: (Required)
Fax: (Required)
Are you employed in the field in

which you received your Yes No
bachelor degree?
Have you had formal education
beyond your bachelor degree? Yes No

B. Please rate the preparation you received in your program at UOB for each
of the Following:
1. The ability to apply

knowledge from your major 1 2 3 4 5
program.
2. The ability to apply

knowledge of mathematics and 1 2 3 4 5
science.
3. The ability to design and

conduct experiments. 1 2 3 4 5
4. The ability to analyze and

interpret data. 1 2 3 4 5
5. The ability to design a

system, component or process 1 2 3 4 5
6. The ability to function on

multidisciplinary teams. 1 2 3 4 5
7. The ability to identify,

formulate and solve engineering 1 2 3 4 5
IT problems.
8. The ability to use the

techniques and skills necessary 1 2 3 4 5
for engineering & IT practice.
9. The ability to use modern

tools necessary for engineering 1 2 3 4 5
& IT practice.

10. An understanding of
professional and ethical 1 2 3 4 5
responsibility.
11. A broad education

necessary to understand the
impact of engineering & IT 1 2 3 4 5
solutions in a global and

societal context.
12. A recognition of the need

for, and ability to engage in 1 2 3 4 5
lifelong learning.
C. Thinking about your experience in your profession, how important were the following undergraduate
learning experiences
13. Assignments that required

classroom. 1 2 3 4 5

written reports to gain good 1 2 3 4 5
report-writing skills.
15. Assignments related to the

knowledge of contemporary 1 2 3 4 5
issues.
16. The senior project that

provided an opportunity to
integrate learning in major and 1 2 3 4 5
non-major courses.
17. Design activities throughout

the program. 1 2 3 4 5

18. Coursework activities in the

program as a whole that required
synthesis, creativity, and open- 1 2 3 4 5
ended thinking.
19. Computing exercises in major

courses. 1 2 3 4 5
20. Hands-on experiences in

labs. 1 2 3 4 5
D. Do you agree or disagree that you were given enough experience in your college at UOB in the
following areas

classroom presentations to gain good 1 2 3 4 5
oral presentation skills.
22. Assignments that required written

reports to gain good report-writing 1 2 3 4 5
skills.

knowledge of contemporary issues. 1 2 3 4 5
24. The senior project that provided

an opportunity to integrate learning 1 2 3 4 5
in major and non-major courses.
25. Design activities throughout the

program. 1 2 3 4 5

synthesis, creativity, and open- 1 2 3 4 5
ended thinking.


courses. 1 2 3 4 5
28. Hands-on experiences in labs. 1 2 3 4 5
E. Professional Development
29. How frequently do you attend

meetings or conferences of 1 2 3 4 5
professional societies?
30. How frequently do you

publish articles, papers, etc for the 1 2 3 4 5
general benefit of the field?

upgrade your technical skills
through formal courses, short 1 2 3 4 5
courses, seminars or self-paced
instructions?

upgrade your technical skills by
reading journals/periodicals in
your field or use electronic media
such as the Internet for research,
reference or problem solving?
F. General Comments
33. Do you feel well-prepared
professionally for your current
level of responsibility, i.e.,
understanding?

34. Based on your experiences

since receiving your bachelors
degree, what subject matter would
you suggest for new courses in
your discipline?
35. From your present perspective,

are there things that we might have
done better? Please describe.
36. Please use this space to share

any general comments you have
about your experience in your
College or your department, and/or
tell us why you were particularly
satisfied or dissatisfied with any
aspect of your education in the
college.
Evaluation PIN Code

Submit Survey
Clear Form

APPENDIX E-3 ALUMNI SURVEY MAPPING TO PROGRAM

EDUCATIONAL OBJECTIVES
BREADTH: prepare our graduates with a broad up-to-
for the complex actual work environment and for life-

foundation in the fundamental knowledge required for
PROFESSINOALISM : To develop within our
professional attitudes and ethics and to prepare them
LEARNING COMPONENT: To accommodate our

its scientific and business principles, rigorous analysis,
DEPTH: Foster within our graduates a strong
of productive career opportunities or for postgraduate

date education, with emphasis on IS, for the diversity
the practice of, or for advanced study in IS, including
students with a suitable learning environment which

graduates the professional skills including responsible
teamwork, creativity and communication skills with
enables them to achieve their targets

and creative design.
Program Outcomes
long learning.
education.
B. Please rate the preparation you
received in your program at UOB √
for each of the Following:
1. The ability to apply knowledge
√
from your major program. (Required)
2. The ability to apply knowledge of
√
mathematics and science. (Required)
3. The ability to design and conduct
√
experiments. (Required)
4. The ability to analyze and interpret
√
data. (Required)
5. The ability to design a system,
component or process to meet desired √
needs. (Required)
√
multidisciplinary teams. (Required)
7. The ability to identify, formulate
and solve engineering IT problems. √
(Required)
8. The ability to use the techniques
and skills necessary for engineering & √
IT practice. (Required)

9. The ability to use modern tools

necessary for engineering & IT √ √
practice. (Required)
10. An understanding of professional
√
and ethical responsibility. (Required)
11. A broad education necessary to
understand the impact of engineering
√
& IT solutions in a global and societal
context. (Required)
12. A recognition of the need for, and
√
ability to engage in lifelong learning.
C. Thinking about your experience
in your profession, how important
were the following undergraduate
learning experiences
√
classroom. (Required)
reports to gain good report-writing √
skills. (Required)
knowledge of contemporary issues. √
(Required)
16. The senior project that provided an
opportunity to integrate learning in
√
major and non-major courses.
(Required)
√
program. (Required)
√
synthesis, creativity, and open-ended
thinking. (Required)
√
courses. (Required)
20. Hands-on experiences in labs.
√
(Required)
D. Do you agree or disagree that you
were given enough experience in
your college at UOB in the following
areas


classroom presentations to gain good √
oral presentation skills. (Required)
skills. (Required)
(Required)
24. The senior project that provided an
opportunity to integrate learning in
√ √
(Required)
√
program. (Required)
√
√ √
courses. (Required)
√ √
(Required)
meetings or conferences of √ √
professional societies? (Required)
30. How frequently do you publish
articles, papers, etc for the general √
benefit of the field? (Required)
31. How frequently do you upgrade
your technical skills through formal
√
courses, short courses, seminars or
self-paced instructions? (Required)
your technical skills by reading
journals/periodicals in your field or
√
use electronic media such as the
Internet for research, reference or
problem solving? (Required)

APPENDIX E-4 FACULTY PROCEDURE FOR ASSESSING THE POs BY MAPPING THEM TO THE CLOS

APPENDIX E-5 DEPARTMENT OF INFORMATION SYSTEMS -

PERFORMANCE INDICATORS FOR B.SC. IN BUSINESS
INFORMATION SYSTEMS: APPROVED BY THE INFORMATION
SYSTEMS DEPT. COUNCIL 25 TH APRIL 2010
% of
Date of Excellent
PO PI Measure Course Response. Submission Total or Good
A-Solve and implement a ITBIS211 Mr.Mohamed 20-5-2010 12 60%
programming problem Siddiqui
from a given
computation model using
procedural and/or object
oriented programming
a 1 approach
B-Use algorithmic ITBIS211 Mr.Mohamed 20-5-2010 10 50%
knowledge to present a Siddiqui
feasible algorithmic
a 1 solution to a problem
A-Solve discrete ITCS251 Dr. Ali Al- 15 60%
a 2 mathematical problems Safa
A-Formulate (sketch) the ITBIS311 Dr.Ajantha 24-5-2010 15 73%
problem specifications Herath
from the problem
b 1 definition
B- Identify data ITBIS311 Dr.Ajantha 24-5-2010 15 80%
requirements and output Herath
b 1 of a problem/system
A- Specify the software ITBIS499 Dr.Jaflah Al- 6-4-2010 10 70%
tools needed for a given Ammari
problem/software
development: language,
b 2 packages, OS, …
B- Specify the hardware ITBIS499 Dr.Jaflah Al- 11-4-2010 10 70%
requirements for a Ammari
b 2 computer based system
A- Design a component ITBIS341 Dr.Wasan 31-5-2010 30 92.6%
or a process to meet Shaker
c 1 desired needs
B- Design a computer- ITBIS395 Dr.Esra Wali 12-4-2010 22 72.7%
based system or program
c 1 to meet desired needs
A- Implement a ITBIS341 Dr.Wasan 31-5-2010 20 75%
component, process or a Shaker
program to meet
c 2 desired needs
B- ITBIS395 Dr.Esra Wali 12-4-2010 22 77.2%
c 2
Implement a computer-

