Self Review Portfolio for the

MQA Institutional Audit

Universiti Kebangsaan Malaysia

National University of Malaysia

‘ Inspiring Futures, Nurturing Possiblities ‘

Submitted by:

The Vice Chancellor, Universiti Kebangsaan Malaysia

________________________________________________________ Prof. Tan Sri Dato’ Dr. Sharifah Hapsah Syed Hasan Shahabudin

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Table of Contents Foreword xvi Acronyms and Abbreviations xvii List of Tables xix List of Figures xx Supporting Material List xxii Executive Summary xxviii

PART A: GENERAL INFORMATION ........................................................................................... 1

PART B: INFORMATION ON THE NINE AREAS OF EVALUATION FOR QUALITY ASSURANCE ........ 7

Area 1: VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES......................... 8

1.1 Statement of Vision, Mission and Educational Goals .................................................................. 9 1.1.1 Describe or provide a copy of the HEP’s vision and mission and the general education

goals. (B) ......................................................................................................................................... 9 1.1.2 Describe how the mission statement and educational goals reflect the crucial elements

of the processes and outcomes of higher education in line with national and global developments which may include issues of social responsibility, competency, research attainment, community involvement, ethical values, and leadership. (B) ................................... 14

1.1.3 Describe the appropriate body and membership responsible for approving the vision, mission and educational goals of the HEP. (B) ............................................................................. 15

1.1.4 Describe how the vision, mission and educational goals are made known to the relevant parties. (B) .................................................................................................................................... 16

1.1.5 Provide information to what extent the institutional mission and educational goals incorporate aspects of leadership, social responsibility, research, scholarship, community engagement, ethical values, professionalism and knowledge creation. (E) .............. 16

1.1.6 State that the HEP’s planning and evaluation processes, educational programmes, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its stated goals. (E) ......................................... 17

1.2 Participation in Formulation of Vision, Mission and Educational Goals .................................... 18 1.2.1 Describe how the HEP involves major stakeholders in the formulation and renewal of

the mission and educational goals as well as the educational programmes. (B) ......................... 18 1.2.2 Describe how the HEP consults and involves a wide range of stakeholders in the ongoing

refinement of the vision, mission and goals. (E) .......................................................................... 19 1.3 Academic Autonomy ................................................................................................................ 19

1.3.1 Describe how the curriculum is designed and the resources allocated to show sufficient autonomy in such functions. (B) ................................................................................................... 19

1.3.2 How does the HEP ensure that the members of the academic staff have sufficient autonomy to focus on areas of their expertise? (B) ..................................................................... 20

1.3.3 What are the HEP’s plans to expand the boundaries of academic autonomy? (E) ...................... 21

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1.4 Learning Outcomes .................................................................................................................. 22 1.4.1 Show how the learning outcomes and educational goals are in line with, and supportive

of, the vision and mission of the HEP. (B)..................................................................................... 22 1.4.2 Specify the broad competencies and attributes expected of students upon completion

of a period of study. (B) ................................................................................................................ 23 1.4.3 Describe how these relate to the existing and emergent needs of the profession,

discipline and the larger society. (B) ............................................................................................ 24 1.4.4 Explain how the competencies are related to the needs of the student in his future

workplace, further studies and good citizenship. (E) ................................................................... 25

Area 2: CURRICULUM DESIGN AND DELIVERY ...................................................................... 27

2.1 Curriculum Design and Teaching-Learning Methods ................................................................. 28 2.1.1 Describe the processes, procedures, and mechanisms for curriculum development. How

are the main constituents in the institution involved in this process? (B) ................................... 28 2.1.2 Show evidence that the HEP have considered market and societal demand for the

programme as well as sufficient resources to run it. (B) .............................................................. 30 2.1.3 Show how the aims and objectives of programmes are in line with, and supportive of,

the vision and mission of the HEP. (B) .......................................................................................... 31 2.1.4 Elaborate how the HEP ensures the principles guiding the design of the curriculum

support the attainment of learning outcomes. (B) ...................................................................... 33 2.1.5 Describe the various teaching-learning methods to achieve learning outcomes and

ensure that students take responsibility for their own learning. (B) ............................................ 34 2.1.6 Describe how the HEP ensures its curriculum and instructional methods encourage

students to take active participation for their learning. (B) ......................................................... 35 2.1.7 Specify how the HEP envisages that the curriculum and instructional methods prepare

students for their learning. (B) ..................................................................................................... 36 2.1.8 Give details of HEP policies and practices that show that teaching and learning are

consistent with the curriculum. How are elements of inconsistencies redressed? (B) ................ 38 2.1.9 Show how the curriculum encourages a multi-disciplinary approach and co-curricular

activities in enhancing and enriching the personal development of the learner. Show how these are monitored and appraised. (E) ............................................................................... 38

2.1.10 Show how external sources are engaged in the needs analysis of programmes. Show how their commentaries are utilised to improve them. (E) ......................................................... 39

2.1.11 What are the co-curricular activities that enrich student learning experience, and foster personal development and responsibility? (E) ............................................................................. 40

2.2 Curriculum Content and Structure ............................................................................................ 41 2.2.1 Describe how the academic programmes incorporate the core content of the discipline

that are essential for understanding the concepts, principles and methods that support the programme outcomes. (B) ..................................................................................................... 41

2.2.2 Describe how the academic programmes fulfil the requirements of the discipline and takes into account discipline standards and international best practices as well as changes in them. (B) ..................................................................................................................... 41

2.2.3 Specify the processes by which topics of local, national and international importance are incorporated into the curriculum. (B) .......................................................................................... 42

2.2.4 Show evidence that the HEP has the mechanism in place to access the latest development in a field of study. (E) ............................................................................................. 42

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2.3 Management of Programmes ................................................................................................... 44 2.3.1 Provide a sample of the Student Study Guide, Student Handbook and Student Project

Handbook, where applicable. (B) ................................................................................................. 44 2.3.2 State the designation, responsibility and authority of the main academic officer and

committee responsible for a programme. Do they have adequate resources? Show evidence. (B) ................................................................................................................................. 45

2.3.3 State the terms of reference of the curriculum committees. (B) ................................................. 45 2.3.4 What authority do the committees have to resolve conflicts of educational principle and

to ensure that the goals and the requirements of the specific disciplines are met? (B) .............. 45 2.3.5 What are the resources given to programme teams to implement teaching-learning

activities, and to conduct programme evaluation for quality improvement? (B) ........................ 46 2.3.6 Describe the review and evaluation processes of programmes and the utilisation of the

results. (B) .................................................................................................................................... 46 2.3.7 Show how the learning environment nurtures scholarly and creative achievements. (B) ........... 47 2.3.8 Describe the structures and processes to ensure that all the criteria and standards of a

qualification awarded are fulfilled. (B) ......................................................................................... 47 2.3.9 Explain the HEP’s mechanisms and resources for introducing and evaluating innovations

in teaching-learning and evaluation methods. Indicate the involvement of internal and external principal stakeholders and experts in these. (E) ............................................................ 48

2.3.10 Show how the HEP engages external expertise nationally and internationally in the review and evaluation of programmes. (E) .................................................................................. 48

2.4 Linkages with External Stakeholders ........................................................................................ 48 2.4.1 Describe the links that exist between the HEP and its external stakeholders for the

purpose of curriculum improvement. (B) ..................................................................................... 48 2.4.2 State the existing mechanism to obtain and utilise feedback from employers for the

improvement of the curriculum, training and workplace exposure. (E) ...................................... 49 2.4.3 What opportunities are available to students to have linkages with external

stakeholders? (E) .......................................................................................................................... 49

Area 3: ASSESSMENT OF STUDENTS ..................................................................................... 50

3.1 Relationship Between Assessment and Learning ...................................................................... 51 3.1.1 Explain how assessment principles, methods and practices are aligned to the learning

outcomes and curricula. (B) ......................................................................................................... 51 3.1.2 State how assessment of students is consistent with the levels defined in the MQF and

its eight domains of learning outcomes. (B) ................................................................................. 52 3.1.3 Indicate how the HEP monitors student assessment to reduce curriculum overload and

encourage integrated learning. (B) .............................................................................................. 52 3.1.4 Describe how the HEP ensures that appropriate attitudes are assessed and inculcated

(e.g., respect for socio-cultural diversity, sensitivity to rights of others, teamwork, lifelong learning). (B) .................................................................................................................... 53

3.1.5 Describe how the link between assessment and learning outcomes are periodically reviewed to ensure its effectiveness. (E)...................................................................................... 53

3.2 Assessment Methods ............................................................................................................... 54 3.2.1 Describe the student assessment methods and show how these methods, including that

of practical training, clinical training, studio projects, demonstrations and the like can measure students’ achievement of the learning outcomes. (B) .................................................. 54

3.2.2 Provide information on the summative and formative assessment methods. (B) ....................... 55

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3.2.3 Describe the mechanism to ensure validity, reliability and fairness of the student assessment system. (B) ................................................................................................................ 56

3.2.4 Explain how the HEP monitors the reliability and validity of assessment over time and across sites. (B) ............................................................................................................................. 56

3.2.5 Describe how internal assessments are validated against external standards (e.g. external examiners, external examinations). (B) .......................................................................... 57

3.2.6 Explain the various feedback mechanisms to ensure validity, reliability, consistency, currency and fairness of the assessment methods. Explain whether records are available to students for feedback on performance and corrective measures. (B) ..................... 57

3.2.7 Explain how the HEP provides feedback to students on their academic performance, including making records available, to ensure that they have sufficient time to undertake remedial measures. (B) ............................................................................................... 58

3.2.8 Describe how assessment methods are reviewed to ensure currency. (B) .................................. 58 3.2.9 How are student assessment methods documented and communicated to students. (B) ......... 59 3.2.10 Append a copy of the Regulations of Examination. (B) ................................................................ 59 3.2.11 Describe how the internal assessments are comparable to that of external best practices

(e.g. through evaluation by external examiners, in comparison with student assessment held in reputable institutions). (E) ................................................................................................ 59

3.2.12 State whether the curriculum have mechanisms to review and implement new methods of assessment. (E) ........................................................................................................................ 59

3.2.13 How does the review of the assessment method incorporate current global development and best practices in the discipline. (E) .................................................................. 60

3.2.14 Describe how external expertise, locally and internationally, are consulted in the review of the assessment system. (E) ...................................................................................................... 60

3.3 Management of Student Assessment ....................................................................................... 60 3.3.1 How autonomous are the departments in the management of student assessment? (B) .......... 60 3.3.2 Indicate the committees and the process for verification and moderation of

assessments, and benchmarking academic standards of assessment. How autonomous are they? (B) ................................................................................................................................. 61

3.3.3 Explain how the committees ensure that standards are met. (B) ................................................ 61 3.3.4 Explain how the assessment performance and results are made available to students.

(B) ................................................................................................................................................. 61 3.3.5 State the authority responsible for assessment policy. Describe the composition of the

committees involved and their terms of reference. (B) ............................................................... 61 3.3.6 State whether student representatives, academic staff and stakeholders are involved in

making changes to the system of student assessment and their mode of involvement. (B) ................................................................................................................................................. 63

3.3.7 Provide information on the appeal policy. (B).............................................................................. 63 3.3.8 Describe how confidentiality and security are ensured in student assessment processes

and academic records. (B) ............................................................................................................ 64 3.3.9 Explain the nature of the independent external scrutiny of student assessment to

improve the management of the assessment system. (E) ........................................................... 65

Area 4: STUDENT SELECTION AND SUPPORT SERVICES ......................................................... 66

4.1 Admission and Selection .......................................................................................................... 67 4.1.1 Who is responsible for student selection? State the academic criteria and the

mechanisms for admission to programmes and any other additional requirements. (B) ............ 67 4.1.2 Provide evidence that the students selected fulfil the admission policies. (B) ............................ 69

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4.1.3 Describe the admission mechanisms and criteria for students with other equivalent qualifications (where applicable). (B) ........................................................................................... 69

4.1.4 Describe the characteristics of students admitted. Provide a copy of any technical standards that have been deployed for the admission of students with special needs. (B) ........ 70

4.1.5 Show how the criteria and mechanisms are published and disseminated. (B) ............................ 70 4.1.6 Provide information on the prerequisite knowledge and skills for student entry. (B) ................. 71 4.1.7 If a selection interview is utilised, describe it. (B) ........................................................................ 71 4.1.8 4.1.8 Show evidence that the admission policy and mechanism is fair and transparent.

(B) ................................................................................................................................................. 71 4.1.9 Describe the appeal policy and mechanism. (B) ........................................................................... 71 4.1.10 State what are the special programmes provided for those who are selected but need

additional remedial assistance. (B) .............................................................................................. 72 4.1.11 Summarise the methods of orientation of new students, early warning system for

academic difficulty and system of academic counselling, tutoring and remediation. (B) ............ 72 4.1.12 Indicate the student intake in the last three years and the projection of student intake

for the next five years. Describe how the size of student intake is determined in relation to the capacity of the HEP and explain the mechanisms that exist for adjustments, taking into account the admission of visiting, exchange and transfer students. (B) ............................... 73

4.1.13 How does the HEP continuously monitor and periodically review student selection processes? (B) .............................................................................................................................. 74

4.1.14 Describe how the selection methods are reviewed to comply with the social responsibilities, human resource requirements and needs for further studies and lifelong learning. (B) ..................................................................................................................... 74

4.1.15 Show how the student performance is monitored as a feedback mechanism to improve student selection. (E).................................................................................................................... 74

4.1.16 How does the HEP engage the relevant stakeholders in the review of its admission policy and processes? (E) ........................................................................................................................ 75

4.1.17 Describe how student intake incorporates social responsibility by privileged consideration for people with special needs. (E) ......................................................................... 75

4.1.18 Show the relationship between student selection, programmes, and learning outcomes. (E) ................................................................................................................................................. 75

4.2 Articulation Regulations, Credit Transfer and Credit Exemption ............................................... 76 4.2.1 Describe the policies, regulations and processes of credit transfer, credit exemption and

articulation practices, and how are these disseminated. (B) ....................................................... 76 4.2.2 Describe how the HEP keeps abreast of latest development with regards to articulation,

credit transfer and credit exemption and cross-border provisions. (E)........................................ 77 4.3 Transfer of Students ................................................................................................................. 77

4.3.1 Explain the policy, criteria and mechanisms to enable qualified students to transfer to another programme. Indicate if there are appropriate mechanisms such as bridging courses for students who need it. Provide figures for the last five years. (B) .............................. 77

4.3.2 Describe the mechanism to ensure transfer students are given exemptions by taking into account their previous experience, qualifications obtained from another programme and credits accumulated. Provide figures for the last five years. (B) ....................... 78

4.3.3 Indicate how students accepted for transfer have comparable achievements in their previous institution of study. Provide the relevant data to support this. (B) ............................... 79

4.3.4 Describe the policies and mechanisms to facilitate student mobility, exchanges and transfers, nationally and internationally. (E) ................................................................................ 79

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4.4 Student Support Services and Co-Curricular Activities .............................................................. 84 4.4.1 What support services are made available to students? Show evidence that those who

provide these services are qualified. What other additional support programmes provided by other organisations are accessible to students? (B) ................................................. 84

4.4.2 If the HEP has campuses that are geographically separated, how is student support services provided at these sites? (B) ............................................................................................ 85

4.4.3 How are the adequacy, effectiveness and safety of these services evaluated and ensured? (B) ................................................................................................................................. 86

4.4.4 What mechanism is available for students to complain and to appeal on matters relating to student support services? (B) .................................................................................................. 86

4.4.5 Describe the roles and responsibilities of those responsible for student co-curricular activities. (B) ................................................................................................................................. 87

4.4.6 Describe the management of the activities and maintenance of student records. (B) ................ 87 4.4.7 Describe the accessibility, confidentiality and effectiveness of the academic and non-

academic counselling and support services (e.g., preventive and therapeutic health services, financial aid, sports and cultural activities, career and academic counselling) available to the students. (B) ....................................................................................................... 88

4.4.8 Provide information on the availability of an early warning system to detect students with academic difficulties. (B) ...................................................................................................... 89

4.4.9 Provide information on the qualification of those who provide these services. Explain how the HEP ensures that those who provide these services are qualified. (B) .......................... 90

4.4.10 How are students orientated into academic programmes of the HEP? (B) ................................. 90 4.4.11 Describe additional support programmes provided by other organisations that the

students could access. (B) ............................................................................................................ 90 4.4.12 Describe the importance given to student support services in the organisational

structure of the HEP. (E) ............................................................................................................... 91 4.4.13 Provide information on the unit dedicated to academic and non-academic counselling.

