• • Alignment with UN Sustainable Development Goals

This scientific study evaluates the alignment of the University of Duhok’s (UoD) strategic plan (2023–2038) with the United Nations Sustainable Development Goals (SDGs). The SDGs, adopted by the UN in 2015, provide a universal framework for addressing global challenges like poverty, inequality, and climate change. UoD’s integration of the SDGs into its strategic goals underscores its commitment to global sustainability. This alignment allows UoD to offer holistic education, drive impactful research, enhance community engagement, model sustainability practices, and build international recognition. By embracing the SDGs, UoD not only contributes to regional development but also strengthens its global profile and leadership in sustainable practices, benefiting both local and international communities.

• • Regulatory Framework for Accreditation and Quality Assurance in Higher Education

The Regulatory Framework for Accreditation and Quality Assurance in Higher Education Institutions within the Kurdistan Region of Iraq (KRG) represents a strategic initiative to elevate the quality, relevance, and effectiveness of higher education institutions in the region. As the higher education landscape rapidly evolves and the demand for skilled graduates grows, a robust regulatory framework is essential to ensure academic standards, promote institutional accountability, and support continuous improvement. This framework provides clear guidelines for accreditation and quality assurance, covering key areas such as academic programs, faculty qualifications, student services, and infrastructure. By systematically evaluating and enhancing these elements, the framework aims to uphold the integrity of higher education, foster excellence in teaching and research, and contribute to the socio-economic development of the KRG. For the University of Duhok (UoD), the framework serves as a foundation to refine its internal processes, ensuring that it meets national and international accreditation standards, thus enhancing its academic standing and institutional credibility. 

• • Analytical Study on Accreditation Assessment Criteria

The accreditation criteria established by the evalag International Programme Accreditation Body, which are based on the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), provide the framework for evaluating academic programs. This document aims to offer a comprehensive analysis of Part 1 of the ESG and examines how these criteria are applied during the accreditation process. The primary goal of this study is to strengthen the credibility of the University of Duhok's (UoD) Internal Quality Assurance (IQA) system by adopting evalag's assessment criteria as a benchmark.

The study accomplishes several key objectives. It develops an auditing checklist specifically tailored to UoD's context, which can be used for conducting a gap analysis within the institution’s IQA framework. Additionally, the study serves as a guide for internal auditing procedures at UoD, ensuring that the university adheres to established quality standards. The study also provides a structured tool to train the internal auditing team, enhancing their ability to evaluate and improve quality assurance processes.

By aligning with internationally recognised assessment criteria and drawing on UoD’s internal expertise, this study reinforces the university’s commitment to academic excellence and continuous improvement in program accreditation.

• • Student Feedback Study

The purpose of this study is to explore the concept and framework of student feedback in higher education, emphasising both internal and external feedback mechanisms. Internal feedback is gathered from current students to assess and improve aspects of teaching, learning, and support services, while external feedback is sourced from stakeholders such as alumni, employers, and accrediting bodies to evaluate the institution’s overall effectiveness and reputation. By examining both types of feedback, this study aims to provide a comprehensive understanding of how diverse perspectives can contribute to continuous improvement and alignment with educational goals, ensuring the institution meets the needs of all stakeholders. 

• • Academic Leadership Evaluation and Assessments

The purpose of this study is to establish a structured framework for assessing and evaluating the effectiveness of academic leadership, focusing on Deans and Heads of Departments. This framework aims to define the roles and responsibilities of academic leaders, set measurable Key Performance Indicators (KPIs), and evaluate their impact on student outcomes, faculty/staff management, and achievement of strategic goals. It also seeks to assess financial performance, engagement, and satisfaction under academic leadership while comparing performance against industry benchmarks. The study incorporates peer evaluations and feedback from colleagues and stakeholders, integrating qualitative measures such as leadership style and communication skills to provide a comprehensive evaluation. 