based system to meet

desired needs
A- Test and evaluate ITBIS499 Dr.Jaflah Al- 6-4-2010 10 80%
computer-based system Ammari
c 3 or program
A-Prepare a work ITBIS499 Dr.Jaflah Al- 11-4-2010 10 88%
schedule with Ammari
d 1 appropriate deadlines.
B-Fairly distribute the ITBIS499 Dr.Jaflah Al- 11-4-2010 10 88%
responsibilities among Ammari
d 1 the team members.
A-Complete assigned ITBIS499 Dr.Jaflah Al- 11-4-2010 10
tasks according to the Ammari
88%
d 2 work schedule.
A-Participate in team ITBIS499 Dr.Jaflah Al- 11-4-2010 10 88%
d 3 meeting Ammari
B- Provide useful input ITBIS499 Dr.Jaflah Al- 11-4-2010 10 88%
on the issues discussed in Ammari
d 3 meetings
A- Demonstrate ITBIS311 Dr.Ajantha 24-5-2010 15 80%
knowledge of code of Herath
ethics as outlined by
various professional
societies (e.g. IEEE,
e 1 ACM)
B-Understand ethical ITBIS251 Dr.Ajantha
issues relevant to Herath
e 1 information technology
C-Understand the ITBIS499 Dr.Jaflah Al- 4-4-2010 25 56%
concept of plagiarism Ammari
e 1 and its effects
A-Understand security ITBIS324 Dr.Orlando No rubric for this semester
threats to computers and Catuiran
e 2 networked systems
B- C-Understand security ITBIS385 Dr.Hassan 1-6-2010 15 93%
threats to Database Kamal
e 2 systems
A-Understand the social ITBIS251 Dr.Ajantha 30-5-2010 75 96%
effects of malware and Herath
the effects of computing
and networking on
e 3 society
A- Make oral ITBIS499 Dr.Jaflah Al- 4-4-2010 25 84%
presentation using Ammari
effective nonverbal
behavior (eye contact
f 1 and movement)

B- Speak clearly and uses ITBIS499 Dr.Jaflah Al- 4-4-2010 25 84%

appropriate technical Ammari
f 1 terminology
C- Use presentation ITBIS499 Dr.Jaflah Al- 4-4-2010 25 84%
tools/software and Ammari
props/audio-visual
f 1 equipment
D- Respond well to ITBIS499 Dr.Jaflah Al- 4-4-2010 25 84%
f 1 questions Ammari
A- Use correct grammar ITBIS499 Dr.Jaflah Al- 4-4-2010 25 64%
and vocabulary in written Ammari
f 2 reports
B- Write well structured ITBIS499 Dr.Jaflah Al- 10-4-2010 25 64%
technical report using Ammari
correct structure of a
technical report
(objectives, procedures,
results and conclusions,
graphs and tables
f 2 correctly presented)
C- Correctly use and ITBIS499 Dr.Jaflah Al- 10-4-2010 25 64%
present literature and Ammari
f 2 references
D- Uses appropriate ITBIS499 Dr.Jaflah Al- 10-4-2010 25 64%
software tools for Ammari
producing a written
f 2 report
A- Analyze local IT ITBIS251 Dr.Ajantha 30-5-2010 75 93%
situation using various Herath
indices (e.g. The Network
g 1 Readiness Index)
B- Understand the effects ITBIS251 Dr.Ajantha 30-5-2010 75 80%
of IT on the local society, Herath
organizations, and
g 1 individuals
A- Analyze effects of ITBIS251 Dr.Ajantha 30-5-2010 75 36%
globalization and IT on Herath
society and the
g 2 individuals
B- Understand the IT ITBIS251 Dr.Ajantha 30-5-2010 75 96%
global situation and the Herath
challenges and
g 2 opportunities it presents
A- Recognize the Senior DAC 6-4-2010 26 73.1%
importance of continuous Exit
professional Survey
h 1 development.
B- Awareness of the Senior DAC 6-4-2010 26 73.1%
h 1
dynamic evolving nature Exit

of IT and the rapid Survey

changes in the skills
needed in IT.
C-Participates in Senior DAC 6-4-2010 26 73.1%
professional society Exit
and/or attends Survey
workshops, courses,
h 1 lectures, etc..
A- Uses information ITBIS324 Dr.Amira 24-5-2010 15 60%
sources independently to A.Razaq
h 2 complete a given task
B- Demonstrates the use ITBIS499 Dr.Jaflah Al- 16-4-2010 25 80%
of research skills by Ammari
producing literature
review, data analysis and
h 2 …..
A- write program in ITBIS211 Mr.Mohamed 20-5-2010 10 80%
current programming Siddiqui
i 1 languages
B- use current web and ITBIS393 Miss.Fadia 11-5-2010 25 72%
Internet development Hejazie
i 1 tools and techniques
C. use current software ITBIS341 Dr.Wasan 31-5-2010 20 85%
development Shaker
i 1 techniques/methodologies
D- use current database ITBIS385 Dr.Hassan 1-6-2010 15 73%
i 1 management tools. Kamal
A- identify the ITBIS395 Dr.Esra Wali 12-4-2010 22 100%
deliverables in each
development phase in
developing information
j 1 systems.
B- specify the essential ITBIS465 Dr.Jaflah Al- 11-4-2010 25 60%
strategic requirements Ammari
(Management change
process, training
strategies, organization
culture, resources
allocation) for the
delivery of information
j 1 systems.
A- Understand the ITBIS465 Dr.Jaflah Al- 11-4-2010 25 62%
strategic and competitive Ammari
roles of information
j 2 systems.
B- analyze and Identify ITBIS465 Dr.Jaflah Al- 10-4-2010 25 76%
business strategic Ammari
requirements (mission,
vision , objectives) of a
j 2
potential application

environment.
C- understand the ITBIS324 Dr.Orlando No rubric for this semester
concepts of IT/IS Catuiran
strategies, IS strategic
planning, Business
Process Re-engineering
and IT strategic
alignment for a potential
j 2 application environment.

APPENDIX E-6 INDUSTRIAL TRAINING ASSESSMENT FORM
Industrial Training Program
Industrial Training Assessment Form
Student Name: Student ID:
Place and Area of Training:
Period of Training From : To:
Name of Training Supervisor:
Title of Training Supervisor: Phone No:
Instruction to the evaluator:

Based upon your observation of and the interaction with the student, use the evaluation
rubric to rate the ten program outcome listed below. Consider the quality of presentation
materials, oral and Witten reports and evidence of team performance. In order to perform
the evaluation process properly, the evaluator might need to design a program and
include these points during the training period.
Rating scheme: 1 poor , 2 average, 3 good, 4 very good, 5 outstanding.
Educational Outcome Ratting

1 An ability to apply knowledge of computing and mathematics
appropriate to the discipline.
Evidence:

2 An ability to analyze a problem, and identify and define the computing

Evidence:
3 An ability to design, implement, and evaluate a computer-based system,

Evidence:
4 An ability to function effectively on teams to accomplish a common

goal.
Evidence:
5 An understanding of professional, ethical, legal, security and social

Evidence:
6 An ability to communicate effectively with a range of audiences.