(E) ................................................................................................................................................. 91 4.4.14 How is the effectiveness of the counselling services measured, and the progress of those

who seek its services monitored? What plans are there to improve the services, including that of enhancing the counselling services? (E) ............................................................ 92

4.4.15 Describe the mechanisms that exist to identify students who are in need of spiritual, psychological, social and academic support. (E) .......................................................................... 93

4.4.16 Describe how student supervision is instituted. Explain how the HEP deals with situations where it anticipates a student encountering academic difficulty (e.g., a student entering with a marginal academic qualification). (E)..................................................... 94

4.4.17 Describe any courses, training or reparatory sessions organised for remediation. (E) ................ 95 4.4.18 Describe the training and development plan to enhance the skills and professionalism of

the academic and non-academic counsellors. How many have benefitted from this in the last five years? (E) .................................................................................................................. 95

4.5 Student Representation and Participation ............................................................................... 96 4.5.1 State the HEP’s policy on student participation in the teaching-learning process.

Describe how students contribute to the development of these policies. (B) ............................. 96 4.5.2 Explain the measures taken by HEP to encourage student self-government and

participation in the activities of the governing bodies of the HEP. (B) ......................................... 96 4.5.3 Show evidence of the statement of student rights and responsibilities and its availability

to the campus community. (B) ..................................................................................................... 96 4.5.4 Describe the jurisdiction of judicial bodies, the disciplinary responsibilities of HEP

officials, and all disciplinary procedures and their dissemination. (B) ......................................... 97

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4.5.5 Describe the policy on active student participation and show how students are encouraged to actively participate in curriculum development, teaching-learning processes as well as in other areas that affect their welfare. (B) ................................................. 97

4.5.6 How are students and student organisations facilitated to gain managerial and leadership experience, to encourage character building, to inculcate a sense of belonging and responsibility, and to promote active citizenship? (E) .......................................... 98

4.5.7 What is the policy regarding student publication? (E) ................................................................. 99 4.5.8 Describe the appropriate channels to allow student participation in the formulation,

management and evaluation of the curriculum, and in academic matters relevant to them. (E) ....................................................................................................................................... 99

4.5.9 What facilities are available to encourage student involvement in publication? (E) ................... 99 4.6 Alumni ................................................................................................................................... 100

4.6.1 How does the HEP encourage active linkages and continuous relationship between it and its alumni? (B) ...................................................................................................................... 100

4.6.2 Describe the role of the alumni in curriculum development, the achievement of the learning outcomes and the future direction of the HEP. (E) ...................................................... 100

4.6.3 How does the HEP encourage the alumni to assist the students in preparing for their professional future? Show the result of this initiative. (E) ......................................................... 100

Area 5: ACADEMIC STAFF .................................................................................................. 101

5.1 Recruitment and Management .............................................................................................. 102 5.1.1 Provide the HEP policies on academic staff recruitment to include the requirements

related to the qualifications for appointment. (B) ..................................................................... 102 5.1.2 Provide data to show that the staffing profile matches the range and balance of

teaching skills, specialisations and qualifications required to deliver each programme. Identify any problem areas and describe corrective actions needed and planned. (B) ............. 103

5.1.3 Provide evidence to show that the number of academic staff involved in conducting each programme is sufficient. (B) .............................................................................................. 105

5.1.4 Describe the teaching responsibility, research and scholarly activities, consultancy, community services and administrative functions of the academic staff to show a balance of functions and responsibilities in line with academic conventions. (B) ..................... 106

5.1.5 State the policy to ensure the equitable distribution of responsibilities among the academic staff. (B) ...................................................................................................................... 106

5.1.6 State the HEP’s policy for ensuring that teaching, research and service contributions are appropriately recognised and rewarded. (B) ............................................................................. 107

5.1.7 Describe the policies, criteria and processes in the appointment and promotion to academic positions, particularly that of professorship and associate professorship. (B) .......... 107

5.1.8 Describe how the HEP balances its recruitment between all levels of academic and non-academic staff and between local and international academic staff with multi-disciplinary backgrounds. (E) ...................................................................................................... 108

5.1.9 Describe the nature and extent of the national and international linkages in the effort to enhance teaching and learning. (E) ............................................................................................ 110

5.2 Service and Development ....................................................................................................... 110 5.2.1 Show evidence of, and state the mechanisms and procedures for, professional

development and career advancement of the academic staff (including study leave, sabbatical, advanced training, specialised courses, re-tooling, etc.) (B) .................................... 110

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5.2.2 Show evidence of the existence of, or academic staff access to, institutions, centres or activities (e.g., centres of excellence, research institutes, professional bodies, learned societies, academic forums) that supports academic staff development. (B) ............................ 111

5.2.3 Describe how participation in staff development programmes is encouraged. (B) ................... 112 5.2.4 Provide information on the institutional policy on service, development and appraisal of

the academic staff. Describe the HEP policy to retain the academic staff. Give information on the academic staff leaving the institution in the last five years. (B) .................. 114

5.2.5 Describe the policy on consultancy and private practice. (B) ..................................................... 114 5.2.6 Describe the HEP’s criteria and administrative procedures for initial appointment,

promotion and tenure. Provide written guidelines. If there are multiple tracks for academic staff, describe these and the criteria for advancement. (B) ....................................... 115

5.2.7 Describe the processes and procedures in handling disciplinary cases involving the academic staff. (B) ...................................................................................................................... 115

5.2.8 Describe the mentoring and guidance system for new academic staff. Provide information for the recent intake of new academic staff. (B) .................................................... 115

5.2.9 Describe the support available to assist new academic staff to develop teaching skills in line with current trends in pedagogy, curriculum design, instructional materials, and assessment. (B) .......................................................................................................................... 116

5.2.10 Show evidence that academic staff are provided with the necessary training, tools and technology. (B) ........................................................................................................................... 116

5.2.11 Describe how the student appraisal of the academic staff is conducted. Indicate its frequency. (B) ............................................................................................................................. 117

5.2.12 List and describe the major conferences organised by the HEP in the last five years. (E) ......... 117 5.2.13 List and describe the major conferences attended and actively participated by members

of the academic staff in the last five years. Describe how the academic staff are given the opportunity to participate in professional, academic and other relevant activities at national and international levels. How is this participation appraised and its results utilised for purposes of enhancing the student experience? (E) ................................................ 118

5.2.14 Give evidence of national and international recognition of staff members (e.g., journal editorship, service as peer reviewers, study and expert-groups and national committee membership). (E) ........................................................................................................................ 118

5.2.15 Show the research activities of the academic staff in the last five years. (E) ............................. 118

Area 6: EDUCATIONAL RESOURCES .................................................................................... 120

6.1 Physical Facilities .................................................................................................................... 121 6.1.1 List the major physical facilities available to conduct educational programmes of the

HEP. (B) ....................................................................................................................................... 121 6.1.2 Describe the adequacy of the physical facilities and equipments (such as workshop,

studio, and laboratories) as well as human resources (for example, laboratory professionals, technicians). (B) ................................................................................................... 122

6.1.3 Identify current unmet needs and needs that may arise within the next several years. (B) ...... 123 6.1.4 For programmes requiring workshop or laboratory support, provide a brief description

of the facilities. (B) ..................................................................................................................... 124 6.1.5 Show how educational resources are distributed and scheduled according to

educational needs. (B) ................................................................................................................ 124 6.1.6 Show evidence that the physical facilities comply with the relevant laws, and with health

and safety regulations. (B) ......................................................................................................... 125 6.1.7 Describe the collection available in the library and resource centre. State the database

system used in them. (B) ............................................................................................................ 125

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6.1.8 State the number of staff in the library and resource centre and their qualifications. (B) ........ 126 6.1.9 Describe resource sharing and access mechanisms that are available to extend the

library’s capabilities. Comment on the extent of use of these facilities by academic staff and students. Comment on the adequacy of the library to support the programmes. (B) ........ 127

6.1.10 Describe the mechanism to obtain feedback from users on the library policy, services and procedures. (B) .................................................................................................................... 127

6.1.11 Explain the steps taken and the facilities provided by the HEP to promote research activities. (B) ............................................................................................................................... 127

6.1.12 State the policy on the use of information and communication technology (ICT) in the HEP. Describe the ICT infrastructure that supports academic programmes. (B)........................ 128

6.1.13 List the ICT staff and their qualifications that support the implementation of the ICT policy at the HEP. (B) .................................................................................................................. 129

6.1.14 Indicate what plans exist to improve the educational facilities -- physical, library and ICT -- in line with the development in teaching practice. (B) ........................................................... 130

6.1.15 Explain how the HEP periodically reviews the adequacy, currency and quality of its educational resources. (E) .......................................................................................................... 131

6.1.16 Indicate what plans exist to improve these facilities in line with the development in the teaching practice. (E) .................................................................................................................. 131

6.1.17 Describe how students and faculty are provided with opportunities to learn the various and most current methods to access information. (E) ............................................................... 131

6.1.18 How are these facilities user friendly to those with special needs? (E) ..................................... 132 6.2 Research and Development.................................................................................................... 132

6.2.1 Describe the policy and planning that identifies the priorities, facilities and development in research and commercialisation. (B) ...................................................................................... 132

6.2.2 Summarise the major research interests at the HEP. Describe the research facilities to support these areas of interest. (B) ............................................................................................ 133

6.2.3 Describe any programmes on ethics in research for staff and graduate students. Describe the formal policy related to scientific misconduct in research (e.g., deception, fabrication of results, plagiarism, and conduct outside the norm of scientific behaviour) and how it is disseminated. (B) .................................................................................................. 134

6.2.4 Specify the administrative entity that is responsible for protecting the integrity of the research processes. (B) .............................................................................................................. 135

6.2.5 Describe the facilities and the budget allocation made available by the HEP to support research. (B) ............................................................................................................................... 135

6.2.6 List the major research activities and the academic staff involved in them in the last five years. (B) .................................................................................................................................... 135

6.2.7 Describe how the HEP fosters interaction between its research and educational activities. (B) ............................................................................................................................... 135

6.2.8 Explain the mechanism that exists to ensure research activities are reflected in the curriculum and teaching. (B) ...................................................................................................... 136

6.2.9 State any initiatives taken by departments to engage students in research. (B) ....................... 136 6.2.10 Show the link between research, development and commercialisation. (E) ............................. 137 6.2.11 List and describe the research, development and commercialisation activities and

achievements in the last five years. (E) ...................................................................................... 137 6.2.12 Describe the processes where the HEP reviews its research resources and facilities and

the steps taken to enhance its research capabilities. (E) ........................................................... 137 6.2.13 Describe the incentives to academic staff to engage in publication, including in

reputable refereed journals. (E) ................................................................................................. 138 6.2.14 List and describe the major publications of the academic staff in the last five years. (E) .......... 138

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6.3 Educational Expertise ............................................................................................................. 138 6.3.1 Describe the policy and practice on the use of appropriate educational expertise in

planning educational programmes and in the development of new teaching and assessment methods. (B) ........................................................................................................... 138

6.3.2 Describe the access to educational expertise, both internal and external, and its utilisation for staff development and research. (E) .................................................................... 139

6.4 Educational Exchanges ........................................................................................................... 139 6.4.1 Describe the practice of the HEP in collaborating and cooperating with other providers

for exchanges of student, staff, and resources in compliance with the HEP’s policy. Provide information on these exchanges for the last five years. (B) .......................................... 139

6.4.2 Describe how is this collaboration disseminated to students and faculty. (B) ........................... 140 6.4.3 How do the educational exchanges benefit the HEP? (B) .......................................................... 140 6.4.4 Describe the future plans to strengthen international collaborative activities. (E) ................... 140 6.4.5 How would a policy on exchanges with international institutions benefit the HEP? (E) ............ 140 6.4.6 Describe the facilities and financial allocation to support educational exchanges. (E) .............. 141

6.5 Financial Allocation ................................................................................................................ 141 6.5.1 Provide information on the HEP’s financial standing and sources which supports its

academic, research and service missions. (B) ............................................................................ 141 6.5.2 Demonstrate how the financial allocation dedicated to the HEP -- and its utilisation -- is

sufficient for it to achieve its purpose. (B) ................................................................................. 142 6.5.3 Indicate the responsibilities and line of authority in terms of budgeting and resource

allocation in the HEP. (B) ............................................................................................................ 142 6.5.4 Describe the policy on tuition fees and other payments, and the policy of refund to

students who withdraw or who are dismissed from the institution. (B) .................................... 142 6.5.5 Provide information on number of students who are funded through loans, grants or

scholarship. What are the major sources of student funding? (B) ............................................. 142 6.5.6 Describe how those responsible for a programme enjoy sufficient autonomy to allocate

and utilise resources to achieve the programme objective. (E) ................................................. 143

Area 7: PROGRAMME MONITORING AND REVIEW ............................................................. 144

7.1 Mechanisms for Programme Monitoring and Review ............................................................ 145 7.1.1 Describe the processes, procedures and mechanisms for monitoring and reviewing a

curriculum. (B) ............................................................................................................................ 145 7.1.2 Describe the structure and workings of programme review committees. (B) ........................... 147 7.1.3 Describe the nature of the relationship and the responsibilities of the parties involved in

collaborative arrangements in programme monitoring and review. (B) .................................... 147 7.1.4 How does a self-review process assist in identifying weaknesses and in improving

academic programmes? (B) ........................................................................................................ 148 7.1.5 Explain how the HEP ensures that identified concerns are addressed. (B) ................................ 148 7.1.6 Describe how the HEP uses the feedback from programme review in programme

development. (B) ........................................................................................................................ 149 7.1.7 Describe how evaluation activities are being enhanced and refined to cover all

important components of the programmes. (B) ........................................................................ 150 7.1.8 How are student performance and progression analysed to ascertain that learning

outcomes have been achieved? (B) ........................................................................................... 150 7.1.9 Explain how the HEP utilises the analysis of student performance and progression to

provide feedback to committees responsible for student selection, curriculum planning and student counselling. Provide examples. (E) ......................................................................... 151

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7.2 Involvement of Stakeholders.................................................................................................. 152 7.2.1 Which stakeholders are consulted in the monitoring and review of programmes?

Describe the involvement of these stakeholders. (B)................................................................. 152 7.2.2 Show how the views of these stakeholders are taken into consideration. (B) ........................... 153 7.2.3 Show how feedbacks obtained from stakeholders are incorporated in a programme

review exercise. (E) .................................................................................................................... 153 7.2.4 Do stakeholders have access to the final report of a programme review? (E) ........................... 154 7.2.5 How are professional bodies and associations engaged in programme monitoring and

review? (E) .................................................................................................................................. 154

Area 8: LEADERSHIP, GOVERNANCE AND ADMINISTRATION .............................................. 155

8.1 Governance ............................................................................................................................ 156 8.1.1 Show how the policies and practices of the HEP are consistent with its statement of

purpose. (B) ................................................................................................................................ 156 8.1.2 Describe the governance structures and functions, and the relationships between them.