• • Study on Information and Data Security

The document on "Information and Data Security" outlines a comprehensive framework for classifying and managing access to university information based on its sensitivity, ranging from public to confidential. It details the access rights, including public access to restricted levels, and emphasises the duration of these access rights. The framework includes implementing data classification systems, enhancing IT infrastructure, conducting regular security audits, data encryption, and disaster recovery strategies. It highlights training for data protection, maintaining data backups, clear data ownership policies, handling access requests, and legal compliance with GDPR and FERPA. The roles of the Data Governance Team, Information Security Department, and Incident Response Team are essential for enforcing these policies, underscoring the importance of robust data management and security in academic institutions. 

• • Understanding Departmental Structures in Higher Education Institutions

The study explores departmental structures within higher education institutions, focusing on their fundamental role in organizing academic and administrative functions to support university objectives. It highlights the distinction between academic departments, which provide degree programs and courses, and support departments, which offer specialised courses and research support. The document suggests integrating these insights into a guideline for the University of Duhok (UOD), ensuring alignment with the Internal Quality Assurance (IQA) system. Recommendations include establishing clear policies for Programme Management Teams (PMTs), standardising terminology, conducting training for faculty and staff, and implementing regular reviews to maintain relevance. The guidelines aim to enhance collaboration, support external audits, and drive continuous quality improvement. 

• • National Center for Institutional Research

The "National Centre for Institutional Research" document emphasises the need for a robust Institutional Research (IR) framework in Kurdistan's higher education sector to support strategic planning, quality assurance, and evidence-based decision-making. With higher education contributing to economic growth over the past 20 years, the region now faces challenges like limited funding and diverse student needs. IR is crucial for transforming data into actionable insights, ensuring institutional effectiveness, and fostering transparency. International examples show that centralised data coordination improves educational outcomes. The proposal aims to help Kurdish HEIs build data analysis capacities to enhance their strategic operations and demonstrate value for investment. 

• • The UOD Policy Auditing Framework

The "UOD Policy Auditing Framework" aims to create a structured approach for auditing policies at the University of Duhok. Its objectives are to ensure policy compliance, identify and address implementation gaps, provide transparent and consistent enforcement, and enhance policy effectiveness through continuous feedback and improvement. This framework promotes a culture of compliance and accountability within the university. 

• • Development of Msc in Nursing

The IRC at the University of Duhok has re-developed the  Master’s degree programme in alignment with the Bologna Process and ESG standards. This comprehensive programme aims to prepare nurses for leadership roles, including specialist practitioners, consultants, educators, researchers, and administrators. The mission is to produce creative, self-reliant, and socially responsible nurses capable of addressing daily challenges, adapting to limitations, and driving change in the health services sector. The key objectives include training nurses for effective practice in both community and hospital settings, fostering accountability and lifelong learning, and enhancing patient care quality through evidence-based practices. 

• UOD College Progress Report

The UOD College Progress Report form was created to be submitted by the end of July each year in both physical copy and as a Google Drive shared file. Each part includes detailed rules that should be carefully reviewed before completing the report. The report must adhere to the Google Drive template, keeping its functionality. The report format must stay unaltered, with unused paragraphs left blank and clarifying annotations in blue removed once completed. Data accuracy is critical, and new rows can be added to tables as needed, with explanatory comments written beneath the tables. Except for current multi-year projects, the report should only include data pertinent to the academic year in question. 

• Guidelines for designing course descriptions

This guideline for designing course descriptions aligns with ESG standards and serves as a systematic approach to developing academic curriculum components. It details how to define measurable course objectives, establish student learning outcomes, structure course content, and integrate relevant theoretical, lab, and clinical elements. The document also explains the method for calculating course credits per ESG requirements and sets clear passing criteria to ensure academic rigour and consistency. Adhering to these guidelines helps educators create comprehensive course descriptions that enhance student learning, meet accreditation standards, and support student achievement.