Evidence:

7 An ability to analyze the local and global impact of computing on

individuals, organizations, and society.
Evidence:
8 Recognition of the need for and an ability to engage in continuing

Evidence:
9 An ability to use current techniques, skills, and tools necessary for

computing practice.
Evidence:
10 An understanding of processes that support the delivery and

management of information systems within a specific application
environment.
Evidence:
Signature of Supervisor: Date:
Contact Address:
Tel: 17437000 / 17437345 / 17437001
Industrial Training Coordinator
P.O. Box 32038

APPENDIX E-7 SENIOR EXIT SURVEY
Program of Information Systems

Senior Exit Survey
Dear Graduating Senior:
Our Department is extremely interested in learning about your experiences at University

of Bahrain. Unlike specific outcome surveys you may have completed for individual
courses, this exit interview survey solicits your opinions about our undergraduate
program taken as a whole, from your perspective as a graduating senior. The results of
the survey are used by the department to allow us to improve the program and are
essential to the program accreditation requirements. Your participation in this process is
crucial and very much appreciated. The information you provide in this survey is
confidential and anonymous, therefore we ask you to make candid and constructive
comments. We thank you for your time and your participation in helping us
continuously.
A. Personal Information
1. Name:
2. ID:
3. Gender: (Select Value)
4. Years: (Select Value)
5.
Cumulative (Select Value)
GPA:
(Select Value)
6. Do you have at least one job offer?
(Select Value)
7. Do you plan to attend Graduate School in the near future?
B. Advising
1. Rate the advising you received by

the College (both formal and

informal)?
the department in general (both
formal and informal)?
3. Your academic advisor is
available whenever you need help.
4. Your academic advisor was
knowledgeable about your curricular
requirements.
5. Your academic advisor seemed
genuinely interested in helping you.
6. You are satisfied with "out of
office hours" faculty assistance in
your courses?
7. You are satisfied with your choice
of this Department.
8. You are satisfied with your major
in this program.
9. While an undergraduate student,
you were a student member and
participated actively in professional
society.
C. Curriculum and Instruction
1. You are satisfied with the curricula.

2. The service courses (math, physics,
and chemistry) were adequate.
3. The faculty teaching the service
courses are knowledgeable well and
prepared.
4. The general study courses (GS)

were very useful.

5. The program core (major) courses
were adequate.
6. Availability of elective courses in
the program was adequate.
7. Use of computer technology in the
curriculum met your expectations.
8. Degree of academic challenge was
excellent.
9. Faculty in my department are outstanding in
their professional fields.
10. The faculty in my department are
knowledgeable and well prepared.
11. Faculty in my department are concerned
about student learning and development.
12. The teaching in the department was
effective.
13. The total numbers of credit hours offered
by the program were adequate.
14. If I could start over again, I would select
the same major.
D. Facilities and Laboratory Equipments
1. The class room facilities were adequate for

class instruction.
2. The laboratory facilities were adequate to
conduct experiments.
3. The laboratory equipment in laboratories
was adequately prepared to conduct
experiments.
4. The computer facilities were adequate.
5. The computer equipment in computer

laboratories was adequate.

6. The computer software used in the major
courses was adequate.
7. The laboratory technicians are
knowledgeable and helpful.
8. The knowledge and skills learned in the
laboratory are sufficient to complement the
theoretical course content.
9. The books and references in the library
were sufficient and covered all of my needs. 1 2 3 4 5
10. The library facilities (computers,

electronic databases, availability of study 1 2 3 4 5
desks, ect.) where suitable and sufficient.

11. The library staff were knowledgeable and
helpful. 1 2 3 4 5
12. I Have used the library very often. 1 2 3 4 5
E. Professional Preparation
1. As a graduating senior, I feel adequately

prepared to independently design and conduct
experiments.
2. I am confident that my undergraduate
instruction in oral and written communication
skills, have prepared me to perform capably
on the job.
3. The senior project and design experiences
have prepared me to start my profession.
4. My total undergraduate instruction and
guidance at UOB has adequately prepared me
to become a successful engineering/IT
professional.
5. I am very satisfied with the opportunities
the College offers for training experience in

the industry.
6. My UOB education has prepared me
enough to compete in the job market.
F. Program Overall Rating
As a result of my program of study, I am now

confident in my abilities to
1. Apply my knowledge of mathematics,

science, engineering and IT to solve
engineering/IT problems.
2. Apply custom software and simulation tools
to solve engineering/IT problems. 1 2 3 4 5
3. Design and conduct experiments. 1 2 3 4 5
4. Analyze and interpret data. 1 2 3 4 5
5. Function in the multi-disciplinary process

of design and qualification for a real time 1 2 3 4 5
design job.
6. Understand my professional and ethical
responsibility. 1 2 3 4 5
7. Use the techniques, skills, and modern

engineering/IT tools necessary for 1 2 3 4 5
engineering/IT practice.
8. Develop sufficient skills needed to design,
construct, and test new products. 1 2 3 4 5
9. Have participated in non-academic

activities while an undergraduate student on 1 2 3 4 5
campus.
10. In general, teamwork experiences in all of
my undergraduate courses were positive. 1 2 3 4 5
G. General Comments

1. List program courses or labs you got the most benefit from?
Courses / Labs
2. What aspects of our program courses or labs provided the greatest practical learning
experiences? (e.g., design problems, experimental labs, computer labs, examples given in
class, lots of homework, faculty going over homework in class, posting homework
solutions, informal interactions with faculty, working in groups, etc.)
Courses / Labs
3. Do you have other constructive suggestions for improving our program?
Evaluation PIN Code PIN Code is Required
Clear Form

(Required)
B. Advising
SSR-B.Sc.BIS
Program Outcomes
OUTCOMES
informal)? (Required)
requirements. (Required)
your courses? (Required)

formal and informal)? (Required)
whenever you need help. (Required)

the College (both formal and
3. Your academic advisor is available
knowledgeable about your curricular
office hours" faculty assistance in

genuinely interested in helping you.
4. Your academic advisor was
the department in general (both
5. Your academic advisor seemed

6. You are satisfied with "out of

a. An ability to apply knowledge of computing and mathematics appropriate to
the discipline
b. An ability to analyze a problem, and identify and define the computing

267
c. An ability to design, implements, and evaluate a computer-based system,
d. An ability to function effectively on teams to accomplish a common goal.

e. An understanding of professional, ethical, legal, security, and social issues and

responsibilities.
f. An ability to communicate effectively with a range of audiences

g. An ability to analyze the local global impact of computing on individuals,
h. Recognition of the need for and an ability to engage in continuing professional
development.
I. An ability to use current techniques, skills, and tools necessary for computing
practice.
APPENDIX E-8 SENIOR EXIT SURVEY MAPPING TO PROGRAM
June-2010
j. An understanding of process that support the delivery and management of
7. You are satisfied with your choice

of this Department. (Required)
8. You are satisfied with your major
in this program. (Required)
9. While an undergraduate student,
you were a student member and
√
participated actively in professional
society. (Required)
C. Curriculum and Instruction
1. You are satisfied with
the curricula. (Required)
2. The service courses
(math, physics, and
√
chemistry) were adequate.
(Required)
3. The faculty teaching the
service courses are
knowledgeable well and
prepared.(Required)
4. The general study
courses (GS) were very
useful. (Required)
5. The program core
(major) courses were
adequate. (Required)
6. Availability of elective
courses in the program was
adequate. (Required)
7. Use of computer
technology in the
curriculum met your
expectations. (Required)
8. Degree of academic
challenge was excellent.
(Required)
9. Faculty in my
department are outstanding
in their professional fields.
(Required)

10. The faculty in my

department are
knowledgeable and well
prepared. (Required)
11. Faculty in my
department are concerned
about student learning and
development. (Required)
12. The teaching in the
department was effective.
(Required)
13. The total numbers of
credit hours offered by the
program were adequate.
(Required)
14. If I could start over
again, I would select the
same major. (Required)
D. Facilities and Laboratory Equipments
1. The class room facilities
were adequate for class
instruction. (Required)
2. The laboratory facilities
were adequate to conduct √
3. The laboratory
equipment in laboratories
was adequately prepared to √
(Required)
4. The computer facilities
were adequate. (Required)
5. The computer equipment
in computer laboratories
was adequate. (Required)
6. The computer software
used in the major courses
was adequate. (Required)
7. The laboratory
technicians are
knowledgeable and helpful.