How are these made known to all parties involved? (B) ............................................................ 162 8.1.3 Describe the functions, structure, leadership, membership and reporting protocol of the

major permanent decision-making bodies of the HEP. (B) ........................................................ 163 8.1.4 Describe how the HEP ensures the effectiveness of relationship between the

institutional leadership and the departments. (B) ..................................................................... 164 8.1.5 Describe the representation and role of the academic staff, students and other principal

stakeholders in the various institutional governance structures and committees. Indicate the type and frequency of meetings held during the past academic year. (B) ........................... 164

8.1.6 Show evidence that the governing board is an effective policy-making body with adequate autonomy. (B) ............................................................................................................ 165

8.1.7 Describe the mechanisms to ensure functional integration and comparability of educational quality in campuses that are geographically separated. (B) ................................... 166

8.1.8 Describe the department or unit set up to assure educational quality. Describe the internal quality assurance system and mechanism. (B) ............................................................. 166

8.1.9 Highlight the major community engagement activities of members of the HEP. How is involvement in such activities recognised? (B) .......................................................................... 167

8.1.10 .Describe the committee system responsible for academic programmes in the HEP and how it utilises consultation and feedback, and considers market needs analysis and employability projections. (E)..................................................................................................... 168

8.1.11 Describe the representation and role of the academic staff, students and other stakeholders in the various governance structures and committees of the HEP. (E) ................. 168

8.1.12 Describe the role and function of the Chair of the governing board. (E) ................................... 169 8.1.13 Describe how free is the governing board from undue external pressures. (E) ......................... 169 8.1.14 Describe the policy pertaining to conflict of interest, particularly in relation to private

practice and part-time employment of its employees. (E) ......................................................... 170 8.1.15 Describe the HEP’s participation in the socio-economic activities of the community in

which it is located. (E) ................................................................................................................ 170 8.2 Institutional and Academic Leadership ................................................................................... 171

8.2.1 Describe the selection criteria, selection process, job description, and the qualification and experience required of members of the institutional executive management team of the HEP. (B) ............................................................................................................................ 171

8.2.2 Describe the current leaders of academic programmes and departments (i.e., the academic leadership) in terms of their qualifications, experience and expertise on issues

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of curriculum design, delivery and review. Describe the procedures and criteria for their selection, appointment and evaluation. (B) ............................................................................... 172

8.2.3 Describe the relationship between the HEP leadership and the academic leadership in matters such as recruitment and training, student admission, and allocation of resources and decision-making processes. (B) ........................................................................................... 172

8.2.4 Describe how the performance of the academic leadership of the departments and programmes is periodically evaluated. (B) ................................................................................. 172

8.2.5 Show how the HEP leadership and the academic leadership create a conducive environment to generate innovation and creativity in the institution. (E) ................................ 173

8.2.6 Describe the policies to enhance the leadership capabilities of the HEP leadership and the academic leadership. List the programmes that the HEP and the academic leadership have undergone for this purpose in the last five years. (E) ...................................... 173

8.3 Administrative and Management Staff................................................................................... 174 8.3.1 Describe the structure of the administrative staff which supports the educational

programmes. (B)......................................................................................................................... 174 8.3.2 Explain how the number of the administrative staff is determined in accordance to the

needs of the programmes and other activities. Describe the recruitment processes and procedures. State the terms and conditions of service. (B) ....................................................... 175

8.3.3 Describe the effectiveness and efficiency of the administrative support for academic programmes. (B)......................................................................................................................... 175

8.3.4 State the mechanisms for training and career advancement for administrative and management staff of the HEP. Describe the achievements of this training and career advancement activity in the last five years. (B) .......................................................................... 176

8.3.5 Describe how the HEP conducts regular performance review of its administrative and management staff. (B) ................................................................................................................ 176

8.3.6 State the mechanisms and procedures for monitoring and appraising staff performance, for ensuring equitable distribution of duties and responsibilities among the staff, and for determining the distribution of rewards. (B) ............................................................................. 177

8.3.7 Describe the processes and procedures in managing the discipline of the staff. (B) ................. 177 8.3.8 Describe the training scheme for the administrative and management staff to fulfil the

needs of the educational programmes. (E) ................................................................................ 177 8.4 Academic Records .................................................................................................................. 177

8.4.1 State the policies on the secure retention, retrieval and disposal of student and academic staff records. (B) ......................................................................................................... 177

8.4.2 Describe how the HEP ensures the rights of individual privacy and the confidentiality of records. How are these made known? (B) ................................................................................. 178

8.4.3 Describe the HEP’s review policies on security of records and its plans for improvements. (E) ...................................................................................................................... 179

8.5 Interaction with External Sectors ........................................................................................... 179 8.5.1 Describe the mechanisms to ensure that the HEP interacts constructively with the

external sectors, including its external stakeholders. (B) ........................................................... 179 8.5.2 Describe the effectiveness of the relationships between the HEP and the external

sectors. (B) ................................................................................................................................. 180 8.5.3 Describe any type of shared responsibility between the HEP and the external sectors. (B) ...... 180 8.5.4 Describe the formal agreements between the HEP and its external sectors. (E) ....................... 181

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Area 9: CONTINUAL QUALITY IMPROVEMENT.................................................................... 182

9.1 Quality Improvement ............................................................................................................. 183 9.1.1 Describe the policies and procedures for regular reviewing and updating of the internal

quality assurance activities of the HEP. (B) ................................................................................ 183 9.1.2 Describe the efforts taken by the internal quality assurance unit to keep abreast with

the changes and best practices in quality assurance. (B) ........................................................... 184 9.1.3 Identify those responsible for continual quality improvement within the HEP and their

qualifications and experiences. (B) ............................................................................................ 185 9.1.4 How does the unit or department dedicated to quality assurance support the HEP’s

attempt to ensure continuous quality improvement? (B).......................................................... 187 9.1.5 Describe how the HEP implement the recommendations for quality improvement and

record the achievements of such implementations. (B) ............................................................ 188 9.1.6 Describe the link between the quality assurance processes and the achievement of the

institutional goals. (B) ................................................................................................................ 189 9.1.7 How prominent is the internal quality assurance unit in the organisational structure of

the HEP? (E) ................................................................................................................................ 191 9.1.8 Describe the recent and projected activities undertaken by the HEP with the purpose to

ensure that it remains responsive to its changing environment and in embracing the spirit of continual quality improvement. (E) .............................................................................. 192

9.1.9 What are the attempts made by the HEP to have its internal quality assurance system accredited and recognised by a relevant, external and authoritative accreditation body? (E) ............................................................................................................................................... 194

PART C: SELF-REVIEW REPORT ............................................................................................ 196

INTRODUCTION ............................................................................................................................... 197 STRENGTHS ...................................................................................................................................... 198

Area 1: Vision, Mission, Educational Goals and Learning Outcomes ...................................................... 198 Area 2: Curriculum Design and Delivery ................................................................................................. 199 Area 3: Assessment of Students ............................................................................................................. 202 Area 4: Student Selection and Support Services ..................................................................................... 203 Area 5: Academic Staff ........................................................................................................................... 206 Area 6: Educational Resources ............................................................................................................... 208 Area 7: Programme Monitoring and Review .......................................................................................... 211 Area 8: Leadership, Governance and Administration ............................................................................. 212 Area 9: Continual Quality Improvement ................................................................................................. 215

AREAS FOR IMPROVEMENT ............................................................................................................. 217 Area 1: Vision, Mission, Educational Goals and Learning Outcomes ...................................................... 217 Area 2: Curriculum Design and Delivery ................................................................................................. 217 Area 3: Assessment of Students ............................................................................................................. 217 Area 4: Student Selection and Support Services ..................................................................................... 218 Area 5: Academic Staff ........................................................................................................................... 218 Area 6: Educational Resources ............................................................................................................... 218 Area 7: Programme Monitoring and Review .......................................................................................... 219 Area 8: Leadership, Governance and Administration ............................................................................. 219 Area 9: Continual Quality Improvement ................................................................................................. 219

STRATEGIES FOR MAINTAINING AND ENHANCING THE STRENGTHS ................................................ 220 Area 1: Vision, Mission, Educational Goals and Learning Outcomes ...................................................... 220

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Area 2: Curriculum Design and Delivery ................................................................................................. 220 Area 3: Assessment of Students ............................................................................................................. 220 Area 4: Student Selection and Support Services ..................................................................................... 221 Area 5: Academic Staff ........................................................................................................................... 221 Area 6: Educational Resources ............................................................................................................... 222 Area 7: Programme Monitoring and Review .......................................................................................... 222 Area 8: Leadership, Governance and Administration ............................................................................. 223 Area 9: Continual Quality Improvement ................................................................................................. 223

STEPS TAKEN IN ADDRESSING PROBLEM AREAS .............................................................................. 224 Area 1: Vision, Mission, Educational Goals and Learning Outcomes ...................................................... 224 Area 2: Curriculum Design and Delivery ................................................................................................. 224 Area 3: Assessment of Students ............................................................................................................. 224 Area 4: Student Selection and Support Services ..................................................................................... 225 Area 5: Academic Staff ........................................................................................................................... 225 Area 6: Educational Resources ............................................................................................................... 225 Area 7: Programme Monitoring and Review .......................................................................................... 225 Area 8: Leadership, Governance and Administration ............................................................................. 226 Area 9: Continual Quality Improvement ................................................................................................. 226

CONCLUSION AND RECOMMENDATIONS FOR CHANGE ................................................................... 227 Area 1: Vision, Mission, Educational Goals and Learning Outcomes ...................................................... 228 Area 2: Curriculum Design and Delivery ................................................................................................. 229 Area 3: Assessment of Students ............................................................................................................. 229 Area 4: Student Selection and Support Services ..................................................................................... 230 Area 5: Academic Staff ........................................................................................................................... 231 Area 6: Educational Resources ............................................................................................................... 232 Area 7: Programme Monitoring and Review .......................................................................................... 232 Area 8: Leadership, Governance and Administration ............................................................................. 233 Area 9: Continual Quality Improvement ................................................................................................. 233

Index 234 Appendices 239

      

Foreword     

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I  am pleased  to present  the  Institutional  Self Review  Portfolio of Universiti  Kebangsaan Malaysia (UKM),  for  an  evaluation  for  the  status  of  a  Self  Accrediting  Institution,  by  the  auditors  of  the Malaysian  Qualifications  Agency.  UKM  is  committed  to  the  highest  standards  of  quality,  as documented  in the Portfolio, and evidenced by the conferment of the prestigious Prime Minister’s Quality  Award  in  2006. We  fully  support  the  external  quality  audit  and we  are  honoured  to  be selected by the Ministry of Higher Education as one of the few public universities invited to submit the Institutional Self Review Portfolio for consideration.  The Portfolio has been prepared  in  three parts, Parts A, B and C as stipulated  in Section 3, of  the Code of Practice for Institutional Audit (Second Edition) 2009. The Portfolio is accompanied by an on‐line repository of supporting documents designated SM, and numbered accordingly in the text. It has been written in English to facilitate auditors from other countries. The Portfolio has been produced by a Team comprising representatives of the various Faculties in the University, so as to capture the open and  fluid approach  in  the presentation of evidence of  the processes. They have also actively participated in the Quality Cycle Process in their respective faculties, thus presenting a collective and comprehensive approach  in  this portfolio. The documentation of  the Portfolio  is anchored by  the Quality Assurance Division, Centre for Corporate Planning and Communications UKM.  The  Portfolio  has  been  developed  through  an  open  and  consultative  process,  engaging  a  broad spectrum  of  internal  stakeholders.  To  emphasise  the  commitment  to  the  process  by  the  higher management of UKM, the kick‐off meeting of Heads of Division was chaired by the Vice Chancellor, who continued to engage with the process until the final delivery. Versions of the draft were made available and an oral presentation was given  to  the Heads of Division  for  input and  feedback. The draft  was  also  audited  by  an  internal  panel  who  are  also  appointed  as  auditors  of  the  MQA. Throughout the period of preparation, the Anchor Unit Head consulted closely with the Malaysian Qualifications Agency.  I wish  to express my appreciation  to all  involved  in making  this Portfolio a reality.  We  take pride  in being a national university  that was born out of  the aspirations of  the  common people since the early 1900s.   With the mandate to promote Malay as the  language of knowledge, UKM  has  evolved  into  a  university  with  an  international  outlook.  The  icon  of  national  identity presents a multicultural and multi faceted outlook to the world. It forges alliances across the globe, attracts  international  students  from  more  than  44  countries,  fully  commits  its  resources  and expertise for community engagement and industrial linkages, both within and outside Malaysia, and invests in quality higher education. I commend the portfolio to you and assure you of UKM’s full and heartfelt cooperation with the audit process as well as due attention to the results.  Thank you.   Prof. Tan Sri Dato' Dr. Sharifah Hapsah Syed Hasan Shahabudin Vice Chancellor Universiti Kebangsaan Malaysia  

      

Acronyms and Abbreviations     

xvii  

  AMD  Academic Management Division BEM  Board Of Engineers Malaysia CL  Cooperative Learning CLO  Course Learning Outcomes CMQR  Certificate for Minimum Qualification Requirement COPIA  Code of Practice for Institutional Audit COPPA  Code of Practice for Programme Accreditation CQI  Continual Quality Improvement CRDF  Commercialization of Research and Development Fund CRIM  Centre For Research and Innovation  (Pusat Pengurusan Penyelidikan Dan Inovasi) DBA  Doctor of Business Administration EAC  Engineering Accreditation Council EE  Electrical Engineering EPU  Economic Planning Unit FELDA  Federal Land Development Authority FRGS  Fundamental Research Grant Scheme GC  Generic Competencies GRA  Graduate Research Assistant HEJIM  Industrial Networks and Community Engagement Affairs   

(Hal Ehwal Jaringan Industri dan Masyarakat) HRD  Human Resource Division ICT  Information And Communication Technology IRPA  Intensification of Research in Priority Area JPA  Public Service Department  (Jabatan Perkhidmatan Awam) JPP  Development Management Department (Jabatan Pengurusan Pembangunan) JPPA  Committee for Academic Development and Advancement 

(Jawatankuasa Perkembangan dan Pembangunan Akademik) KPI  Key Performance Indicator LCD  Liquid Crystal Display LNP  Performance Evaluation Report (Laporan Nilaian Prestasi) LPU  University Board of Directors 

(Lembaga Pengarah Universiti) MKB  Divisional Heads Meeting 

(Mesyuarat Ketua‐Ketua Bahagian) MMC  Malaysian Medical Council MOA  Memorandum Of Agreement MOH  Ministry Of Health MoHE  Ministry of Higher Education MOU  Memorandum Of Understanding MQA  Malaysian Qualification Agency MQF  Malaysian Qualification Framework 

     

    

xviii  

 

Acronyms and Abbreviations 

OBE  Outcome Based Education OPAC  Online Public Access Catalogue OPKIM  Community Service Operations (Operasi Khidmat Masyarakat) PALAPES  Reserved Officer Training Unit PBL  Problem Based Learning PDCA  Plan, Do, Check, Action PEOs  Programme Educational Objective PETRONAS  Petroleum Nasional Berhad PHA  Office of International Relations (Pejabat Hubungan Antarabangsa) PHI  Industry Liaison Office (Pejabat Hubungan Industri) PLO  Programme Learning Outcomes PO  Programme Outcome PPA  Centre for Academic Advancement (Pusat Pembangunan Akademik) PPKK  Centre for Corporate Planning and Communications 

(Pusat Perancangan dan Komunikasi Korporat) PPP  Pusat Pembangunan Pelajar PPPI  Pusat Pengurusan Penyelidikan Dan Inovasi PSD  Public Services Department PTM  Centre for Information Technology (Pusat Teknologi Maklumat) QMU  Quality Management Unit RA  Research Assistant ROU  Research University Operations SADP  Students’ Internal Complaint System (Sistem Aduan Dalam Pelajar) SIRIM  Standards and Industrial Research Institute of Malaysia SKT  Annual Work Target (Sasaran Kerja Tahunan) SPIN  Interactive Teaching and Learning Management System 

(Sistem Pengurusan Pengajaran dan Pembelajaran Interaktif) SPPK  Course Teaching Evaluation System (Sistem Penilaian Pengajaran Kursus) SUKSIS  Polis Sukarelawan UKM UKM  Universiti Kebangsaan Malaysia UKMMC  UKM Medical Centre UKM‐UDE  Universiti Kebangsaan Malaysia‐University Duisburg Essen Dual Degree Programme UNIKEB  Koperasi Universiti Kebangsaan Malaysia WFOT  World Federation Of Occupational Therapy  

      

List of Tables     

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 1.1  UKM Key Performance Indicators 2.1  Relationship between PEO and PLO 2.2  An example of the implementation of PCDA  generic control method during the 

curriculum review 3.1  MQF Domains and Measurement 4.1  The student intake in the past  three years  4.2  Double Degree Students from UKM to UDE 4.3  Double Degree Students from UDE to UKM 4.4  Students given the exemptions from 2004 to 2008 according to Faculties 4.5  International students under the Indigenous Communities of Malaysia course 4.6  International students under the Sustainability of Tropical Heritage course 4.7  Students participating in the outbound programme for year 2003 4.8  Students participating in the outbound programme for year 2004 4.9  Students participating in the outbound programme for year 2005 4.10  Students participating in the outbound programme for year 2006 4.11  Students participating in the outbound programme for year 2007 4.12  Students participating in the outbound programme for year 2008 5.1  Staffing profile 5.2  Academic staff profile by duration of teaching experience 5.3  Total number of full time academic staff and their qualifications 5.4  Teacher  Students Ratio by Sector in UKM compared with the ratio recommended by the 

Public Service Department (PSD)  5.5  Criteria and weight for promotion from lecturer to senior lecturer DS 52/DU52/DG 52 5.6  Non‐academic Staffing Profile 5.7  UKM Centres for Research Excellence 5.8  Types of staff development programmes 6.1  Numbers of UKM Library’s Staff 6.2  Number of Staff for Centre for Information Technology  7.1  Examples of concerns and how UKM addressed each of the concerns 8.1  The progress achieved by ATMA through the promotion of Bahasa Melayu 8.2  Achievement of UKM Knowledge Ecosystem Research 8.3  On line Records 9.1  UKM Transformation Programme 

