[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593106-105":59,"doc-detail-593106-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","diffusion-of-high-impact-educational-practices-at-a-saudi-university","Diffusion of High Impact Educational Practices at a Saudi University","","Higher education faces pressure to shift from knowledge-based outcomes to competency-based outcomes aligned with workforce needs. High-impact educational practices (HIPs) are presented as effective mechanisms for developing workforce-ready competencies, increasing student effort on purposeful tasks, and promoting frequent substantive interaction with faculty and peers. This paper examines how Northern Border University selected core competencies and corresponding HIPs, detailing processes and implementation strategies aimed at translating them into local higher education culture and norms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/diffusion-of-high-impact-educational-practices-at-a-saudi-university/593106/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/diffusion-of-high-impact-educational-practices-at-a-saudi-university/593106.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do universities need to transition from knowledge-based to competency-based education?","Question",{"text":112,"@type":113},"Because workforce needs require graduates’ outcomes to be continually updated and aligned with real workplace expectations, including skills in critical thinking, creativity, and information technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits do high-impact educational practices (HIPs) provide?",{"text":117,"@type":113},"HIPs increase time and effort on purposeful tasks, strengthen interactions with faculty and peers about substantive learning, enhance appreciation for diversity, and improve relevance through real-world applications.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Northern Border University use HIPs to achieve its core competency outcomes?",{"text":121,"@type":113},"It identifies core competencies that prepare graduates for the workforce and selects a set of HIPs to increase student success, then outlines the processes and implementation strategies for adopting them within local university culture and norms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593106,1793002120,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Diffusion of High Impact Educational Practices at a  \nSaudi University  \nBy MuhannadAlmutiry *, Mohammad Y. Alshehri± & Gary Sayed‡  \nHigher education is challenged by workforce needs to transform its outcomes from “knowledge-based” to “competency-based” outcomes. High-impact educational practices, commonly referred to as HIPs, provide, among other benefits, efficacious development of workforce-ready specific competencies.  \nStrategic implementation of HIPs has yet to be diffused at Saudi universities.  \nThe Northern Border University (NBU) has identified a set of core competencies graduate workforce-ready graduates. To effectively realize the intended outcomes of its core competencies, NBU selected a set of HIPs to increase student success. This paper discusses NBU’s processes and implementation strategies in selecting core competencies and HIPs with ultimate aim of translating both to the local higher education culture and norms in order to effectively achieve desired outcomes.  \nKeywords: HIPs implementation, core competency, competency-based education  \nIntroduction  \nAmong its various goals, higher education aims to address the ever-changing workforce needs by training well-rounded and competent students. University graduates’ skills are expected to be continually updated as technological advances necessitate integration into the work environment. Universities need to adapt to these changes through program reform to better prepare their students for the workforce expectations. Technological advances in artificial intelligence, for example, are increasing efficiency and standardization by performing menial repetitive tasks. This shift creates new opportunities for employees to dedicate more time to complex tasks requiring specific skills in information technology, critical thinking, and creativity. With this shift, universities need to evaluate from the traditional “knowledge-based” education to a “competency-based”. One way to successfully pursue this transition is to develop clearly articulated competencies and successfully realize their outcomes by adopting high-impact educational practices (HIPs) .  \nHigh-impact practices increase the likelihood that students invest more time and effort on purposeful tasks and result in students interacting more frequently with faculty and peers about substantive learning; experiencing and having a greater appreciation for diversity; and discovering relevance of their knowledge through real-world applications (Kuh, 2008; Brownell, 2009a; National Survey of  \n*  \nAssistant Vice President for Academic Affairs & Associate Professor, Electrical Engineering Department, Northern Border University, Saudi Arabia.  \n±Professor of Surgery & President of the Northern Border University, Saudi Arabia.  \n‡Professor, California State University Dominguez Hills, USA.  \nStudent Engagement, 2007; Hansen, Chism, & Trujillo, 2012). These activities likely contribute to the increase in student retention and graduation rates and enhanced positive attitudes towards college, faculty, learning, and students observed at universities implementing HIPs. Such practices have been especially useful for first-year experience program and of particular benefit to low performing students. Nationwide figures for freshman curricular initiatives in the USA indicate that freshman seminars are provided in between 58% and 80% of two-year institutions and 73% to 90% of four-year institutions (Koch, Griffin, & Barefoot, 2014; Young, Hopp, & National Resource Center for the First-Year Experience and Students 2014).  \nFocused HIPs have been used to achieve desired learning outcomes, improve critical thinking and communication skills, and increase engagement in deep learning, which speaks to their effectiveness and importance (Kuh, 2008; COMEVO, 2018). After adopting a set of university-wide core competencies, Norther Border University (NBU) became the first Saudi institution of higher education to follow the lead of numerous worl","cbCaigvl1jRtBW06","https://ap.wps.com/l/cbCaigvl1jRtBW06","pdf",148433,16,"English","# Introduction\n# High-impact educational practices in higher education\n# Higher Education in Saudi Arabia\n# HIPs at Saudi Universities","[{\"question\":\"Why do universities need to transition from knowledge-based to competency-based education?\",\"answer\":\"Because workforce needs require graduates’ outcomes to be continually updated and aligned with real workplace expectations, including skills in critical thinking, creativity, and information technology.\"},{\"question\":\"What benefits do high-impact educational practices (HIPs) provide?\",\"answer\":\"HIPs increase time and effort on purposeful tasks, strengthen interactions with faculty and peers about substantive learning, enhance appreciation for diversity, and improve relevance through real-world applications.\"},{\"question\":\"How does Northern Border University use HIPs to achieve its core competency outcomes?\",\"answer\":\"It identifies core competencies that prepare graduates for the workforce and selects a set of HIPs to increase student success, then outlines the processes and implementation strategies for adopting them within local university culture and norms.\"}]","Diffusion of High Impact Educational Practices at a Saudi University | PDF",1792076611]