(Required)
8. The knowledge and

skills learned in the
laboratory are sufficient to
complement the theoretical
course content. (Required)
9. The books and
references in the library
were sufficient and covered
all of my needs.(Required)
10. The library facilities
(computers, electronic
databases, availability of
study desks, ect.) where
suitable and
sufficient.(Required)
11. The library staff were
knowledgeable and
helpful.(Required)
12. I Have used the library
very often.(Required)
E. Professional Preparation
1. As a graduating senior, I
feel adequately prepared to
independently design and √
(Required)
2. I am confident that my
undergraduate instruction
in oral and written
communication skills, have √
prepared me to perform
capably on the job.
(Required)
3. The senior project and
design experiences have
√ √
prepared me to start my
profession. (Required)
4. My total undergraduate
instruction and guidance at √ √
UOB has adequately

prepared me to become a
successful engineering/IT
professional. (Required)
5. I am very satisfied with
the opportunities the
College offers for training
experience in the industry.
(Required)
6. My UOB education has
prepared me enough to
√
compete in the job market.
(Required)
F. Program Overall Rating
As a result of my program
of study, I am now
confident in my abilities to
1. Apply my knowledge of
mathematics, science,
engineering and IT to solve √
engineering/IT problems.
(Required)
2. Apply custom software
and simulation tools to
√
solve engineering/IT
problems. (Required)
3. Design and conduct
√
4. Analyze and interpret
√
data. (Required)
5. Function in the multi-
disciplinary process of
design and qualification for √
a real time design job.
(Required)
6. Understand my
professional and ethical √
responsibility. (Required)
7. Use the techniques,
skills, and modern √ √
engineering/IT tools
necessary for

engineering/IT practice.
(Required)
8. Develop sufficient skills

needed to design, construct,
√
and test new products.
(Required)
9. Have participated in
non-academic activities
while an undergraduate √
student on campus.
(Required)
10. In general, teamwork
experiences in all of my
√
undergraduate courses were
positive.(Required)

(Required)
data. (Required)
needs. (Required)
SSR-B.Sc.BIS
Program Outcomes
OUTCOMES
& IT practice. (Required)

APPENDIX E-9
multidisciplinary teams. (Required)

mathematics and science. (Required)
from your major program. (Required)
4. The ability to analyze and interpret
5. The ability to design a system,

2. The ability to apply knowledge of
7. The ability to identify, formulate

1. The ability to apply knowledge
8. The ability to use the techniques

and solve engineering IT problems.
component or process to meet desired
3. The ability to design and conduct
and skills necessary for engineering

ALUMNI
a. An ability to apply knowledge of computing and mathematics
√
√
appropriate to the discipline
b. An ability to analyze a problem, and identify and define the computing
√
√
273
c. An ability to design, implements, and evaluate a computer-based
√
SURVEY
system, process, component, or program to meet desired needs.
d.An ability to function effectively on teams to accomplish a common
√
goal.
e.An understanding of professional, ethical, legal, security, and social
√
MAPPING
f.An ability to communicate effectively with a range of audiences
g.An ability to analyze the local global impact of computing on

TO
individuals, organizations, and society.

h. Recognition of the need for and an ability to engage in continuing
I. An ability to use current techniques, skills, and tools necessary for
computing practice.
PROGRAM
June-2010
√
j. An understanding of process that support the delivery and management
of information system within a specific application environment.
B. Please rate the preparation you received in your program at UOB for each of the Following:
9. The ability to use modern tools

necessary for engineering & IT √
practice. (Required)
10. An understanding of professional
√
and ethical responsibility. (Required)
11. A broad education necessary to
understand the impact of engineering
√
& IT solutions in a global and societal
context. (Required)
12. A recognition of the need for, and
√
ability to engage in lifelong learning.
C. Thinking about your experience in your profession, how important were the following
undergraduate learning experiences
√
classroom. (Required)
reports to gain good report-writing
skills. (Required)
(Required)
an opportunity to integrate learning in
√
(Required)
√
program. (Required)
√
√ √
courses. (Required)
(Required)
D. Do you agree or disagree that you were given enough experience in your college at UOB in
the following areas
21. Assignments that required √

classroom presentations to gain good

oral presentation skills. (Required)

skills. (Required)
(Required)
an opportunity to integrate learning in
√
(Required)
√
program. (Required)
√
√
courses. (Required)
√
(Required)
meetings or conferences of √
professional societies? (Required)
30. How frequently do you publish
articles, papers, etc for the general √
benefit of the field? (Required)
your technical skills through formal
√
courses, short courses, seminars or
self-paced instructions? (Required)
your technical skills by reading
journals/periodicals in your field or √
use electronic media such as the
Internet for research, reference or

problem solving? (Required)

APPENDIX E-10.1 SENIOR PROJECT ASSESSMENT FORM

(SYSTEM-BASED PROJECT)
ITBIS 499: Senior Project Evaluation Form - Examiner Form (QAO-499d)
Academic Year Semester

Project title
Student ID Student Name
Examiner Name Examiner Signature Date
Description MAX MARK
A- Project Assesment
Literature Survey 8
Difficulty 10
Development tools used 8
Quality of results 14
Sub - total 40
B- Report
Is the abstract appropriate to the project? 3
Introduction and Background Theory 4
Methodology and Techniques 4
Results & Discussions 4
Conclusion and Recommendations 4
The Bibliography 4
The Report layout 4
Ethics ( no Plagiarism ) 3
Sub Total 30
C- Presentation
Style / Flow of presentation 6
Confidence about subject 6
Showing understanding 6
Illustrations / Examples 6
Q&A 6
Sub Total 30
Total 100

APPENDIX E-10.2 SENIOR PROJECT ASSESSMENT FORM

(RESEARCH-BASED PROJECT)
ITBIS 499: Senior Project Evaluation Form - Examiner Form (QAO-499d)

Semest
Academic Year er
Project title
Student
Student ID Name
Examiner
Examiner Name Signature Date
Description MAX MARK
A- Project Assessment
Literature Survey 8
Difficulty 10
Development tools used 8
Quality of results 14
Sub - total 40
B- Report
Is the abstract appropriate to the project? 3
Introduction and Background Theory 4
Methodology and Techniques 4
Results & Discussions 4
Conclusion and Recommendations 4
The Bibliography 4
The Report layout 4
Ethics ( no Plagiarism ) 3
Sub Total 30
C- Presentation
Style / Flow of presentation 6
Confidence about subject 6
Showing understanding 6
Illustrations / Examples 6
Q&A 6
Sub Total 30
Total 100
APPENDIX E-11 SENIOR PROJECT ASSESSMENT IN MAPPING TO

POS (RESEARCH-BASED PROJECT)

Program Outcomes
4. System development/ research design

2. Project Progress (progress report)
and methodology
1. Proposal writing
5. Academic poster
6. Presentation
3. Report
a. An ability to apply knowledge of computing and
√ √
mathematics appropriate to the discipline
b. An ability to analyze a problem, and identify and define
√
the computing requirements appropriate to its solution.
c. An ability to design, implement, and evaluate a
computer-based system, process, component, or program √ √ √
d. An ability to function effectively on teams to
√ √ √ √ √ √
e. An understanding of professional, ethical, legal,
√ √
security and social issues and responsibilities.
f. An ability to communicate effectively with a range of
√
audiences.
g. An ability to analyze the local and global impact of
√ √
h. Recognition of the need for and an ability to engage in
√ √ √
continuing professional development.
i. An ability to use current techniques, skills, and tools
√ √
necessary for computing practice.
j. An understanding of processes that support the delivery
and management of information systems within a specific √ √

APPENDIX E-12 ONLINE COURSE EVALUATION SURVEY
Course Evaluation
Select Course Code: Select One
Select Faculty Name: Select One
Section Number: (Please enter a number)

Completed Credit Select One
Hours:
Years: Select One
Cumulative GPA: Select One
A- The Course
1. Overall Assessment
(a) Overall, this is a good

course and I learned a great Worst 1 2 3 4 5 Best
deal of the subject (Required)
2. Expectations
(a) The prerequisites for this

course were Worst 1 2 3 4 5 Best
appropriate.(Required)
(b) The course outline was an

accurate description of the Worst 1 2 3 4 5 Best
course.(Required)
3. Learning Outcomes
(a) The course objectives were

Worst 1 2 3 4 5 Best
clearly explained(Required).