 

      

List of Figures     

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 1.1  Statements of Philosophy, Vision, Mission and Educational Goals of UKM 1.2  UKM Institutional goals towards achieving her vision and mission 1.3  Relation between vision and mission with total learning experience by students 1.4  The PEO‐PLO matrix for the Bachelor of Engineering in Mechanical Engineering for 2004‐

2008  1.5  Structure of Generic Competencies Assessment System  2.1  Flow chart for the establishment of a new academic programme 2.2  Flowchart for programme curriculum review 2.3  Relation between the learning outcomes, the instruction and the assessment methods 2.4  Range of delivery methods utilized to achieve POs 2.5  Six levels (C1‐6) in Bloom’s taxonomy for  the cognitive domain 2.6  Seven levels (P1‐7) in Simpson’s taxonomy for  the psychomotor domain 2.7  Five levels (A1‐5) in Krathwohl’s taxonomy for  the affective domain 2.8  Organisational Structure of the AIA Division 2.9  Organisational Structure of the Industry Liaison and Community Affairs Division 2.10  Organisational Structure of the Research & Innovation Division 2.11  Organisational Structure of the Student Affairs Division 2.12  Organisational Structure of the Centre for Corporate Planning and Communications 

(PPKK) 4.1  DVC(HEPA) Structure Organisation  4.2  Flowchart of counseling service 4.3  The Counseling Service Management Chart 4.4  Process of monitoring students with academic difficulty as adopted by Faculty of 

Engineering and Built Environment 4.5  Flow chart for answering the feedback questions 5.1  Academic staff Profile 5.2  Percentage of academic and non academic staff (as of 31 May 2009) 6.1  Eight Niches of UKM 7.1  Process flow and committees involved in programme monitoring and review  8.1  UKM’s System of Innovation 8.2  Achievement of UKM Knowledge Ecosystem Service 8.3  Brand management based on reputation of a culture of quality 8.4  Governance framework in exercising autonomy 

         

     

   

xxi  

 

List of Figures  

8.5  Management of Transfomation Programme 8.6  The University Management 8.7  Reporting Protocols 8.8  UKM Quality Cycle for Continual Improvement and Enhancement 8.9  Utilisation of Consultation and Feedback Used for Teaching and Learning 8.10  Faculty level Leadership Structure 8.11  An example of a Department Structure 8.12  Integrated UKM Information System 9.1  UKM’s Cycle for Quality Assurance 9.2  Organisation Chart for the Quality Assurance Division, PPKK 9.3  Organisation chart for the UKM Quality Council 9.4  Continual Quality Improvement Cycle for Academic Programmes 9.5  Quality Assurance Process towards Achieving  Educational Goals 9.6  UKM’s Transformation Phases in an Effort to be  Amongst the Leading Universities by 

2018 9.7  UKM Knowledge Ecosystem and the Transformation Projects 

  

      

Supporting Material List    

xxii  

 SM 1.01  UKM Website SM 1.02  Universiti Kebangsaan Malaysia: Strategic Plan 2000‐2020  SM 1.03  Translation of UKM Educational Goals to the Goals at Faculty and Programme Levels SM 1.04  Universiti Kebangsaan Malaysia Constitution  SM 1.05  UKM Strategic Plan:  2006‐2010 Perspective SM 1.06  UKM Transformation Programme as an APEX University SM 1.07  Undergraduates and Graduates Prospectus  SM 1.08  The 2009 Vice Chancellor’s Address SM 1.09  Slovacek S.P. 1987. Strategic Planning and Self Study. 9th European AIR Forum. 

Enschede SM 1.10  MS ISO 9001:2008 Quality Management System for Undergraduate and Graduate 

Studies Management SM 1.11  UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 1.12  The 2008 Vice Chancellor’s Address SM 1.13  Malaysian Qualification Framework SM 1.14  Guidelines for Malaysian Credit Frame Qualification System  SM 1.15   Board Engineers of Malaysia Website SM 1.16  Generic Competency Evaluation System's Website  SM 2.01  MQA Act 2007 (JPT(A)1000/013/013/07(9)) SM 2.02  UKM Teaching and Learning Policy SM 2.03  Several applications for new programme and programme reviews to MoHE SM 2.04  http://www.fssk.ukm.my/index.php/administration  SM 2.05  Internal Self Review Portfolio for study programme SM 2.06  Study Guide Semester 4 2009/2010 Faculty of Medicine UKM ‐ Medicine & Society 

IIB  Comprehensive Health Care Module (FFFF2622) SM 2.07  Teaching and Learning Taxonomy SM 2.08  Course profiles SM 2.09  Course Teaching File SM 2.10  Appropriate Working Papers for PALAPES and SUKSIS SM 2.11  Stakeholders survey from the Faculties SM 2.12  List of external assessors SM 2.13  PPP's Activity Report SM 2.14  HEJIM's Annual Report SM 2.15  Sharifah Hapsah Shahabudin.  2007. Community Services Programmes in UKM in 

Proc. Of 11th UNESCO‐APEID Conference, Bangkok Thailand SM 2.16  List of AIESEC activities SM 2.17  Respective  Programme Self assessment report & Course teaching file SM 2.18  TOR of visiting academia SM 2.19  UKM Education Goals SM 2.20  www.ukm.my/ppkk SM 2.21  www.ukm.my/ppa SM 2.22  www.ukm.my/pha  

 

      

  

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Supporting Material List  

     SM 2.23  Industrial training log book for several faculties (FTSM, FPER) SM 2.24  List of programmes and academic officers in‐charge SM 2.25  List funding under Malaysian Plan for teaching activities SM 2.26  One‐off allocation for faculties, centres and institutes SM 2.27  Appointment letter by the faculties SM 2.28  UKM Bursary Documents SM 2.29  Self‐review portfolio for accreditation processes (external parties for professional 

programmes and PPA for other programmes) SM 2.30  List of all awards/achievements of UKM students SM 2.31  UKM Rules/Regulations (Graduate Studies) 1984  2005 Amendment SM 2.32   Self Assessment Programme Report . Minutes of Senate meeting SM 2.33  JPPel 's Manual SM 3.01  Examples of Curriculum review report of the Faculty of Engineering and Faculty of 

Medicine SM 3.02  UKM/PPA/PPPS/P05/AK03 Working Order for  Examination Paper Preparation  SM 3.03  UKM/PPA/PPPS/P05/AK09 Working Order for  Sudden Problem Handling  SM 3.04  Course Teaching Evaluation System's Website (SPPK) SM 3.05  UKM/PPA/PPPS/P05/AK10 Working Order for Examination Answer Marking  SM 3.06  Students Information System's Website (SMP) SM 3.07  SPIN's Website  SM 3.08  UKM/PPA/PPPS/P05/AK17 Working Order for Announcement of Examination Results SM 3.09  Examples of external examiner’s reports from the Faculties of Pharmacy  SM 3.10  UKM/PPA/PPPS/P05/AK18 Working Order for Examination Results Re‐checking 

Appeal  SM 3.11  UKM/PPA/PPPS/P05/AK04 Working Orders for Printing, Packaging and Safekeeping 

of Examination Questions  SM 3.12  UKM Communication and Information Technology Policy ‐ Version 2 SM 4.01  http://pkukmweb.ukm.my/~pps.html  SM 4.02  MoU between UKM and Persatuan Kriket Melayu Malaysia  offer SM 4.03  Paper no. 14/2008: Programme Offer, Internationalisation Policy and Entry 

Requirement for International Student Enrolled into Graduate Programmes SM 4.04  First Degree Entrance Guide 2009‐2010 Session 

 

     

  

xxiv  

 

Supporting Material List  

  SM 4.05  Minutes of 340th Senate Meeting, 21 January 2009 SM 4.06  Students Admission File and BPA ISO SM 4.07  Minutes of 2nd Technical Committee  Meeting for  Programme Studies for 

SPM/Equivalent and STPM/ Equivalent, 2009/2010  Academic Session SM 4.08  UKM Academic Medium Programme Policy SM 4.09  URP website SM 4.10  UKM/PPA/PPPS/P02/AK10 Working Order for Graduate Students Promotion and 

Enrollment SM 4.11  UKM/PPA/PPPS/P02/AK02 Working Order for Projection of Students Intake  SM 4.12  Minutes of 341th Senate Meeting , 25 March 2009 SM 4.13  Guidelines for Inter Public Higher Learning Institution Credit Transfer SM 4.14  Guidelines for Credit Exemption SM 4.15  Minutes of 316th Senate Meeting, 19 January 2005 SM 4.16  UKM’s Internationalisation Plan SM 4.17  http://pkukmweb.ukm.my/~hep/ SM 4.18  Quality Manual of the Organisation SM 4.19  http://pkukmweb.ukm.my/alumni/lbelakang.html  SM 4.20  UKM KPG Report Book 2006 and 2007 SM 5.01  Appointment procedures  SM 5.02  Academic Ethics and Discipline 2nd Edition SM 5.03  Teaching and Learning Policy –scope 5 page 5 SM 5.04  Performance Assessment System 2009 SM 5.05  Teaching and Learning Policy – page 10 SM 5.06  List of Adjunct Professors 2004‐2009  SM 5.07  List of Guest Writers/Scholars/Researchers SM 5.08  Figures of out‐bound and in‐bound programmes including student mobility policy SM 5.09  Guidelines and Criteria for the establishment of centres and institutes of excellence  SM 5.10  UKM Annual Report  SM 5.11  Confirmation of academic positions SM 5.12  List of course 2009 conducted by PPA can be accessed from website 

www.ukm.my/ppa SM 5.13  Staff development workshop conducted by the Faculty of Medicine SM 5.14  Performance Assessment System 2007 SM 5.15  Terms and Conditions for re‐appointment after retirement SM 5.16  List of retiree re‐appointments   SM 5.17  List of retired and resigned academic staff SM 5.18  Guidelines for Medical Consultant Expert   SM 5.19  Profesional Development Policy – UKM Academicians 

 

      

  

xxv  

Supporting Material List  

  SM 5.20  List of IT courses 

a. http://www.ukm.my/kursusict/ b. http://spin.latihan.ukm.my/ c. SPIN website:  http://www.spin.ukm.my/ 

SM 5.21  List of conference conducted by UKM SM 5.22  List of conferences attended by UKM staff SM 5.23  List of national and international involvement of UKM staff SM 5.24  Niche Information SM 5.25  Research grants and fund resource SM 5.26  List of research activities of UKM staff SM 6.01  Guideline for Building Planning Rules, Economic Planning Unit 2008 SM 6.02  Design and Template Manual for Teaching and Learning Space SM 6.03  Inventory List for large tools/instruments SM 6.04  Schedules of Road show  SM 6.05  Minutes of Round Table Meeting (PPKK) SM 6.06  Application for Infrastructures in 9th and 10th Malaysian Plans SM 6.07  List of workshop & Laboratory (JPP) SM 6.08  Budget Distribution 2009 (Bursar’s Office) SM 6.09  Institutional report for Office of Occupational Health and Safety SM 6.10  Occupational Health and Safety Policy UKM SM 6.11  Policy on Sexual Harassment SM 6.12  Report for UKM Library for Institutional Audit SM 6.13  http://www.ukm.my/library 

http://lib.hukm.ukm.my SM 6.14  Report of the UKM Academic Heritage Museum SM 6.15  Job Description of Librarian SM 6.16  Monthly statistic usage of Virtual Lib –  UKM Library SM 6.17  Management Review Meeting for ISO 9001:2000 SM 6.18  Annual Report of Centre for Information Technology SM 6.19  Library Policy for MQA evaluation SM 6.20  Funding Allocation for Development Projects in RMK9 SM 6.21  Working Paper for the Restructuring of Centre for Academic Advancement SM 6.22  Policy on Intellectual Properties 2005 (amended 2009) SM 6.23  UKM Research Evaluation Frame Work (KPPU) SM 6.24  Work Ethics for Administrative and Support Staff, UKM 2001 SM 6.25  Working paper of the establishment of CRIM SM 6.26  Research fund distribution 2007‐2009 SM 6.27  List of Projects from MOSTI/MOHE/others 

 

     

   

xxvi  

 

Supporting Material List 

  SM 6.28  List of teaching assignment for a sample programme SM 6.29  Zamalah Application Procedure:  Centre for Graduate Studies SM 6.30  Payment rate/scheme for graduate research assistant SM 6.31  List of research projects SM 6.32  Sample of minutes of meeting (CRIM) SM 6.33  Proceedings of Engineering and Built Environment Education Seminar SM 6.34  Annual report of the office of University – Community Partnership SM 6.35  www.ukm.my/ewarga SM 6.36  Memorandum of understanding/agreement for the UKM‐UDE Dual‐Degree 

programmes SM 6.37  Budget for Bursar’s Department 2005‐2009 SM 6.38  Term of Reference for the Bursar and the Deans/Directors SM 6.39  BPA document on payment and fees SM 6.40  PPS document on payment and fees SM 6.41  List of student funding and scholarship and postgraduate under research assistant 

fellowship SM 7.01  Guideline on Academic Programme Advisory Board SM 7.02  Minutes of meeting from the Curriculum Review Committee SM 7.03  Exit Survey Report SM 7.04  Alumni Survey Report SM 7.05  Employer Survey Report SM 7.06  Industrial Training Supervisor Report SM 7.07  External Assessors Report SM 7.08  Minutes of meeting of Board of Studies/Industrial Advisory Panel SM 7.09  Employability Studies SM 7.10  List of professional programme (accredited) SM 7.11  Minutes of Senate Meeting SM 7.12  www.ukm.my/sadp  SM 7.13  Curriculum Review Committee minutes of meeting SM 7.14  Report on Halatuju Pendidikan Kejuruteraan SM 7.15  Report of Implementation English Speaking Zone Programme 2009 SM 7.16  Assessment blueprint of Faculty of Medicine SM 7.17  Faculty Student Development Committee SM 7.18  Minutes of meeting of the department’s student development committee SM 7.19  Minutes of meeting on programme monitoring and review 

 

     

  

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Supporting Material List  

  SM 8.01  UKM Annual Report 2008 SM 8.02  Minutes Meeting  Senate, MKB, Faculty, Department  SM 8.03  Minutes from  AUKU Meeting  SM 8.04  Education Act  1995 SM 8.05  Terms of Reference,  Quality Council SM 8.06  Minutes from Board and Senate Meeting SM 8.07  Selection format for UKM Special Quality Award 2008 SM 8.08  Registrar's ISO document on recruitment of support staff SM 8.09  ISO certificate SM 8.10  UKM Employee Training Programme Book 2009 SM 8.11  Malaysian Law. Act 605‐Akta badan‐badan berkanun (tatatertib dan surcaj) 2000.  SM 8.12  Training Unit, Registrar's Department  ‐ 

http://pkukmweb.ukm.my/~pendaftar/ulatihan.html SM 8.13  PTM ISO document SM 8.14  UKM Annual Report 2007 SM 8.15  PPKK, PPA for AAP, UKM Strengthening Community Engagement document SM 8.16  List of MoU and MoA SM 8.17  UKM Strengthening Community Engagement issued by HEJIM SM 8.18  UKM Chancellor's Foundation Activity Report  2008 SM 9.01  Extract  of Minutes  from Management Review Meeting for MS ISO 9001:2000 PPP SM 9.02  Framework for University Research Assessment SM 9.03  Proposal Paper for Restructuring of Students Affair Division SM 9.04  Sample of Meeting Minutes of the UKM Quality Council SM 9.05  Sample of Meeting Minute of Quality Management Heads SM 9.06  Working paper for the of restructuring of UKM Quality Council SM 9.07  Internal Audit Report for Undergraduate (2008) and Postgraduate (2009) 

programmes SM 9.08  Sample accreditation report from EAC SM 9.09  Sample accreditation report from MQA for Medical Doctor Programme SM 9.10  MPU paper for the celebration of UKM’s 40th Anniversary SM 9.11  Accreditation reports for profesional programme SM 9.12  Certificate of the 2006 Prime Minister’s Quality Award 

 

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EXECUTIVE SUMMARY  

Historical Background  

Universiti Kebangsaan Malaysia (UKM), the national university of Malaysia, is a  “people’s” university, born  from  the aspirations of  the nationalists  to uphold  the  Malay  Language  as  a  language  of  knowledge  ‐  for  the germination of  scientific  thinking, channelling of  ideas, and  for  transfer of knowledge. The quest  for a national university was  first suggested  in 1923 by the writer Abdul Kadir Adabi as a move against British colonisation.  This exhilarating nationalist  tide galvanised Malay  intellectuals of  the  time but met British suppression. The nationalists never wavered and  thus  in 1969, the movement again blossomed. Soon,  a Sponsoring Committee chaired by Syed Nasir  Ismail, a prominent Malay  intellectual,   was  set up  to prepare and  publish  a  report  recommending  the  establishment  of  UKM.  Other prominent  members  of  this  committee  include  Dr.  Mahathir  Mohamed (Tun), Malaysia’s 5th Prime Minister who was  then  the Education Minister, and  Dr.  Mohd  Rashdan  Haji  Baba,  who  later  became  UKM’s  first  Vice Chancellor. The enduring drive of  the Malays  to have higher education  in the  national  language  passionately moved  them  to  persevere  until what began as an idea became reality in the Education Act, on 18th May 1970. The inception of UKM was not only an enormous win for the nationalists but an important stride towards nationhood. 

