Abstract

This study presents a comprehensive, evidence-based review of the diploma in computer science at Dhofar University conducted to enhance curriculum quality, relevance, and alignment with both national and international standards. Using the Context, Input, Process, Product (CIPP) evaluation model as a guiding framework, the review process incorporated extensive input from students, faculty, alumni, employers, and external reviewers, alongside benchmarking with Accreditation Board for Engineering and Technology (ABET)-accredited programs and alignment with the Oman Qualifications Framework. The review led to significant curriculum enhancements, including the elimination of course redundancies, increased emphasis on hands-on learning, integration of ethical and professional competencies, and improved course sequencing. Quantitative findings demonstrated measurable gains in student satisfaction, academic performance, and graduate employability. Beyond institutional improvement, this case study offers a scalable and transferable model for program review that other institutions—particularly in developing contexts—can adopt to modernize computing education. The study highlights the importance of stakeholder engagement, continuous quality assurance, and data-informed decision-making in sustaining educational excellence in rapidly evolving technological fields.