(b) As a result of taking this

course, I have more
appreciation for this field of
study.(Required)
4. Course Content
(a) There was a close

agreement between the stated
course objectives and what
was actually taught.(Required)
(b) Course topics were dealt

with sufficient Worst 1 2 3 4 5 Best
depth.(Required)
5. Resource Materials
(a) The course materials

helped me understand the Worst 1 2 3 4 5 Best
subject matter.(Required)
(b) The assignments were

appropriate.(Required)
(c) The assignments helped

me to learn.(Required)
6. Evaluation
(a) The grading system was

clearly explained.(Required)
(b) The examinations reflected

the important aspects of the Worst 1 2 3 4 5 Best
course.(Required)
B. The Instructor

1. Overall Assessment
(a) Overall, the instructor is a

good teacher.(Required)
(b) I would like to take another

course with this Worst 1 2 3 4 5 Best
instructor.(Required)
2. Interaction with the Instructor
(a) The instructor encouraged

students to actively Worst 1 2 3 4 5 Best
participate.(Required)
(b) The instructor was generally

available to students seeking
advice outside the
class.(Required)
3. Presentation
(a) Overall, the instructor's

presentations were clear and Worst 1 2 3 4 5 Best
understandable.(Required)
(b) The instructor explained

course material Worst 1 2 3 4 5 Best
clearly.(Required)
(c) The instructor was well-

prepared.(Required)
4. Enthusiasm
(a) The instructor arrived on

time for class and used the full Worst 1 2 3 4 5 Best
class period allotted.(Required)

(b) The instructor encouraged

independent Worst 1 2 3 4 5 Best
thinking.(Required)
5. Teaching Aids/Methods
(a) The instructor used effective

teaching Worst 1 2 3 4 5 Best
aids/methods.(Required)
6. Expertise
(a) The instructor was

knowledgeable about the Worst 1 2 3 4 5 Best
subject matter.(Required)
(b) The instructor was up-to-

date with the subject
matter.(Require
C. General Written Comments
(a) What did you like most about

the class and your instructor?
(b) What changes, if any, could

be made to the class that would
have helped you to learn more?
(c) What could the instructor

have done to make the course
even better?
(d) If you have any other

comments regarding your course
that you wish to bring to your
instructor's attention, please feel
free to include them

Evaluation PIN Code
Submit Survey

APPENDIX
STUDENT
SUPERVISION
APPENDIX E
285
APPENDIX F | STUDENT SUPERVISION
APPENDIX F
STUDENT SUPERVISION
APPENDIX F-1 STUDENT PERSONAL INFORMATION

APPENDIX F-2.1 STUDENT MONITORING FORM 1

APPENDIX F-2.2 GPA STUDENT GRAPHICAL MONITORING FORM

APPENDIX F-3 EXPECTED TO GRADUATE FORM

APPENDIX
THE MODIFIED
IS PROGRAM
(Approved by the Department Council, College
Council and University Council. Pending
approval by the Board of Trusties)
(Upon approval by Board of Trusties, modified
program will be effective first or second
semester of the academic year 2010/2011)
290
APPENDIX G | THE MODIFIED IS PROGRAM
APPENDIX G
THE MODIFIED IS PROGRAM
Note:
The content of this appendix was extracted from the ― Curriculum Committee
Report On Improving the Information Systems B.Sc. Program‖, 10 May 2010. The
full report is available upon request .
APPENDIX G-1 THE MODIFIED IS PROGRAM

CURRICULUM
Semester 1
Code Title Lec Lab Cr Prerequisites
Personal Productivity with IS
ITIS 101 Technology 3 1 3
ITCS 103 Computer Programming I 3 2 4
ENGL 154 Language Development I 3 0 3
MATHS 101 Calculus I 3 0 3
ARAB 110 Arabic Language Skills 3 0 3
Total 15 3 16
Semester 2
ITCS 104 Computer Programming II 3 2 4 ITCS 103
ENGL 155 Language Development II 3 0 3 ENGL 154
HIST 121 Modern Bahraini History and Culture 3 0 3
ITIS 102 Fundamentals of information Systems 3 1 3
Introduction To Business
MGT 131 Administration 3 0 3
Total 15 3 16
Semester 3
ITIS 211 Visual Programming 3 2 4 ITCS 104 & ITIS101

ENGL 219 Technical Report Writing 3 0 3 ENGL 155

ITCS 215 Data Structures 3 1 3 ITCS 104
ITCS103 &
ITCS 252 Discrete Structures I 3 1 3 MATHS101
ECON 140 Microeconomics 3 0 3
Total 15 3 16
Semester 4
ACC 112 Financial Accounting I 3 0 3
ITIS 253 Information System Architecture 3 1 3 ITC S252
MGT 230 Organization and Management 3 0 3 MGT 131
ISLM 101 Islamic Culture 3 0 3
STAT 273 Probability and Statistics 3 0 3 MATHS 101
ITIS 216 Database Management Systems 3 1 3 ITIS 102 & ITCS 215
Total 15 2 18
Semester 5
ITIS 342 E-Business 3 1 3 ITIS 216
HU/SS XXX Humanities and Social Sciences 3 0 3
ITIS 311 System Analysis and Design 3 1 3 ITIS 216 & IT IS 211
ITIS 343 Information Resource Management 3 1 3 ITIS 216
ITIS 331 Operations Research 3 1 3 STAT 273
ITCE 352 Computer Networks for IS 3 1 3 ITIS 253
Total 18 5 18
Semester 6
XXX XXX Business Elective 3 0 3
IT IS 313 Web-based Information Systems 3 1 3 ITIS 311
Physical Systems Design and
ITIS 314 Implementation 3 1 3 ITIS 311

ITIS 312 Object-Oriented Systems 3 1 3 ITIS 311

ITIS 351 Operating Systems and Interoperability 3 1 3 ITIS 253
ITIS 341 Computerized Business Applications 3 1 3 ACC 112 & ITIS 216
Total 18 5 18
Summer
ITIS 492 Industrial Training 0 3 1 Pass 85 credits
Semester 7
ITIS 412 Information Security 3 1 3
ITIS 411 Database System Implementation 3 1 3 ITIS 314
ITIS 499 Senior Project 0 6 3 ENGL 219 & pass 85
credits
ITXX XXX Elective I 3 1 3
ITXX XXX Elective II 3 1 3
Total 12 10 15
Semester 8
ITIS 442 IT Strategy and Management 3 1 3 ITIS 311& MGT 230
ITIS 461 Decision Support Systems 3 1 3 ITIS 314 & IT IS 331
ITIS 441 IS Project Management 3 1 3 ITIS 314
ITXX XXX Elective III 3 1 3
ITXX XXX Elective IV 3 1 3
Total 15 5 15
Total Credit Hours: 131

Elective Courses
Le C
Code Title c Lab r Prerequisites
IT 1S 413 Multimedia Information Systems 3 1 3 IT IS 314
IT IS 431 Simulation and Modeling 3 1 3 ITIS311&ITIS331
IT IS 443 Enterprise Systems and Integration 3 1 3 ITIS 331&ITIS311
IT IS 444 IS Auditing 3 1 3 IT IS 412
IT IS 445 Computer Supported Collaborative 3 1 3 ITIS 313
Work
IT IS 446 Virtual organization 3 1 3 ITIS 342&MGT230
IT IS 453 Mobile Computing Applications and 3 1 3 ITCE 352
Platform
IT IS 462 Data Warehousing and Data Mining 3 1 3 ITIS 314
IT IS 463 Knowledge Based Systems 3 1 3 ITIS 314
IT IS 464 Applications of AI in Business 3 1 3 ITIS 314
IT IS 474 Distributed Systems 3 1 3 ITIS 314& ITCE352
IT IS 475 Human Computer Interaction 3 1 3 ITIS 314
IT IS 476 Selected Topics in IS 3 1 3 ITIS314&MGT230
IT IS 477 Web Technologies 3 1 3 ITIS 313
ITCE 418 Network Engineering and Design 3 1 3 ITCE 352/ITCE314
Business Electives
Le
Code Title c Lab Cr Prerequisites
ACC113 Financial Accounting II 3 0 3 ACC112
ECON141 Macroeconomics 3 0 3 ECON140
MGT340 Supply Chain Management 3 0 3 MGT230
MGT430 Human Resources and Personal 3 0 3 MGT230
Management
MGT233 Organizational Behavior 3 0 3 MGT230
MGT437 Business Ethics 3 0 3 MGT230

MGT436 Management of Change 3 0 3 MGT230

MGT448 Organization Theory and Design 3 0 3 MGT230
MKT261 Marketing Management 3 0 3
HU/SS Courses - Humanities and Social Science Component:

Any course from the following:
Humanities: Fine Arts, Art History, American studies, Classics, Communications, English,
(Foreign Language) French, Music, Philosophy, Theatre, Literature (Arabic), Religion
(comparative). Social Science: Anthropology, Economics, Education, Geography, History,
Psychology, Sociology, Women's Studies, Political Science.
Graduation Requirements
1. Passing the B.Sc. Program with overall GPA at least 2.0.
2. The GPA of the major courses ITXX should be at least 2.0 (only the best grade of the
repeated major courses will be counted.)