Universiti Kebangsaan Malaysia  first opened  its doors  in May 1970  to 192 undergraduate  students  in  Jalan  Pantai  Baru,  Kuala  Lumpur,  a  temporary campus  housing  three main  faculties,  the  Faculties  of  Science,  Arts  and Islamic Studies. In October 1977, UKM moved to its present premises which form the main campus in Bangi. This campus has a size of 1,096.29 hectares, situated  in  the  strategic  metropolis  encompassing  the  Kuala  Lumpur International Airport  (KLIA)  the main  gateway  to Malaysia, Kuala  Lumpur, the main commercial centre, and Putrajaya, the administrative capital. The UKM Bangi Campus  is 45 km  from KLIA, 30 km  from Kuala Lumpur and 20 km from Putrajaya. 

UKM  has  two Health  Campuses,  the  Kuala  Lumpur  Campus  in  Jalan  Raja Muda Abdul Aziz, and the UKM Medical Centre in Cheras. The Kuala Lumpur Campus consists of  the Faculties of Allied Health, Pharmacy, Dentistry and the  Pre‐Clinical  Departments  of  the  Medical  Faculty.  With  a  size  of  20 hectares, The Kuala Lumpur Campus was established in 1974. The campus in Cheras consists of the Medical Faculty, the UKM Teaching Hospital and the 

Mohd Ali Kamaruddin. 2006. Universiti Kebangsaan Malaysia: Sejarah Penubuhan. Penerbit Universiti Kebangsaan Malaysia, Bangi. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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UKM Medical Molecular Biology  Institute  (UMBI). The Cheras Campus was opened in 1997. Areas 2 and 3 of the Portfolio provide detailed information about these campuses. Besides these campuses, UKM operates 7 Research Stations  (RS); The Tasik Chini RS, The Marine Ecosystem RS, The Langkawi Geopark RS, The Marine RS, The Fraser’s Hill RS, The Plant Biotechnology RS and  in  the main  campus  itself,  the UKM Campus  Living  Laboratory, which comprises  the UKM Permanent  Forest Reserve, or  its Malay name, Hutan Simpan Kekal UKM as well as the Fernarium and the Herbarium. 

Based on a solid foundation of 30 years of research, UKM was awarded the status of A Malaysian Research University  in October 2006 by the Ministry of Higher Education, a move designed to propel the four public universities into leading research universities in line with the Higher Education Strategic Plan 2007‐2020. The year 2006 also saw UKM winning the prestigious Prime Minister’s  Quality  Award.  This  award  vindicates  UKM’s  efforts  at  quality education  and  management,  as  outlined  by  the  objectives  of  the  UKM Strategic Plan 2000‐2020 (PS2020). This pioneering Strategic Plan has been augmented  and  enhanced  by  the  newly  unveiled  UKM  Knowledge Ecosystem  Transformation  Plan,  an  innovative  transformation  set  to catapult UKM into the league of leading research universities by 2018. 

 

 

 

 

 

 

 

 

 

  

The 2009 Vice Chancellor’s Address. Membina Momentum Menatar Keunggulan. Syarahan Tahunan Naib Canselor. Penerbit UKM. 

UKM  is proud of  its heritage of endeavour and endurance,  imbued with a strong  sense  of  culture,  an  icon  of  national  identity,  committed  to  the pursuit  of  excellent  scholarship,  holding  fast  to  our  tagline  “Inspiring Futures, Nurturing Possibilities”. 

 

 

40 Years of Evolution Towards Academic Excellence  

In May 2010 UKM turns 40, a coming of age in Malay cosmology, and in so doing  would  trace  a  journey  towards  academic  excellence,  which  began with the inception of three faculties, namely, the Faculty of Islamic Studies, the  Faculty of Arts  and  the  Faculty of  Science. By  the end of 1996,  there were  14  faculties  offering  both  undergraduate  and  postgraduate  study programmes. 

During  the  1970s  and  the  1980s,  UKM  was  basically  a  comprehensive university focussing on teaching, with a nascent research culture. In the late 80’s  the Government put  in place  the  IRPA  (Intensification of Research  in Priority  Areas  )Programme  which  gave  UKM  as  well  as  the main  public universities in Malaysia the funds and infrastructure for research. The main funding agency was  the Ministry of Science, Technology and Environment (MOSTE) which  then evolved  into  the Ministry of Science, Technology and Innovation  (MOSTI)  in  2004.    With  funding  support  and  human  capital 

 

 

 

 

 

www.mosti.gov.my 

 

 

 

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investment, UKM successfully evolved from a mainly teaching university to that of a research ‐ intensive university. 

In  1998,  UKM  embarked  on  a  programme  of  reviewing  its  knowledge generation function. Based on the model of “integration of multidisciplinary knowledge”,  it  restructured  some  faculties,  culminating  in  the amalgamation of several faculties. It began with the merger of five faculties in  the  pure  and  applied  sciences  to  form  the  Faculty  of  Science  and Technology in 1999.  In 2001, the Faculty of Social Sciences and Humanities was  established  through  the  merger  of  three  faculties  in  the  Arts  and Humanities. The  last faculties to merge were the Faculty of Economics and Faculty  of  Business Management,  forming  the  Faculty  of  Economics  and Business in 2004. 

To date UKM has 13  faculties, namely,  Islamic Studies, Social Sciences and Humanities,  Science  and  Technology, Medicine,  Economics  and  Business, Engineering  and  the  Built  Environment,  Education,    Law,    Allied  Health Sciences,  Information  Science  and  Technology,  Dentistry  UKM‐Graduate School  of  Business  (GSB)  and  Pharmacy.  The  faculties  focus  on undergraduate  and  postgraduate  teaching  as  well  as  research  and innovation, and are amply supported by specialised academic and services centres,  namely,  Corporate  Planning  and  Communications,  Academic Advancement,    Graduate  Management,  General  Studies,  Information Technology,  Publication  and  Printing,  Research  and  Innovation Management, Students Advancement, Educational Extension and the UKM Islamic and Medical Centres. 

To  promote  and  inculcate  a  vibrant  research  culture,  research  institutes were established to focus and excel in specific thrust areas.  To date, there are  14  institutes,  namely  Fuel  Cell  Institute  (SelFuel),  Institute  for Environment  and  Development  (LESTARI),  Institute  for  Malaysian  and International Studies (IKMAS), Institute of Ethnic Studies (KITA), Institute of Microengineering  and  Nanoelectronics  (IMEN),  Institute  of  Occidental Studies  (IKON),  Institute of Space Science  (ANGKASA),  Institute of Systems Biology  (INBIOSIS),  Institute  of  The Malay World  and  Civilisation(ATMA), Institute  of  West  Asian  Studies  (IKRAB),  Institute  of  Islam  Hadhari (HADHARI),  Medical  Molecular  Biology  Institute(UMBI),  Solar  Energy Research  Institute  (SERI)and  Southeast  Asia Disaster  Prevention  Research Institute(SEADPRI). The knowledge clusters  formed by academics  from  the faculties,  institutes  and  centres  embody  what  is  known  as  the  UKM Knowledge Ecosystem. This is a dynamic intellectual habitat represented by eight niches which  sustain   UKM’s multidisciplinary and  focussed  research that will ultimately drive education and service. 

In 2004, when  the Ministry of Higher Education became a  separate entity  from  the  formerly  dual  functioning Ministry  of  Education, many  changes were made. One  of  the  profound  changes was  the  launch  of  the Higher Education  Strategic  Plan.  A  direct  outcome  is  the  award  of  Research University  status  to  four  Malaysian  public  universities  in  October  2006, including UKM. UKM avails this opportunity to strategise  a Transformation Plan  to  facilitate  a  smooth  paradigm  shift  towards  a  research  intensified 

 

 

Working Paper for the Knowledge Restructuring UKM 1999. Centre for Academic Advancement. 

 

UKM Annual Report 2008 

www.ukm.my 

 

 

 

 

 

www.ukm.my 

 

 

 

 

 

 

 

 

 

The Higher Education Strategic Plan. 2007‐2020 

 

 

 

 The 2008 Vice Chancellor’s Address.  The 2009 Vice Chancellor’s Address. 

xxxi 

 

university  in  the  knowledge  ecosystem  of  eight  niches:  Challenges  in Building  the  Nation  State,  Biodiversity  for  Biotechnology  Development, Renewable  Energy,  Medical  and  Health  Technology,  Climate  Change, Nanotechnology  and  Advanced  Materials,  Sustainable  Regional Development  and  Content  Base  Informatics.  The  main  goal  of  the Transformation  Programme  is  to place UKM  in  the  community of  leading research universities by 2018 whilst serving its national mandate. 

 UKM  is  now  on  the  threshold  on  her  40th  anniversary.  By  the  37th Convocation  in  August  2009,  UKM  has  produced  130,533  graduates  in various  fields  of  study.  They  comprise  113,868  undergraduates,  15,352 graduates at the masters and 1,313 graduates at the doctoral levels. In 2009 UKM produced its highest number (207) of PhD graduates. These successes have  been  made  possible  by  diligent  planning  and  investment  in  staff development. To date, UKM has 5,894 staff  in  the academic category.   Of this,  261  are  professors/principal  fellows,  409  associate  professors/senior fellows,  600  senior  lecturers,  752  lecturers,  81  teachers  and  188  tutors.  UKM  is  formulating  a  Talent Management  Plan which would  set  in  place policies for recruitment, selection, training and succession planning of both academic and non‐academic staff. 

UKM is committed to the highest standards of quality in higher education. It has formulated its Vision and Mission statements which provide coherence, direction and moral direction to  its members to formulate the educational goals  based  on  consensus,  approved  by  the  relevant  bodies  in  UKM, supported by  the highest management,  and  in  line with  the national  and global  developments.    UKM  has  been  granted  autonomy  in  terms  of curriculum  design  as  well  as  other  areas,  in  return  for  achieving  the specified key performance indicators set for a research university. 

UKM has  instituted a clear and systematic process to establish, review and evaluate  the curriculum with all stakeholders playing an active  role.  It has also  endeavoured  to  incorporate  all  the  principles  laid  in  the Malaysian Qualifications  Framework  in  the  design,  delivery,  assessment  and continuous quality improvement. It has demonstrated the ability to attract, train and  retain academic staff of  the highest calibre and garner  funds  for educational resources. An able visionary leadership practices a clear system of  governance  for decision‐making  and  for  implementing  the policies  and plans that are formulated. The internal quality structures are in place with a well established quality policy, evident  in  the UKM Quality Cycle. The Unit entrusted with the internal quality system is the Quality Assurance Division of the Centre of Corporate Planning and Communications, which functions as a liaison office in all matters pertaining to quality. 

 

 Research Niche Areas at UKM.2009. Centre for Research and Innovation Management (CRIM). UKM                  The Document for the UKM Talent Managemnet.2009.         UKM Quality Cycle Document.2008.   

 

xxxii 

 

Layout of the Self­Review Portfolio for MQA Institutional Audit  

The portfolio comprises three parts as follows: 

• Part A: Institutional Profile • Part B: Institutional Database • Part C: Self‐Review Report 

Part A  is  the  institutional profile of UKM prepared according  to  the  items listed  in  page  Section  3,  Code  of  Practice  for  Institutional  Audit  (Second Edition), 2009. 

Using  the  same  guideline,  Part  B  represents  the  institutional  database covering nine areas of evaluation, as follows: 

• Area  1  is  on  Vision,  Mission,  Educational  Goals  and  Learning Outcomes. This  section  covers  the  formulation, dissemination and enculturation  of  these  statements  into  practice.  It  includes  an explanation of how  the eight MQA domains of  learning outcomes are  embedded  into  the  study  programmes  as  well  as  its implementation. 

• Area 2 covers Curriculum Design and Delivery. This section explains how a new programme can be proposed, linkages with stakeholders in  proposing  a  programme,  how  an  approved  programme  can  be delivered and managed as well as various microteaching techniques that can be used to address learning outcomes that are different in nature. 

• Area 3 gives details on Assessment of Students. This section explains the formal examination system and procedures practiced by UKM as well  as  the  oral  examination  for  the  assessment  of  postgraduate theses  and  the  appropriate  measurement  tools  for  generic competencies and continuous assessment. 

• Area  4  explains  Student  Selection  and  Support  Services.  This includes  the  selection  process,  credit  transfer  and  exemption, students’ transfer to other programmes, students’ services provided by  the  university,  students’  participation  and  representation  as customers and internal stakeholders and the role of alumni. 

• Area  5  is  related  to  Academic  Staff.  It  elaborates  on  recruitment policy, appraisal  system and performance assessment of academic staff as well as  staff commitment  in performing  teaching activities and the role of staff as internal stakeholders. 

• Area  6  is  on  Educational  Resources.  This  section  covers  physical facilities  and  infrastructure,  information  and  communication technology  facilities,  resources  and  support  for  research  and development, educational expertise and exchange programmes as well as financial resources. 

 

xxxiii 

 

• Area 7 describes Programme Monitoring and Review. This  section details out mechanisms  to monitor  and  review  a  programme  and involvement of stakeholders in the reviewing process. 

• Area  8  covers  Leadership,  Governance  and  Administration.  This section  gives particulars on  leadership  structure  for  the Boards of Directors and the University Management, the Senate, the  internal governance  systems  as  well  as  management  and  administrative machinery, which run the whole university at all levels. 

• Area 9 puts  focus on Continual Quality  Improvement. This  section explains in detail how quality assurance is managed and monitored in a quality cycle and covers all core processes, namely education, research  and  services.  It  also  describes  how  the  Transformation Programme  is  planned  and  implemented  to  support  a  paradigm shift within the university. 

For Part C is written based on a holistic or total analysis performed on Part B by  identifying  strengths  and  areas  for  improvement  for  all  nine  areas  of evaluation.  Part  C  comprises  the  following  sections  covering  all  areas discussed in Part B: 

• Strengths, • Areas for Improvement, • Strategies for Maintaining and Enhancing the Strengths, • Steps Taken in Addressing Problem Areas, • Conclusions and Recommendations for Change. 

                      

 

2

PART A: GENERAL INFORMATION 1. Name of the Higher Education Provider (HEP):

Universiti Kebangsaan Malaysia (UKM)

2. Date of Establishment: 18 May 1970

3. Reference No. of the Approval for Establishment:

P.U. (A) 409

4. Name, Title and Designation of the Chief Executive Officer: Prof. Tan Sri Dato’ Dr. Sharifah Hapsah Syed Hasan Shahabudin Vice Chancellor

5. Address:

Universiti Kebangsaan Malaysia 43600 UKM Bangi Selangor Darul Ehsan Malaysia.

6. Telephone No.:

03-8925 5555

7. Fax No.: 03-8921 4242

8. E-mail Address:

nc@ukm.my

9. Website: http://www.ukm.my

10. Names and Addresses of Faculties/Schools/Departments/Centres

(if located outside the main campus):

i. Pusat Perubatan Universiti Kebangsaan Malaysia (PPUKM) Jalan Yaakob Latif, Bandar Tun Razak, 56000 Kuala Lumpur.

ii. Universiti Kebangsaan Malaysia Kampus Kuala Lumpur Jalan Raja Muda Abdul Aziz, 53000 Kuala Lumpur.