APPENDIX G-2 COURSE DESCRIPTIONS
Core Courses
ITIS 101: Personal Productivity with IS Technology (3-1-3), Advanced software

functionality to support personal and group productivity. Topics covered include
knowledge work productivity concepts, organization and management of data via
spreadsheets and database tools, accessing organizational and external data, information
search strategies, optimization and personalization, professional document design, web
page design and publishing and effective presentation design and delivery. (Prerequisite:
none).
ITIS 102: Fundamentals of Information Systems (3-1-3), Providing the foundation for
understanding the business implications and roles that IS/IT play in providing solutions to
business problems, and in providing opportunities for companies. Topics covered:
Information Systems in global business today: global E-business, how business use
information systems, information systems, organizations, and strategy; ethical and social
issues in Information system; achieving operational excellence and customer intimacy; E-
Commerce. (Prerequisite: none).
ITIS 211: Visual Programming (3-2-4), An event-driven programming technique and

Visual Programming using for example MS Visual Basic.NET. Topics covered: User
interface elements, such as menu, dialog box, and command buttons; programming
concepts, such as conditions and loops; creating and accessing Databases using visual
programming, and integrating databases in the visual programs. (Prerequisites: ITIS101
& ITCS104).
ITIS 216: Database Management Systems (3-1-3), The concepts of Database systems.
Topics covered: the fundamental concepts necessary for designing, using, and
implementing database systems using DBMS; Database and file system; Database theory;
data modeling using entity-relationship diagrams, and relational data model;
normalization of relations; a relational database language. (Prerequisites: ITIS102 &
ITCS215).
ITIS 253: Information System Architecture (3-1-3), The hardware and software
components of information systems; it includes the hardware/software technology
background that enables systems development personnel to understand tradeoffs in
computer architecture for effective use in a business environment. Topics covered: data
representation techniques; computer hardware components (CPU, storage devices, and
I/O devices); performance evaluation and improvement; computer software types and
services; programming language and translation concepts. (Prerequisite: ITCS252).

ITIS 311: System Analysis and Design (3-1-3), The front-end (analysis and modeling)
and logic design of the systems development process. Topics covered: fundamentals and
concepts; the techniques required for a successful analysis and design of an information
system. Thus it will include understanding the strength of the analysis and design process
as a generic approach while being exposed to traditional structured RAD and other
approaches, and the appreciation for business requirements that drive information
systems. (Prerequisites: ITIS216 & ITIS211).
ITIS 312: Object-Oriented Systems (3-1-3), The concepts of Object Oriented (OO)
systems and the development of OO systems. Topics covered: a comparison between OO
and traditional development approaches; the concepts of OO; the development phases of
OO systems; modeling different views of information systems; OO programming
language. (Prerequisite: ITIS311).
ITIS 313: Web-Based Information Systems (3-1-3), Modern Web Applications that
are intended for use by heterogeneous audiences. Topics covered: the concepts, methods,
and techniques of developing Web sites that collect, organize and expose information
resources; Web Applications requirements engineering, modeling, architecture,
development processes, usability, maintainability, quality, reliability, performance, and
security; systematic, disciplined and quantifiable approaches to developing of high-
quality, reliable and usable web applications; applying specific technologies (DHTML,
JavaScript, and CSS) in Web Applications IS development projects. (Prerequisite:
ITIS311).
ITIS 314: Physical Systems Design and Implementation (3-1-3), Advanced IS

development phases to deliver final product. Topics covered: physical system design
(databases, and user interface); implementation; testing; documentation and installation;
maintenance; new technologies and paradigms like CASE, and distributed system
design. (Prerequisite: ITIS311).
ITIS 342: E- Business (3-1-3), The application of ICT to manage inter-

organizational business processes and the associated complexities and issues. Topics
covered: concepts of Electronic Commerce (EC); Business to Consumer (B2C)
EC; forms of e-Marketplaces; key business processes involved in the exchange of goods
and services between trading partners; transaction sharing systems; inventory and
replenishment systems; Collaborative Planning and Forecasting (CPFR) systems;
standardization of product and shipment numbering including automatic identification of
products (such as bar codes and RFID); data synchronization; role of EC technologies in
Just-In-Time (JIT) replenishment; Vendor Managed Inventory (VMI); Electronic Funds
Transfer (EFT); theories relating to EC. (Prerequisite: ITIS216).

ITIS 351: Operating Systems and Interoperability (3-1-3), The fundamental concepts
of operating systems. Topics covered: process scheduling and memory management;
device management; concurrent processes and ﬁle systems; evaluating and comparing
several current operating systems such as Linux/Unix and Windows; examining
interoperability in heterogeneous environments; integrating different kinds of
applications, independent from platform, programming language or resource to maintain
the enterprise workflow. (Prerequisite: ITIS253).
ITIS 331 Operations Research (3-1-3), Techniques, methodologies and models used in
Operations Research: linear programming, assignment problems, network models, and
decision analysis under certainty. It uses mathematical methods and computer modeling
to make rational decisions in solving various problems in many disciplines, and provide
optimized solutions. In this course, application software such as MATLAB and Excel can
be used for representing and solving the problems. (Prerequisite: STAT273).
ITIS 341: Computerized Business Applications (3-1-3), Applications of IS for solving

business problems of organizations. Topics covered: fundamentals of Accounting
Information Systems (AIS), developing and maintaining accounting record systems
by using, for example, Peachtree Accounting software; business processes
of organizations; activities cycles of organizations; the use of databases that provide
hands-on experiences in capturing financial transactions, analyzing company
performance and instituting internal controls with an accounting software environment.
(Prerequisites: ITIS216 & ACC112).
ITIS 343: Information Resource Management (3-1-3), Advanced concepts of

Information Resource Management (IRM) and Information System Management (ISM).
Topics covered: strategic maturity alignment; IT governance; outsourcing; challenges of
managing information age (role and management of Information and information
technology) in organizations; managing information assets in a global and changing
environment; management responsibilities and roles of IT leaders especially Chief
Information Officer (CIO). (Prerequisite: ITIS216).
ITIS 441: IS Project Management (3-1-3), The essential components of good project
management. Topics covered: project management software; planning and defining a
project using different planning techniques; monitoring and controlling IT projects; Using
different testing techniques for validation and verification of an IT project. (Prerequisite:
ITIS314).
ITIS 412: Information Security (3-1-3), Technical and administrative aspects of

Information Security and Assurance. Topics covered: the foundation for understanding
the key issues associated with protecting information assets, determining the levels of
protection and response to security incidents, and designing a consistent, reasonable

information security system; mechanisms and technologies used in information security,

such as authentication technologies, and cryptography. (Prerequisites: ITIS314 &
STAT273).
ITIS 411: Database System Implementation (3-1-3), Advanced Database management

systems and implementation using sophisticated DBMS packages like ORACLE. Topics
covered: client server DBMS architecture; advanced SQL commands; building PL/SQL
procedures and functions; developing user interface using form builder; developing
Database integrated applications; transaction processing; evaluation of DB systems in
terms of efficiency, reliability, usability, and security. (Prerequisite: ITIS314).
ITIS 442: IT Strategy and Management (3-1-3), The essential knowledge and skills
concerning strategic management of information systems in complex organizations.
Topics covered: the issues related to strategic analysis, strategy formulation;
implementation for information systems; main strategic trends such as Enterprise
Resource Planning systems (ERP) and Customer Relationship Management (CRM); the
main managerial aspects and challenges facing strategic management such as the
alignment of IS and business strategy; business processes reengineering initiatives and
enterprise-wide integration strategies. (Prerequisites: ITIS311 & MGT230).
ITIS 461: Decision Support Systems (3-1-3), Overview of a set of information

systems which specifically support managerial decision makers: Decision Support
Systems (DSS), Group Decision Support Systems (GDSS), Executive Information
Systems (EIS), Expert Systems (ES), and Neural Networks (NN). Topics covered: the
nature of decision making; the use of information by the executive decision maker; the
concept of decision support; models of Decision Support Systems; the concepts of
management support systems and technologies including DSS, GDSS, EIS, and ES;
design framework and methodology; case studies of actual systems. (Prerequisites:
ITIS314 & ITIS331).
ITIS 492: Industrial Training (0-3-1), Each student must participate in training
program in the relevant industry where he/she is expected to gain practical experience. At
the completion of 300 hours of supervised training the student must submit a formal
report. (Prerequisite: pass 85 credits).
ITIS 499: Senior Project (0-6-3), The student will work under the supervision of a
faculty member on a field project involving advanced concepts not necessary covered in
the curriculum. The student is expected to make a final project presentation before a
committee. The project entails the development of an actual information system.
(Prerequisite: Passing 85 credit hours & ENG219 & ITIS314).

Elective Courses
ITIS 477: Web Technologies (3-1-3), Advanced Web methodologies, specifications and
techniques. Topics covered: basic understanding of how things works in the Web from
the technology point of view and identifies key components that allow the web to
function; technologies used to build a web-based application from the ground up using
Ajax related technologies; structuring pages with XHTML CSS; interaction and
validation with Java scripting language; SGML and XML technology (storing,
exchanging and querying data); search engines and document indexing; using Cookies
for Web-based applications; Web Mining; security mechanisms. (Prerequisite: ITIS313).
ITIS 431: Simulation and Modeling (3-1-3), The basic concepts of simulation,
techniques for implementing simple simulation models. Topics covered: methods for
generating probabilistic outcomes; a comprehensive review of statistical concepts and
methods important in simulation analysis; the fundamentals of simulating inventory and
queuing systems; developing activity scanning, process, and event-driven simulation
methodology; output analysis and experimentation in systems simulation. (Prerequisites:
ITIS331 & ITIS311).
ITIS 443: Enterprise Systems and Integration (3-1-3), Advanced techniques to

integrate business process. Topics covered: methods and tools to achieve business
process re-engineering and business integration; business processes modeling and
integration in enterprises. The course will emphasize on realistic solutions and practices,
through a hands-on approach. (Prerequisites: ITIS331 & ITIS311).
ITIS 445: Computer Supported Collaborative work (3-1-3), Computer Supported

Cooperative work (CSCW), also referred to as a groupware, is a design-oriented
academic field bringing together social psychologists, sociologists, and computer
scientists, among others. Despite the variety of disciplines, CSCW is an identifiable
research field focused on understanding characteristics of interdependent group work
with the objective of designing adequate computer-based technology to support such
cooperative work. (Prerequisite: ITIS313).
ITIS 446: Virtual Organization (3-1-3), To explore virtuality at three different levels:
the individual, the group and the organization. Topics covered: the main concepts and
definitions of virtual organizations (VO); modeling; polices: grid computing as example;
ICT requirements and support infrastructures; the implementation aspects of virtual
organizations. (Prerequisites: ITIS342 & MGT230).
ITIS 462: Data Warehousing and Data Mining (3-1-3), Advanced data analysis
techniques to obtain value from data in ways not possible with regular statistical tools.
Topics covered include the nature and purpose of Data Mining (DM), the relationship
between DM and data warehousing, design issues related to DM tools and data

warehouses, data processing techniques, and DM tools such as Association rules,

classification and predictions, clustering and some DM applications will be highlighted.
(Prerequisite: ITIS314).
ITIS 463: Knowledge Based Systems (3-1-3), The concepts of Knowledge

management and the development of knowledge-based systems (KBS). Topics covered:
Knowledge management; concepts of knowledge and expert systems; developing a small
scale KBS: knowledge acquisition, Knowledge representation, knowledge reasoning, and
knowledge validation; overviewing and demonstrating latest KBS technologies.
(Prerequisite: ITIS314).
ITIS 464: Applications of AI in Business (3-1-3), The applications of different

intelligent techniques for solving business problems. Topics covered: artificial
intelligence (AI) concepts and techniques; the fundamental concepts of searching,
reasoning, and planning; Expert Systems; Intelligent Agents; other advanced techniques
(genetic algorithms, neural networks, and fuzzy logic); how to apply AI techniques to
solve different kinds of business problems. (Prerequisite: ITIS314).
ITIS 474: Distributed Systems (3-1-3), Distributed systems at the organizational level,
at the user support level, and at the functional level. Emphasis is placed on understanding
the information components of the system and the combining of these components to
meet the information needs of the organization. The issues of system reliability,
performance, security and cost are addressed. (Prerequisites: ITIS314 & ITCE352).
ITIS 475: Human Computer Interaction (3-1-3), HCI is the study of how humans
interact with computers, and how to design computer systems that are easy, quick and
productive for humans to use. The development process, and design and testing of
interfaces are studied. (Prerequisite: ITIS314).
ITIS 476: Selected Topics in IS (3-1-3), Focusing on a new development or application

of technology related to information systems. The intention is to provide a rapid response
to current trends, with topic and content changing with each offering. Examples of topics
which might be offered include: soft systems, intellectual property, e-government, or
some special aspect of one of these technology trends, and their implications for
information system development and use. (Prerequisites: ITIS314 & MGT230).
ITIS 444: IS Auditing (3-1-3), An overview of information systems auditing,

management control framework such as top management control, systems development
controls, data resource management controls, security administration controls and quality
assurance management, and the application of control framework such as I/O controls.
Information systems audit management will be also covered. (Prerequisite: ITIS412).

IT IS 453: Mobile Computing Applications and Platform (3-1-3), The business

aspects, concepts, vocabulary and technologies of mobile computing and wireless
communication. Topics covered: mobile computing applications (mobile messaging, m-
commerce, M-CRM, M-SCM, m-portals, mobile agents and sensor applications);
platforms (wireless middleware, wireless gateways, mobile application servers, WAP, i-
mode and other relevant technologies); principles and types of wireless networks;
wireless Internet and Mobile IP; and architectural issues related to wireless initiatives.
(Prerequisite: ITCE352).
ITIS 413: Multimedia Information Systems (3-1-3), The principle topics related to
multimedia information systems: different types of multimedia data, different techniques
to store, manipulate, and retrieve multimedia data. Topics covered: organizing
multimedia content; physical storage and retrieval of multimedia data; Content-based
Search and retrieval; creating and delivering multimedia presentations. (Prerequisite:
ITIS314).

APPENDIX G-3 THE DEFICIENCIES OF THE CURRENT IS

PROGRAM
D1.The Quantitative Analysis (QA) courses in the current curriculum of IS program

is only 6 credit hours whereas ABET requires 9 credit hours.
D2.The IS department admits students graduated from commercial secondary
schools. However, the curriculum does not offer a prerequisite course that enables
those students to learn personal productivity and problem solving skills using
Information technologies and information systems.
D3.The elective list of courses needs some new advance topics in IS area.
D4.The Database Management Systems course needs to be aided with another
course to cover more advanced topics that apply theoretical parts, solve real
problems using the covered concepts and develop integrated database
applications.
D5.The curriculum need to be enriched with courses or contents of courses that link
business concepts to Information technologies. The students require depth on
content to show the role of IS in business to improve organization outcomes.
D6.The curriculum needs topics on ethical, social and contemporary issues, and
impact of IS courses.
D7.The curriculum need courses that introduce the principles and applications of
computer hardware and software that enables system development personnel to
understand tradeoffs in computer architecture for effective use in business
environment.
D8.The course numbers used in the current program are almost random numbers, and
some prerequisite courses could have higher numbers than the courses
themselves.