3

11. Names and Addresses of Branch Campuses (if applicable): Not applicable

12. List of Faculties/Schools/Departments/Centres in the HEP (and Its Branch Campuses) and

No. of Programmes Offered:

No. Name of Faculties/Schools/ Departments/Centres

Undergraduate Programmes

Postgraduate Programmes

Diploma Postgraduate Diploma

1. Faculty of Allied Health Sciences

12 21 - 2

2. Faculty of Dentistry 1 1 -

3. Faculty of Economics and Business

2 7 - 1

4. Faculty of Education 10 24 - -

5. Faculty of Engineering and Built Environment

11 13 - -

6. Graduate School of Business - 4 - -

7. Faculty of Information Science and Technology

6 9 - -

8. Faculty of Islamic Studies 5 10 - 2

9. Faculty of Law 1 2 -

10. Faculty of Medicine 2 43 2 1

11. Faculty of Pharmacy 1 3 - -

12. Faculty of Science and Technology

22 58 - -

13. Faculty of Social Sciences and Humanities

18 20 - 3

14. Institute of The Malay World and Civilisation (ATMA)

- 2 - -

15. Institute of Environment and Development (LESTARI)

- 3 - -

16. Institute of Microengineering and Nanoelectronics (IMEN)

- 2 - -

17. Institute for Malaysian and International Studies (IKMAS)

- 2 - -

18.

UKM Medical Molecular Biology Institute

2

13. Details of All Programmes Currently Conducted by the HEP (and its branch campuses):

Refer to attachment (Appendix A)

4

14. Number and Qualification of Academic Staff:

Status Academic Qualification

Number of Staff *as at 31st July 2009

Local International Total

Full-time

PhD 1213 53 1266

Masters 736 - 736

Bachelors 182 - 182

Diploma - - -

Professional - - -

Others - - -

Sub-total 2131 53 2184

15. Designation of Academic Staff:

Designation

Number Total

Local International

Full-time

Part-time

Full-time

Part-time

Full-time

Part-time

Professor 227 - 5 - 232 -

Associate Professor 386 - 4 - 390 -

Senior Lecturer 574 - 32 - 606 -

Lecturer 725 - 11 - 736 -

Junior Lecturers (including tutors, teaching assistants)

182 - - - 182 -

Others 37 - 1 - 38 -

TOTAL 2131 - 53 - 2184 -

5

16. Total Number of Students: Number of Students

Total Local International

Undergraduates

Male 4725 147 4872

Female 10,167 157 10,324

Total 14,892 304 15,196

Postgraduates – PhD

Male 727 437 1164

Female 721 137 858

Total 1,448 574 2,022

Postgraduates – Masters

Male 1,407 468 1,875

Female 2,464 172 2,636

Total 3,871 640 4,511

Postgraduates – Diploma

Male 132 3 135

Female 170 3 173

Total 302 6 308

Undergraduates – Diploma

Male 23 - 23

Female 127 - 127

Total 150 - 150

17. Student Attrition Rate:

Year Number of students

leaving the institution Reasons for leaving

Current Year 2008-2009 253 61 4

Withdraw Quit/Expel

Passed away

Past 1 year 2007-2008 224 81 5

Withdraw Quit/Expel

Passed away

Past 2 years 2006-2007 285 262

7

Withdraw Quit/Expel

Passed away

Past 3 years 2005-2006 306 270

3

Withdraw Quit/Expel

Passed away

6

18. Total Number of Administrative and Support Staff:

No. Designation Number of staff

*not including HUKM

1. Registrar 1

2. Bursar 1

3. Chief Librarian 1

4. Administrative Staff 553

5. Support Staff 3,041

TOTAL 3,597

19. Provide the Organisational Chart of the HEP:

*refer to attachment 20. State the Purpose of this Audit:

Comprehensive Institutional Audit Thematic audit................................(please specify)

21. Provide Details of the Purpose of this Audit:

Academic Performance Audit for Application for Self-Accreditation Status 22. Contact person:

• Name (Title): Assoc. Prof. Ir. Dr. Shahrir Abdullah

• Designation: Deputy Director (Quality Assurance)

• Tel: +603-8921 5077

• Fax: +603-8921 4590

• Email: tpjkppkk@ukm.my

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Area 1: VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES

1.1 Statement of Vision, Mission and Educational Goals

1.1.1 Describe or provide a copy of the HEP’s vision and mission and the general education goals. (B)

The vision, mission, philosophy and educational goals of UKM are a reflection of the legacy of its establishment and the determination to meet the challenges of the forces of change such as globalisation, technological advancement and the communications revolution, ethically and morally.

Mission

UKM was established on 18 May 1970 as a national university with the mission of promoting Bahasa Melayu (Malay language) as the language of knowledge at the pinnacle of the national education system. This is reflected in its mission:

To be the learning centre of choice which promotes the sovereignty of the Malay language and internationalises knowledge rooted in

national culture.

UKM prides itself as a university that was born out of the people’s aspirations and struggle. The idea of establishing a national university was first mooted by the Malay Rulers in 1903. In the early 1920s, Abd. Kadir Adabi, articulated the need for a university that could meet the educational needs of the Malays and the development of their language. Throughout the 1930s, the idea continued to be cherished in the hearts of the Malays, especially during the colonial period. It was actively pursued in the 40s and the 50s by the Federation of the Union of Malay Teachers of the Peninsula which called for the recognition of the supremacy of the Malay Language in the active life of the country, and enhancement of the status of Malay schools so that their students could further their studies at tertiary level.

In the 60s, a group of Malay intellectuals revived the notion of a national university, both in the context of Malay and national needs. The notion was well received and in 1969, a Committee was set up to prepare a report, publish guidelines and the recommendation for the establishment of Universiti Kebangsaan Malaysia.

SM 1.1 http://www.ukm.my/ portal/menu_welcome.html

10

Vision

Thus the long term national vision was conceived as follows:

UKM is committed to be a leading university that is ahead of its society and time in developing a dynamic, learned and moral society.

Beginning as a teaching university which has proved beyond doubt the success of Bahasa Melayu as a medium of instruction at the university level, UKM transformed itself into a research oriented university by the middle of 2000. Research flourished from the 1990s when funding for research and development became available from various resources. On 11th October 2006, UKM was accorded Research University status.

With the advent of globalisation and the recognition of knowledge and innovation as significant factors of national growth and competitiveness, UKM has intensified its mission as a research university in creating wealth and promoting social cohesion and societal well being. A transformation plan to turn UKM into a research university that is comparable to the leading universities of the world by 2018 was formulated in 2008.

Within this Plan the mission to be a learning centre of choice which promotes the sovereignty of the Malay language and which globalises knowledge rooted in in national culture continues to be fostered. While internationalising its intellectual heritage in the global, national and local interests through teaching, research and services, UKM continues to promote its role in nation building, language and cultural identity as well as sustainable development. As a national university, it is incumbent upon UKM, in its interactions with the global community, to disseminate and share our rich cultural heritage and valuable experiences.

Institutional Goals

The expanded mission is reflected in the institutional goals which guide UKM’s transformation into a leading research university:

1. To promote Bahasa Melayu as a language of knowledge nationally and internationally whilst encouraging pluriliteracy.

2. To strengthen national identity in developing a dynamic and united society with high moral values and global mentality,

3. To generate, disseminate and transfer knowledge, innovation and technology through national and global networking,

4. To internationalise the positive “UKM” image and enhance contribution to the global community,

5. To focus resources and provide quality delivery system to support the development of the niche areas that represent UKM’s research strengths with strategic importance to the country

These goals reinforce UKM’s responsibility in promoting its cultural mission nationally and internationally for societal development, whilst encouraging pluriliteracy that is crucial in a globalised society. They also emphasise UKM’s role as a research university in generating knowledge

11

and innovation for transfer and application in special niche areas that are of strategic importance to the global community.

Educational Goals

The mission and vision are translated into the educational goals:

To produce graduates who are imbued with are confidence, ethics and national integrity who are able to engage internationally.

Confidence refers to attributes such as possessing a body of knowledge in the field of study, technical and practical skills relevant to the field of study, ability to use or adapt knowledge in diverse situations, conditions, and culture as well as fluency in the international language of communication. Ethics and leadership refer to abilities such as communication and interaction in a team, leadership and vision about their roles in society, ability to make decisions and take actions based on ethical and moral considerations (fair, just, sustainable). National integrity refers to being skilled and comfortable in multi cultural and multi religious interactions, pride and fluency in the mother tongue and pride in the sovereignty of the nation.

Philosophy and Values

In all our endeavours towards excellence, the guiding philosophy as shown in Figure 1.1 and moral compass for all UKM staff and students is:

Combination of faith in Allah and beneficial knowledge as well as the integration of theory and practice are fundamental

for the advancement of knowledge, the development of an educated society and the progress of the University

People are foremost in importance in reaching our goals. The unity of purpose, collective identity as UKM, and emphasis on people development, are reflected in our value system as embodied in the tagline “Inspiring Futures, Nurturing Possibilities”. All members of UKM are endowed with the creativity, talents, potential and imbibed with values such as courage, academic freedom, integrity, industriousness, fairness, respect, when nurtured and fostered in a conducive and enriching environment will create an inspiring future for the individual, UKM, nation and the world. Each member must be confident that in UKM they will be able to develop their talent, express their creativity and where they will be successful in their expression and creation.

12

Figure 1.1 Statements of Philosophy, Vision, Mission and Educational Goals of UKM

NATIONAL UNIVERSITYIcon of National Identity, Pillar of National Unity, amongst the leading universities by 2018

Philosophy / Falsafah Combination of faith in Allah and beneficial knowledge as well as

the integration of theory and practice are fundamental for the advancement of knowledge, the development of

an educated society and the progress of the University.

Paduan antara iman kepada Allah dengan ilmu yang bermanfaat serta gabungan antara teori dan amal adalah dasar utama bagi perkembangan ilmu, proses pembinaan

masyarakat terpelajar dan pembangunan Universiti.

Vision / Wawasan UKM is committed to be ahead of society and time in leading in

the development of a dynamic, learned and moral society.

UKM bertekad menjadi Universiti terkehadapan yang mendahului langkah masyarakat dan zamannya bagi

membentuk masyarakat dinamik, berilmu dan berakhlak mulia.

Mission / Misi To be the learning centre of choice which promotes

the sovereignty of the Malay language and internationalises knowledge rooted in national culture.

Menjadi pusat ilmu terpilih yang memartabatkan Bahasa Melayu serta menyejagatkan ilmu beracuan

budaya kebangsaan.

Educational Goals / Matlamat Pendidikan To produce graduates who are imbued with confidence,

ethics, leadership and national integrity who are able to engage internationally.

Melahirkan siswazah yang berkeyakinan, berkepimpinan, beretika dan berjati diri kebangsaan di persada antarabangsa.

13

The vision and mission of UKM are realised through the development of faculties and centres of excellence that are technologically advanced and competitive. To achieve its mission and aims, as well as to spearhead UKM’s transformation to be one of the leading universities by 2018, the institutional goals as in Figure 1.2 are refined and enriched accordingly as follows:

1. To uphold Bahasa Melayu as a language of knowledge at the international stage and at the same time to encourage on mastery on multiple languages,

2. To strengthen national identity in developing a dynamic and united society with high moral values and global mentality,

3. To generate, disseminate and transfer knowledge, innovation and technology through national and global networking,

4. To internationalize UKM brands and enhance contributions to the global community,

5. To focus resources on niche areas that represent the UKM strength and direct strategic importance to the country based on quality delivery systems.

Figure 1.2 UKM Institutional goals towards achieving her vision and mission

Promoting Bahasa Melayu as a

language of knowledge

Internationalising“UKM” brand

UKMINSTITUTIONAL

GOALSStrengthening

national identity & integrity

Resources & delivery systems

focussed on development of

niches

Generating, disseminating &

transferingknowledge,

innovation & technology

14

1.1.2 Describe how the mission statement and educational goals reflect the crucial elements of the processes and outcomes of higher education in line with national and global developments which may include issues of social responsibility, competency, research attainment, community involvement, ethical values, and leadership. (B)

The institutional goals, as derived from the mission and vision statements, are aligned to the national and global developments that are stipulated in the National Higher Education Strategic Plan: Beyond 2020 (PSPTN 2020). UKM’s institutional goals support the strategic thrusts in PSPTN 2020:

Thrust 1: Widening access and increasing equity,

Thrust 2: Improving quality of teaching and learning,

Thrust 3: Enhancing research and innovation,

Thrust 4: Strengthening of higher education institutions,

Thrust 5: Intensifying internationalisation,

Thrust 6: Enculturation of lifelong learning.

The actual activities for each of the thrusts are described in the succeeding sections. The ultimate outcomes of the institutional goals are to :

• Produce human capital who can use knowledge in a proactive, creative and innovative way, possess technical skills and management competence in adapting to global changes, contributing to the harmony and creating wealth to the nation.

• Generate knowledge, ideas, creativity and innovation as a result of original research, or the adoption and adaptation of the body of global knowledge for the growth and advancement of the nation and universal society.

• Reinforce unity, national identity, social justice and peace for the nation and the global society.

The educational goals are aligned to the learning outcomes specified in the Malaysian Qualifications Framework and are reflected in the educational goals of the faculty and programme objectives. These are possession of:

1. a body of knowledge in the field of study.

2. technical and practical skills relevant to the field of study

3. social skills and responsibility

4. appropriate attitudes, values and professionalism

5. information management and life long learning skills

6. managerial and entrepreneurial skills

7. scientific approach and problem solving skills

8. communication skills

In addition, UKM’s education goals are formulated, taking into consideration the following documents:

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020 SM 1.3 Translation of UKM Educational Goals to the Goals at Faculty and Programme Levels.

15

• Vision 2020 • The Third Outline Perspective Plan 2001-2010 • The Ninth Malaysia Plan 2006-2010 • The Knowledge-based Economy Master Plan 2002 • The Second National Science and Technology Policy 2004 • The Third Industrial Master Plan 2006-2020 • The Education Development Master Plan 2006-2010

1.1.3 Describe the appropriate body and membership responsible for approving the vision, mission and educational goals of the HEP. (B)

The vision, mission and educational goals are discussed and debated in both official and non-official platforms such as retreats, workshops, Internet forums, etc. and approved by the following authorities:

• University Senate o The Senate is chaired by the Vice Chancellor and its membership

consists of the four Deputy Vice Chancellors, the Registrar, the Bursar, the Chief Librarian, deans directors of the faculties, academic centres and research institutes as well as appointed professors,

o It is the highest internal authority for academic matters.

• University Management Committee o It is chaired by the Vice Chancellor and its membership consists of

the four Deputy Vice Chancellors, the Registrar, the Bursar, the Chief Librarian, the director of the Development Management Department and the university legal advisor,

o The meeting discusses on policy as well as the day-to-day running of the university and advices the Vice-Chancellor.

• University Board of Directors o It is chaired by the University Chairman and its membership

consists of the Vice Chancellor, the four Deputy Vice Chancellors, the Registrar, the Bursar, the Chief Librarian and appointed members from stakeholders, namely industry, alumni and community,

o The board sets the university’s policy and role at national and international levels.

Apart from the above authorities, all education goals for the faculties and centres, programme educational objectives and programme learning outcomes which are formulated inline with the vision and mission of the faculties or centres, have to be approved by industrial advisory panel which typically comprises representatives from industries, employers and alumni in which will then be assessed by accreditation and professional bodies for provisional or full programme accreditation.

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020 SM 1.4 Universiti Kebangsaan Malaysia Constitution

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1.1.4 Describe how the vision, mission and educational goals are made known to the relevant parties. (B)

Strategic Plans such as “UKM Strategic Plan 2000-2020” and “UKM Strategic Plan: Perspective of 2006-2010” containing updated information on the University’s vision and mission are summarised and disseminated to the University community through hardcopy documentation in all undergraduate and postgraduate prospectuses.

UKM strives towards becoming a world class university and has the potential to be among the best in the world. Based on the vision and mission formulated in the UKM Strategic Plan, action plans have been prepared and executed in order to achieve this mission. Documentations which were developed to steer the planning and implementation of action plans are as follow:

1. UKM Strategic Plan 2000-2020. 2. UKM Strategic Plan: 2006-2010 Perspective. 3. UKM Transformation Programme as an APEX University.

In order to extend circulation of this important information to the University community as well as to the general public, the updated version is published on UKM’s official website.