Table G.1 Current IS program Evaluation Based on ABET

Category (semester hours)
Environment
Quantitative
Information
Information
Education
Advanced
IS
Analysis
General
Systems
Systems
Course
Other
Core
Year (Dept., Number,
Semester Title)
First MGT 131, 3
Introduction To
Business
Administration
Semester ITCS 101, 3
Introduction To
Computer &
Information
Technology
Freshman ENGL 154, 3
Language
Development I
Year MATHS 107, 3
Mathematics for
ITBIS
ARAB 110, 3
Arabic
Language Skills
ITCS 102, 3
Computer
Programming
Second ENGL 155, 3
Language
Development II
Semester HIST 121, 3
Modern History
of Bahrain
Freshman ACC 112, 3
Financial
Accounting I
Year ECON 140, 3
Microeconomics
SubTotal 6 0 0 6 18

ITBIS 211, 3
Visual
Programming
First QM 250, 3
Introduction to
Statistics
Semester ENGL 219, 3
Technical
Report Writing
Sophomore ITCS 215, Data 3
Structures
Year ISLM 101, 3
Islamic Culture
ITBIS 251, 3
Management
Information
Systems
MKT 261, 3
Marketing
Management
Second ITBIS 222, 3
Information
Systems
Architecture
Semester ACC 113, 3
Financial
Accounting II
Sophomore ITBIS 311, 3
System Analysis
& Design
Year ITCS 251, 3
Discrete
Mathematics
ITBIS 324, 3
Information
Resource
Management
SubTotal 18 0 6 6 6

Category (semester hours)
Environment
Quantitative
Information
Information
Education
Advanced
IS
Analysis
General
Systems
Systems
Other
Core
Year Course
Semester (Dept., Number, Title)
HU/SS XXX, 3
Humanities/Social
Science
First FIN 220, Financial 3
Management
Semester ITBIS 385, Database 3
Management
Systems
Junior ITBIS 341, Object- 3
Oriented Systems
Year ITCE 311, 3
Introduction to
Networking
ITBIS 322, E- 3
Business
Second ITBIS 393, Web- 3
based Information
System
Semester ITBIS 395, Physical 3
Systems Design &
Implementation
Junior SPP XXX, Supporting 3
Professional Practice I
Year MGT 230, 3
Organization &
Management
SubTotal 18 0 0 6 3 3

ITBIS 420, Human 3

Computer Interaction
First SPP XXX, Supporting 3
Professional Practice
II
Semester ITBIS 435, MIS 3
Project Management
Senior ITBIS 438, Decision 3
Support Systems
Year ITBIS/CS 3/4XX, 3
ITBIS Elective I
ITBIS 445, 3
Information Systems
Auditing
Second ITBIS 465, IT 3
Strategy &
Management
Semester ITBIS 499, Research 3
Project
Senior ITBIS/CS 3/4XX, 3
ITBIS Elective II
Year ITBIS/CS 3/4XX, 3
ITBIS Elective III
SubTotal 3 12 0 0 0 15
TOTALS 45 12 6 18 27 18

Table G.3 Current and Improved IS Program Courses

Current Change Improved Program The difference
Program
ITBIS211 Equivalent to ITIS 211 course code
ITBIS251 Equivalent to ITIS 102 course code and title
ITBIS420 Equivalent to ITIS475 Course code and it is
moved to list of electives
ITBIS499 Equivalent to ITIS 499 course code and title
New ITIS 101
New ITIS 351
New ITIS 331
New ITIS 412
New ITIS 477
New ITIS 443
ACC 112 No change ACC 112
ARAB 110 No change ARAB 110

ECON 140 No change ECON 140

ENGL 154 No change ENGL 154
H/SS No change H/SS
HIST 121 No change HIST 121
ISLM 101 No change ISLM 101
ITCS215 No change ITCS 215
MGT 131 No change MGT 131
MGT 230 No change MGT 230
ITBIS340 Removed
ITBIS390 Removed covered in the course
ITIS411
ITBIS410 Removed
ITBIS460 Removed
ITCE212 Removed
ITCS412 Removed
ACC113 Replaced by Business Elective
FIN220 Replaced by Business Elective
ITBIS222 Replaced by ITIS 253 course code and contents
ITBIS351 Replaced by ITIS 413 course code, title, and
contents
contents, it is moved to list
of core courses
contents
contents
contents
ITBIS471 Replaced by ITCE 418 course code, title, and

contents
contents
ITCE311 Replaced by ITCE 352 course code, title, and
contents
ITCS101 Replaced by ITCS 103 course code and title
ITCS102 Replaced by ITCS 104 course code and title
ITCS251 Replaced by ITCS 252 course code, title, and
contents
ITCS420 Replaced by ITIS412 course code, title, and
contents, it is moved to list
of core courses
MATHS107 Replaced by MATHS101
MKT 261 Replaced by Business Elective
QM250 Replaced by STAT273

APPENDIX
SAMPLE OF
EMPLOYERS
EVALUATION
=
311
APPENDIX H | SAMPLE OF EMPLOYERS EVALUATION
APPENDIX H
SAMPLE OF EMPLOYERS EVALUATION

APPENDIX H | SAMPLE OF EMPLOYERS EVALUATION

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Self-Study Report

B.Sc. in Business Information Systems

Computing Accreditation Commission

BACKGOUND INFORMATION ............................................................................... vi

Table 1.2: List of Supporting Professional Practice Courses..............................................4

Table 1.3: List of BIS Elective Courses ..............................................................................4

Table 3.1: Performance Indicators and Assessment Methods ..........................................22

Table 3.3: Relation of Non-Information Systems Courses in the Curriculum to the

Table 4.6: Summary of Rubric Performance Indicator Results ........................................49

Table 4.9: Summary of Alumni Survey Results of Program Outcomes ...........................54

Table 4.10: Summary of Senior Project Evaluation Results............................................ 55

Table 5.1: List of Courses and Categories ........................................................................74

Table 5.3: Supporting Professional Practice Courses .......................................................78

Table 5.4: Mapping of CLOs to POs ................................................................................79

Table 5.5: Areas and Corresponding Courses ...................................................................87

Table 5.6: Curriculum Category Content .........................................................................88

Table 6.1: Faculty Information .........................................................................................91

Table 7.1: Institutional Computing Facilities .................................................................105

Table 7.2: College Computing Facilities.........................................................................106

Table 7.3: Department of Computer Sciences Lab Facilities .........................................107

Table 7.4: Department of Computer Engineering Lab Facilities ....................................107

SSR-B.Sc.BIS iii June-2010

Table 8.2: Faculty Recruitment Activities ......................................................................117

Table 8.3: Department Expenditure (Fiscal Year 2009) ................................................120

Figure 2.1: B.Sc.BIS Program Continuous Improvement Process ................................16

Figure 4.2: B.Sc.BIS Program Continuous Improvement Process ................................58

Figure 4.3: Overall Results of PEOs Assessment ..........................................................61

Figure 5.1: Program Flow Chart ...................................................................................72

Self-Study Report for B.Sc. in Business Information

B.Sc.BIS Program 1998-2009

BSIS Program 2010/2011

3. Actions to Correct Previous Deficiencies, Weaknesses and/or Concerns

SSR-B.Sc.BIS vii June-2010

Dr. Hassan Kamal, Chairman.

SSR-B.Sc.BIS viii June-2010

A. Frequency of Course Offerings

ITCS 251 Discrete Mathematics 3

Students in the B.Sc.BIS program must complete 6 credit hours of professional

Table 1.2: List of Supporting Professional Practice Courses

Table 1.3: List of BIS Elective Courses

B. Interaction with Faculty

1) The annual Induction Day for new students.

 To work together with employers in providing University students with a

3. Advising must be done by qualified individuals. Discuss the system by which

D. Meeting the Requirements

Mission of the University of Bahrain

―The University of Bahrain is a national university dedicated to excellence in teaching

It is documented on the University website College brochure and in the Accreditation

Vision of the University of Bahrain

―The University of Bahrain’s vision is to be an internationally recognized university

It is also documented on the University website College brochure and in the

Mission of the of the College of Information Technology

The College of IT educates, conducts research, and disseminates knowledge through

Vision of the of the College of Information Technology

To be a leading college in providing quality higher education IT programs, and conduct

It is documented in the College brochure and on the Accreditation and Assessment

Vision Statement of the Department of Information Systems

To be the leading department in providing quality education and research in

Mission Statement of the Department of Information Systems Program

The mission of the Department of Information Systems (IS) is to excel in teaching,

The Department of Information System (DIS), in consultation with the program

1) DEPTH: Foster within our graduates a strong foundation in the fundamental

3) PROFESSIONALISM: To develop within our graduates the professional

The PEOs are publicly available in College of Information Technology catalogue,