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020 SM 1.5 UKM Strategic Plan: 2006-2010 Perspective SM 1.6 UKM Transformation Programme as an APEX University SM 1.7 Undergraduates and Graduates Prospectus SM 1.1 www.ukm.my/ portal/menu_welcome. html

1.1.5 Provide information to what extent the institutional mission and educational goals incorporate aspects of leadership, social responsibility, research, scholarship, community engagement, ethical values, professionalism and knowledge creation. (E)

The university’s mission, core values and educational goal have been formulated which encapsulate the need to continue maintaining the status of Bahasa Melayu as the language of knowledge as well as to instil confidence and to inculcate ethical and moral values within the staff and students. UKM’s commitment to excellence is embodied in its tagline:

“Inspiring Future, Nurturing Possibilities”

In the UKM Knowledge Ecosystem, through the Deputy Vice Chancellors’ portfolios as well as deans and directors for the faculties, institutes and centres, linkages with industries and employers are strengthened to ensure close relationship with these main stakeholders. Input from such stakeholders are commonly sought for:

• Development of curriculum, research and innovation • Dissemination of ideas and research outcomes for application • Industrial attachments for students and academics • Training and industrial recruitment

Furthermore, being an icon for Bahasa Melayu and national identity in the

SM 1.8 The 2009 Vice Chancellor’s Address SM 1.6 UKM Transformation Programme as an APEX University

17

context of globalisation as well as having expertise in selected focused areas, UKM also strengthen linkages and outreach programmes to the community which include the development of communities and local environments in sustainable university-community partnerships and UKM’s contribution to voluntary organisations e.g. with MERCY Malaysia.

1.1.6 State that the HEP’s planning and evaluation processes, educational programmes, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its stated goals. (E)

The planning and evaluation processes are conducted in various ways. For matters related to academics such as introduction of new educational programme or new academic department of faculty, the Senate as well as the Deputy Vice Chancellor for Academic Affairs and Internationalisation plays an important role to ensure the standards and quality of the proposed programme or establishment are maintained.

For matters related to services and resources, the University Management Committee, the Deputy Vice Chancellor for Students and Alumni Affairs, the Bursar Office and the Development Management Department are responsible to ensure adequacy of educational support services and appropriateness in the distribution on financial and physical resources, while the administrative processes are supervised and carried out by the Registrar Office.

In the following order, the Senate and the University Management Committee as well as the University Board of Directors as the highest authorities in their respective scopes will ensure that all the activities and operations support the fulfilment of the educational and institutional goals through the implementation of all the strategies and action plans. Apart from decisions made by the committee at the university level, faculties and academic centres are also empowered with autonomy to reduce bureaucracy and to ensure smooth operation at department and programme levels.

SM 1.1 www.ukm.my/ portal/menu_welcome. html

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1.2 Participation in Formulation of Vision, Mission and Educational Goals

1.2.1 Describe how the HEP involves major stakeholders in the formulation and renewal of the mission and educational goals as well as the educational programmes. (B)

The UKM Strategic Plan 2000-2020: A Brief Historical Context

The UKM Strategic Plan (UKMSP) was formulated following instructions by the Ministry of Education in 1999 for Malaysian public universities to formulate a long term strategic plan. The anchoring unit was the Division for Strategic Planning, Centre for Academic Advancement, UKM. The model employed used that of Slovacek (1987). There were two products, the UKMSP Document, published as a book, a CD and on-line. The other was a the Strategic Plan Information System (SPIS) designed to monitor the implementation of the plan. A working team was set up which then engaged all stakeholders to formulate the UKMSP, comprising of; academics, students, support centres, external advisors, administrative staff, technical and supporting staff. The consultation process took a year, which involved the formulation of the mission and the vision, the actual document, the Operating Plan which delineated the key performance indicators (KPI) and the implementation matrix. The KPIs were then assigned their owners in the various centres of responsibility to be input into the SPIS. There were 10 strategies in all. This version was reviewed in 2006, but basically the Mission and Vision statements have not changed much.

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020 SM 1.09 Slovacek, S.P.1987. Strategic Planning and Self Study. 9th European AIR Forum. Enschede SM 1.5 UKM Strategic Plan: 2006-2010 Perspective

Formulation of Vision and Mission

The vision and mission are developed based on philosophy laid down by the founding forefather’s of the university. In order to ensure that UKM can propel itself further as a leading national university, the vision and mission are updated to be inline with national interest and aspirations. The vision and mission statements as well as all policies are approved by the University Board of Directors which includes representatives of stakeholders, namely industries, alumni and community. For vision and mission of the Faculties/Institutes/Centres, inputs from community, corporate and entrepreneur bodies and the UKM alumni are considered.

UKM’s educational goal is formulated based on the vision and mission statements. Then, these vision, mission and educational goals are deployed to the faculties, centres and institutes as a frame work for the development of their vision and mission as well as education goals, programme educational objectives and programme outcomes (where applicable). As programme objectives and outcomes are used for curriculum development, stakeholders such as employers, industries, etc. are invited to provide feedback on the statements which in turn becomes part of the continual improvement cycle of the programme.

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020

19

1.2.2 Describe how the HEP consults and involves a wide range of stakeholders in the ongoing refinement of the vision, mission and goals. (E)

The vision, mission and UKM aims or institutional goals were formulated in 1999, that is during the preparation of 2000-2020 Strategic Plan. It involved participation of academic, administration staff and student representatives. The development took into consideration environment analysis, comprising external and internal pressures, quality issues, relevancy, cost effectiveness and opportunities available. Then, in the year 2006, in conjunction with the introduction of outcome-based education in UKM, the graduate’s general attributes were identified and defined in line with the university’s mission and vision as well as with national and global developments which eventually gave rise to UKM’s educational goal.

The process of refining the vision, mission and educational goals of the university follow a process which links the university’s vision, mission and goal with the vision, mission and goal of the faculty, institutes and centres and eventually the programme educational objectives as well as the programme outcomes. In refining the programme educational objectives and the programme outcomes, faculties, institutes and academic centres managing and delivering study programmes consult stakeholders such as employers, alumni and parents through a questionnaire and survey on the attributes of UKM graduates as an assessment of its educational goals. Hence, through these top-down and bottom-up approaches, the university would be able to always refine, evaluate and validate her vision, mission and educational goal to be relevant and transcend all levels within the university.

1.3 Academic Autonomy

1.3.1 Describe how the curriculum is designed and the resources allocated to show sufficient autonomy in such functions. (B)

For design, development and review of curriculum and educational programmes, faculties and academic centres are given autonomy to introduce new curriculum and to manage the educational programmes, as long as they are in compliance with standards established either by the internal bodies such as the Senate or external authorities such as the Ministry of Higher Education, the Malaysian Qualification Agency (MQA) and professional bodies.

In general, UKM gives freedom to departments or centres to design curriculum for other courses. However, each course must provide significant contribution to the attainment of the programme learning outcomes as stipulated in the Malaysian Qualification Framework (MQF). In addition, credits have to be calculated based on notional hours as required by the framework. For financial support, UKM distributes financial allocation to the cost centres, which include faculties, institutes and centres, according

SM 1.10 MS ISO 9001:2008 Quality Management System for Management of Undergraduate and Postgraduate Studies

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to their respective individual plan. The cost centres will then distribute the allocation to the departments and units.

For example, as directed by the Ministry of Higher Education, while simultaneously inculcating the core values of the university, UKM has made it compulsory for 12 credits/units of University undergraduate courses as follows:

• Appreciation of Noble Values and History (6 units) • Thinking Skill and Communication (3 units) • Broadening of Knowledge, Culture and Thinking (3 units)

In addition, through the UKM Regulations for Undergraduate Studies, amended in 2009, the UKM undergraduate students have to undertake 8 credits/units of co-curriculum courses, whereas only 2 units of co-curriculum courses were made compulsory prior to the amendment. For postgraduate students, there are also certain courses on communication skills in Bahasa Melayu and research methodology imposed by the university, faculties, institutes and centres.

SM 1.11 UKM Rules/Regulations (Undergraduates Studies) 1990, 2009 Amendment

1.3.2 How does the HEP ensure that the members of the academic staff have sufficient autonomy to focus on areas of their expertise? (B)

In UKM, academic staff are given freedom to express their views. While their performance are monitored and evaluated through a set of key performance indicators (KPIs), academic staff are encouraged:

• to develop areas of expertise and participate in multi-disciplinary research,

• to give opinions and public papers in their area of expertise, • to choose their own career development pathway, either to

contribute more towards teaching or research.

Within this scope of freedom, academic staff must work to contribute towards achieving UKM aims. For this purpose, UKM has assigned the KPIs as listed in Table 1.1. Annual performance evaluation is dependent on the achievement of KPIs. As practised at other well known universities, UKM performance indicators cover fields like teaching-learning, student supervision, research, publication and social services.

SM 1.12 The 2008 Vice Chancellor’s Address

21

Table 1.1 UKM Key Performance Indicators

Group and Quantity of Researchers

60% of academic staff are involved as lead researchers

Quantity and Quality of Researches

Publication: 2 papers in refereed international journals per staff or cumulative impact factor for institution of not less than 500 Research Grants: RM50,000 /lecturer /year Research Expenses: Not less than 60% of the grant received Post Doctoral Appointment: 10/years

Quantity of Post Graduates

Ratio of PhD Graduates to Academic Staff: 1:18, 60% of academic staff are from Science and Technology

Quality of Post Graduates

Postgraduate students (disciplines) is 50% of the overall total number of students at the university

Innovation 30 products /year Professional Service and Gift

Not less than RM20 million /year in flow

Network and Linkage National 70% International 30%

Support Facilities Site Audit 75% adequacy obtained

1.3.3 What are the HEP’s plans to expand the boundaries of academic autonomy? (E)

Even though freedom is given, UKM staff refrain from performing other part time work or carrying out own businesses and as stipulated in the statutory declaration (Aku Janji) without written consent from their respective dean or directors of faculties, institutes and centres. With the sufficient autonomy given to UKM due to her Research University status, the content in the statutory declaration may be proposed to be amended as a way to motivate the staff together with their pledge to elevate UKM to the community of leading universities.

In addition, UKM also is moving towards offering equity and business ownership for staff who contribute to development of intellectual property through spin-off companies generated by research, development and innovation processes and gains from any research and consultancy outputs while in service with UKM.

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1.4 Learning Outcomes

1.4.1 Show how the learning outcomes and educational goals are in line with, and supportive of, the vision and mission of the HEP. (B)

For new programmes, the programme educational objectives (PEO) and programme learning outcomes (PLO) are developed after initial discussions with the Programme Review Committee and with the Industrial/Programme Advisory Board for departments or centres. Typically the faculties carry out surveys to gather feedback from the stakeholders such as industries and employers on the importance of the statements and the achievement of the specified PEOs and PLOs based on their observations on the UKM alumni and graduates. The Programme Review Committee then meets again to discuss for the final draft so that it is in line with the vision and mission of UKM. The final draft is then forwarded and discussed at the faculty meeting. The relationship between the vision and mission of UKM with those of the Faculties/Institutes/Centres, the educational goals, PEOs and PLOs as well as with CLOs and total learning experience by students is illustrated in Fig. 1.3.

The proposal is then submitted to the Committee for Academic Planning and Development of the university before being forwarded to the Senate. Through the committee and the Senate, the proposal is reviewed thoroughly to ensure that the proposed programme supports the vision and mission of UKM as well as fulfils all requirements stipulated by the Ministry of Higher Education and accreditation bodies such as MQA and professional bodies. The proposal is then submitted to the University Board of Directors for recommendation to be submitted to the Ministry of Higher Education for final approval.

Figure 1.3 Relation between vision and mission with total learning

experience by students

SM 1.10 MS ISO 9001:2008 Quality Management System for Management of Undergraduate and Graduate Studies SM 1.13 Malaysian Qualification Framework

23

On the other hand, for old and existing programmes, reviews are being carried out in accordance with the requirement of the MS ISO 9001:2008 for the Management of Undergraduate and Graduate Studies which requires a programme to be reviewed at least once every five years. Due to the implementation of MQF from 2006 onwards, all programme reviews also adopts MQF requirement into the curriculum and the programme structure, through the formulation of PEOs and PLOs which conform to the educational goals of UKM as well as course learning outcomes (CLO) for every course offered, the recalculation of credit according to the student learning time (SLT) as well as adjustment on total credit to meet the MQF minimum credit requirement based on programme levels. For example, due to implementation of MQF from 2007 onwards, programmes at the bachelors level and taught masters programmes are set to a minimum 120 and 40 credits, respectively.

1.4.2 Specify the broad competencies and attributes expected of students upon completion of a period of study. (B)

At UKM, each study programme committee drafts PLOs based on the eight domains of learning outcomes as specified by the Malaysian Qualification Agency (MQA) and also as per requirement by the professional bodies. Based on its educational goal, UKM specifies the educational goal and the attributes to be attained by all graduates upon graduation, which will then be the framework for all educational programme in UKM. The educational goal and the graduate attributes are as follows:

Educational Goal: To produce graduates who are imbued with confidence, ethics, leadership and national integrity who are able to engage internationally.

• Graduate attributes: Confidence 1. Possess in-depth knowledge in the area of study, 2. Possess skills relevant to the disciplines of study, 3. Able to use and adapt knowledge in various and different

situations/conditions/levels and cultures (innovative and creative),

4. Fluent in the international/global language of communication (English).

• Graduate attributes: Ethics and Leadership 5. Able to communicate and interact in a team, 6. Possess leadership and has a vision in the context of their

role and functions in society, 7. Able to make decisions and take appropriate action in

accordance with ethical and universal values (fair, just, sustaining and with integrity),

8. Ethical and with high moral values.

24

• Graduate attributes: National Integrity 9. Skilled and comfortable in multi-cultural and multi-religious

interactions, 10. Proud and fluent in the mother tongue, 11. Aware of defending the stature of the nation.

In order to formulate PLOs for various forms of soft skill specified in the MQF learning domains, UKM has expanded the eight MQF learning domains into 15 generic PLOs which include 13 the Generic Competencies (GC) each graduate must demonstrate at the time of graduation. Each GC is further categorised into several evaluation criteria that have their own specified rubrics. The 15 PLOs (13 GCs) are as follows:

PLO1: Mastery of body of knowledge PLO2: Psychomotor skills PLO3/GC1: Social Responsibilities PLO4/GC2: Appreciating the Environment PLO5/GC3: Ethics, Moral and Professionalism PLO6/GC4: Spirituality Skill PLO7/GC5: Communication Skill PLO8/GC6: Leadership Skill PLO9/GC7: Teamwork Skill PLO10/GC8: Scientific Methods, Critical Thinking, Solution,

Problem and Autonomy in Making Decision PLO11/GC9: Information Technology Skill and Communication PLO12/GC10: Long Life Learning PLO13/GC11: Globalisation Skill PLO14/GC12: Entrepreneurial Skill PLO15/GC13: Management Skill

The mapping of all these PLOs with the eight MQF domains of learning outcomes is given in Table 1.2.

1.4.3 Describe how these relate to the existing and emergent needs of the profession, discipline and the larger society. (B)

To fulfil the requirements by the related profession and the respective stakeholders, as stipulated by the Malaysian Qualification Framework (MQF), all programmes in UKM have adopted the eight MQF learning domains as the framework to formulate their programme learning outcomes. Professional programmes also need to fulfil additional requirement specified by their respective professional governing bodies such as:

• Board of Engineers Malaysia (BEM)/Engineering Accreditation Council (EAC),

• Board of Architects Malaysia (Lembaga Arkitek Malaysia - LAM), • Malaysian Medical Council (MMC), • Malaysian Dental Council (MDC),

SM 1.14 Guidelines for Malaysian Credit Frame Qualification System SM 1.15 www.bem.org.my

25

• Malaysian Institute of Accountants (MIA), • Pharmacy Board, • Nursing Board Malaysia, and • Bar Council.

In addition, the programme outcomes are designed to prepare graduates to achieve the programme educational objectives in their work environment. Requirements of stakeholders, especially the industry and employers, include not only academic competencies but also humanity soft skills like communication skill, leadership, teamwork, management, entrepreneurial abilities and others.

A sample mapping of programme learning outcomes inline with the MQF is given in Fig. 1.4, which is taken from a Mechanical Engineering bachelors programme which adopted the OBE-based curriculum for 2004-2008.

Figure 1.4 The PEO-PLO matrix for the Bachelor of Engineering in

Mechanical Engineering for 2004-2008

1.4.4 Explain how the competencies are related to the needs of the student in his future workplace, further studies and good citizenship. (E)

UKM recognises the whole campus and students’ activities as Total Learning Experience as illustrated in Fig. 1.3, which comprise student’s experiences from the day they register in UKM up to the day they complete studies. These experiences are quantitatively measured using generic competencies by lecturers for academic related GCs and by residential college masters and mentors for non-academic and social activities.

The system which gathers measured GCs has been developed and used from July 2008 and is known as the Generic Competencies Assessment System. The overall structure of the system is depicted in Fig. 1.3 which gathers inputs from various parties, including mentors from faculties, two

SM 1.16 www.ukm.my/spkg

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

PLO12

26

academic centres that are in-charge of the University compulsory courses, namely Centre for Students Advancement and Centre for General Studies, academic colleges, student merit system and students’ self-assessment. The grades generated by these inputs are then calculated cumulatively for an equivalent CGPA which will later be recorded in a supplementary diploma on generic competencies and awarded to students upon graduation along with official academic transcripts. By helping the students towards achieving the specified learning outcomes, the students can be guided and transformed into a good citizen with positive thinking upon graduation.

In addition to the system directly measuring CGs, competencies among students in certain generic skills can also be nurtured through outside classroom activities such as simulation on real case environment, technical visits and field works as part of the curriculum delivery.

Figure 1.5 Structure of Generic Competencies Assessment System

STUDENT INFORMATION

SYSTEM

I N P U T

P R O C E S S I N G

O U T P U T

Faculties

Centre for Students Advancement

Academic Colleges

Student MeritSystem

Self-assessmentCentre for

General Studies

CGPACo-curriculum

TranscriptsOfficial

TranscriptsSupplementary

Diploma

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Area 2: CURRICULUM DESIGN AND DELIVERY

2.1 Curriculum Design and Teaching-Learning Methods

2.1.1 Describe the processes, procedures, and mechanisms for curriculum development. How are the main constituents in the institution involved in this process? (B)

Development of new program Curriculum development, planning and review for all undergraduate and postgraduate programs offered by UKM are carried out according to standard procedures from initial to the review stages. This is to ensure that all programs are of high quality and standard.

SM 2.1 MQA Act JPT(A)1000/ 013/013/07(9) SM 2.2 UKM Teaching and Learning Policy

Figure 2.1 Flow chart for the establishment of a new academic programme

Proposal Sent to the Ministry of Higher Education for Final Approval

Yes

No

Tabled at Departmental Meeting for endorsement

Academic Planning and Development Committee at Faculty/Centre/Institute

Yes

No Faculty/Centre/Institute Meeting

Yes No

University Academic Planning and Development Committee

Senate Approval

CRC develops New Program Curriculum

MQA’s Approval for Certificate of

Minimum Qualification Requirement

(CMQR)

Programme/Industrial /Community Advisory Panel

Industrial/Community Survey Results

Yes No

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The process of establishing a new program begins with an acknowledgement of the requirements of the university’s vision and mission according to the national needs. This process is also accomplished through discussions with the Program/Industrial Advisory Panel (IAP) comprising academic, industry and community leaders related to the program to provide advice and direction to the program proposal. Fig. 2.1 depicts the flow chart for the establishment of a new program. Industrial/community surveys are conducted to ensure that the needs of the public and private stakeholders are fulfilled. Based on the inputs, the program is developed by the curriculum review committee (CRC) and tabled to the department during department meeting. Upon approval by the department, the proposed program is presented to the Academic Planning and Development Committee (JPPA) at the Faculty/Centre/Institute and thereafter to the Faculty/Centre/Institute Meeting. Upon endorsement by the Faculty/Centre/Institute, the proposal is sent to the University Academic Planning and Development Committee, followed by an application to MQA for issuance of the Certificate for Minimum Qualification Requirement (CMQR) approval and eventually to the University Senate for approval. The proposal is then tabled to the Ministry of Higher Education (MoHE) for the final approval. When approved, the relevant faculty/institute/centre as well as Senate are informed by the DVC (Deputy Vice Chancellor) for AA (Academic Affairs). Currently, UKM adopts the following procedure as illustrated in Fig. 2.1 since UKM is not a self accrediting institution. Review of Existing Program The programme curriculum review process involves the various committees shown in the flowchart depicted in Figure 2.2. Input for curriculum review comes from various sources that include the external assessors, benchmarking results, IAP, Board of Study (BoS), feedback via surveys and consultations from stakeholders that include students, industrial training employers/providers etc. On top of that, the analysis of every semester examination results are also used as input. Based on the input, the Curriculum Review Committee takes appropriate action to address the recommendations or findings for further improvement by implementing changes in the curriculum. A change in curriculum involving more than 30 percent will have to go through various committees at various levels. The new curriculum will need the approval from the CRC at the departmental level, the Faculty JPPA and endorsement at the Faculty meeting. Next, it will be tabled at the University JPPA and endorsed by the University Senate prior to submission to MoHE. For changes less than 30 percent, the review process can be carried out at the faculty level as shown in Figure 2.2. However, starting January 2009 all curriculum revision for the undergraduate and postgraduate by coursework are required to obtain MoHE approval prior to implementation.

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Content of Review Process

A major review was conducted in 2008 to conform to the requirements of the Malaysian Qualifications Framework (MQF). These include redefining learning outcomes, realigning the contents and structures of the courses such that the relevant teaching and learning activities (e.g. laboratory and tutorial components, problem based learning, generic skill activities, and group learning and interaction) conform to the credit requirements of the MQF. To ensure that these targets are achieved, suitable teaching/learning and assessment techniques are also proposed during the curriculum design or review. The adoption process to conform to the MQF requirements was initiated and expected to be fully complied by the academic year of 2009/2010.

2.1.2 Show evidence that the HEP have considered market and societal demand for the programme as well as sufficient resources to run it. (B)

All public institutions of higher learning (IHL) including UKM are obliged to fulfil the society demand as directed by the respective ministries. In the application of new programmes and programme reviews with more than 30% changes, market survey, IAP/AP and employability study are required by MoHE prior to approval. All public IHL are fully supported by the government. In starting a new programme, we are required to submit the proposed budget under the

SM 2.1 JPT(A)1000/ 013/013/07(9) SM 2.3 Several application for new programme and programme review to MoHE

Figure 2.2 Flowchart for programme curriculum review

Department Meeting

Programme/Curriculum Review Committee Committee

Faculty JPPA Meeting

University JPPA Meeting

University Senate Meeting

No Yes

Board of Studies, Surveys, Stakeholders’ Input, Analysis of Examination Results etc.

Approval by MoHE?

30% or more changes? Yes

Department Meeting

Faculty JPPA Meeting

Implementation

No

Every two months

Faculty Meeting Faculty Meeting Every two months

Every two months

Every two months

When necessary

31

Polisi Bajet Dasar Baru for the coming year. As such, sufficient resources are allocated to run all approved programs.

2.1.3 Show how the aims and objectives of programmes are in line with, and supportive of, the vision and mission of the HEP. (B)

Educational goals or Programme Educational Objectives (herein referred to as PEO) are statements that describe the expected accomplishments of graduates during the first several years following graduation from the program. PEOs are the basis upon which the outcomes and curriculum for all programs being offered are developed. The PEOs for all UKM programs have been formulated consistent with the vision and mission of the university and the Faculty/Centre/Institute, and are intended to satisfy the needs of the respective stakeholders. The process of linking the vision and mission of the university and the Faculty/Centre/Institute with the PEO statements has been explained in AREA 1 write-up and graphically illustrated in Fig. 1.5. Overall, the PEOs should fulfil the educational goals of the faculty. Additionally, with regards to the respective goals of each program, the goals and objectives must conform to the eight learning domains of the MQF. An example of the Vision, Mission & Educational Goals statements is presented below. Vision of the Faculty of Medicine To become the leading and competitive academic medical hub based on knowledge, innovation and dedicated teams of health professionals for the development of a healthy and informed society. Mission of the Faculty of Medicine To provide quality education of health professionals and services of the highest standard based on research, evidence based medicine, innovation and social sensitivities. Programme objectives of the programme (PEO) To produce competent doctors, who, in primarily serving the health needs of Malaysia will be able to:

1. apply their knowledge and skills in an effective and judicious manner whilst demonstrating an attitude that is appropriate and desirable

2. function effectively in any healthcare setting (hospitals, healthcare centres, etc)

3. recognize and analyze health problems at the level of the individual, family and community; and solve these problems through health promotion, disease prevention, treatment and rehabilitation, using the available resources in a cost-effective manner

4. demonstrate sensitivity towards religious, moral, cultural and traditional values of the community they serve

5. lead and play an effective role in the healthcare team

SM 2.2 UKM Teaching and Learning Policy SM 2.4 http://www.fssk.ukm.my/ index.php/administration

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6. pursue any field of specialization of their choice 7. accept the principle of life-long learning

Programme learning outcomes (PLO)

At the end of the programme the students will demonstrate:

1. ability to apply knowledge and clinical skills to practice safely and competently.

2. scientific approach and critical thinking to problem solving and decision making.

3. ability to work collaboratively within a multi-professional team with integrity and enthusiasm and to assume a leadership role when appropriate.

4. ability to lead and collaborate with other health professionals in health promotion and disease prevention.

5. caring attitude and sensitive to the needs of self, patient and their families, colleagues and the community.

6. ability to adopt a holistic approach to patient management. 7. effective communication and social skills. 8. ethical, spiritual and moral principles and abide by legal requirements. 9. competency in information and communication technology and its

management. 10. appropriate teaching skills and willingness to educate patients, family,

the community and colleagues. 11. commitment to lifelong learning.

The relationship between PEO and PLO is shown in Table 2.1.

Table 2.1 Relationship between PEO and PLO

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

33

2.1.4 Elaborate how the HEP ensures the principles guiding the design of the curriculum support the attainment of learning outcomes. (B)

The following principles are used to guide the design of the curriculum to support the LO attainment:

1. Total Learning Experience (TLE) where activities undergone by the students both in & outside formal classroom are considered as learning opportunities.

2. Use of Diverse Learning Settings including learning in the community, residential colleges, industries etc.

3. The student assessment system supports the attainment of the TLE (supplementary mechanism includes the SPPK, SPKG etc).

To ensure the attainment of all these learning outcomes, lecturers and tutors are trained to plan their courses and to conduct those courses with the aim of achieving CLOs and concurrently achieving the respective PLOs among all students who graduate from the courses conducted by the respective lecturers. Lecturers or academic staff are required to diversify their curriculum and delivery approaches which emphasize on student centred learning and on giving opportunities for experiential learning that deal with real world scenarios or problems.

Figure 2.3 Relation between the learning outcomes, the instruction and the assessment methods

These include various methods of curriculum delivery such as Problem Based Learning (PBL) and Design/Integrated Projects. Microscopically, various class learning activities such as group work, brainstorming sessions,

SM 2.5 Internal Self-Review Portfolio for the study programme

Student

Course Learning Outcomes (CLOs)

Educational Goals/ Programme Objectives

Assessment

Self/Peer assessment

Taxonomy of Learning Objectives

Programme Learning Outcomes (PLOs)

Classroom Assessment Techniques

Lectures

Instruction

Written Tests or

Examinations

Other Measures

Active & Cooperative

Learning

Problem Based Learning

E-learning/ Web based Learning

ICT Labs

SPKG

34

presentation, role playing and apprenticeships are also integrated in the teaching and learning process. In addition, there are also activities outside the classroom such as project assignments, independent study, field trips, site visits, community placements and industrial attachments. Students are assessed on their active participation and contribution towards the groups’ achievements. The relation between the learning outcomes, the instruction and the assessment methods are given in Fig. 2.3.

2.1.5 Describe the various teaching-learning methods to achieve learning outcomes and ensure that students take responsibility for their own learning. (B)

To ensure students take responsibility for their own learning, the University is in the process of transforming from teacher centred to student centred learning. The transformation is intended to prepare the students for life-long learning. UKM encourages the use of various teaching-learning methods which include PBL (problem based learning), integrated projects, capstone projects, cooperative learning, industrial attachment etc. At the Medical Faculty of UKM the PBL method is widely adopted in the teaching and learning. For instance, it is adopted in the delivery of the course of MEDICINE & SOCIETY IIB - COMPREHENSIVE HEALTH CARE MODULE (FFFF2622). In this particular course, students are required to work in groups to solve the problems related to holistic approach in patient management. Each group will have to undertake a family case study which involves small group discussion, home visits and visits to relevant organizations that provide aftercare to the respective patient.

Alternatively, capstone projects are widely adopted in the engineering curriculum especially in the Civil engineering discipline. Capstone projects are papers that students need to write after spending an extended amount of time researching one particular subject for a course. In many cases with capstone projects, students will not only need to research a topic in books and other printed materials, but students may also have to perform hands-on research, such as research through an internship or experiments. During the research for the capstone projects, students are required to write all findings/discoveries in a logbook. These logbooks will help students to stay organized, remember what they have learned and will also make the writing process easier and faster.

To further reinforce the need for students to take responsibility for their own learning, UKM has also introduced various methods of assessment which include peer-assessment (where learners assess each other), self-assessment (where learners assess their own work), formal summative assessment, formal continuous assessment and informal formative assessment.

SM 2.2 UKM Teaching and Learning Policy SM 2.6 Study Guide Semester 4 2009/2010 Faculty Of Medicine UkM - Medicine & Society IIB Comprehensive Health Care Module (FFFF2622)

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Formal summative assessment involves written and/or oral examination which is normally conducted at the end of the semester (prior to reporting). The aim is to measure the learning that has taken place. On the other hand, informal formative assessment is used as feedback to improve the process of learning. Generally, this happens during the learning process. Formative assessment is as much a part of learning as it is a part of assessment. For instance, the conversation between the teacher and the learner that takes place during various forms of formative assessment is a vital part of the learning process. Formal continuous assessment involves assessing students learning outcomes by taking into account the overall learning experience that the students have undertaken and may involve project work, mid-semester examination, assignments and final examination. Projects or coursework given to students are part of the course evaluation component. UKM’s teaching and learning policy states that the semester’s final examination must contribute only 30-70% towards the whole course evaluation. Additionally, the new credit requirements based on notional credits make the students more aware of their learning time and consequently, be responsible for their own learning process. Having the freedom to select elective courses, option to apply for credit transfer programme, etc will also reinforce students to take responsibility for their learning. At UKM, there are various non traditional learning opportunities such as the mobility program, the UKM-UDE (University of Duisberg ESSEN, Germany) double degree program, the industrial training attachment programme and community engagement programme.

2.1.6 Describe how the HEP ensures its curriculum and instructional methods encourage students to take active participation for their learning. (B)

To ensure that the curriculum and instructional methods encourage students to take an active participation in their learning, UKM has adopted the outcome based education (OBE) approach in all programs. As such, teaching and learning process are implemented based on the need of OBE approach which emphasizes the importance of using multi-dimension assessment tools and innovative T&L methods as described previously in section 2.1.5. An engineering program curriculum offered at UKM is given below as an example where the OBE approach has been fully and successfully implemented. At the Faculty of Engineering and Built Environment, all engineering courses and the delivery methods have been designed to promote active students participation in their learning process in the following ways:

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i. Provide desired experiential activities for the student delivery approaches: Method demonstration, symposium, dialogue, discussion group, brainstorming, problem based learning (PBL).

ii. Reinforce the student delivery approaches: Lecture, cooperative learning, tour, field trip, workshop, case study

iii. Provide opportunities for the student to integrate new information with existing knowledge and skills delivery approaches: conference, seminar, panel, meeting, technical visit, industrial attachment.

All the specified structures of the curriculum delivery and their respective assessment methods as aforementioned in section 2.1.5 have to be mapped against the learning outcomes to be achieved. This information is disseminated to all students via the course structure. By doing so, all students are made aware of the expectations each course has on them. This will in turn regulate their active participation during the teaching and learning process that will lead them to take responsibility for their learning. Additionally, as stipulated by MQA, all academic programs must show that their students will achieve all the eight qualities of graduates’ attributes specified within the MQF upon graduation. Figure 2.4 illustrates the shift of the delivery methods for a typical 4-year engineering program as an example, which initially focuses on teaching process but eventually moves to project-based learning techniques, which are more student-centred.

Figure 2.4 Range of delivery methods utilized to achieve Pos

2.1.7 Specify how the HEP envisages that the curriculum and instructional methods prepare students for their learning. (B)

In UKM, PPA has put forward a guide that should be followed by the faculties/institutes/centres. However, levels of implementation vary amongst faculties/institutes/centres. The professional based programmes such as engineering, law, medical and dental are well ahead in term of adopting and implementing the OBE approach in their programmes curricula. Nevertheless, other faculties are also fast adopting the OBE approach in their respective programs.

SM 2.7 Teaching and Learning Taxonomy

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In its guideline, the PPA emphasises the importance of adopting the various learning taxonomies such as Bloom’s for the cognitive domain, Simpson’s for the psychomotor domain and Krathwohl’s for the affective domain. Figure 2.5, 2.6 and 2.7 illustrate the Bloom’s, Simpson’s and Krathwohl’s taxonomies, respectively. Currently, only the Bloom’s taxonomy has been widely adopted and efforts are underway to adopt both Simpson’s and Krathwohl’s taxonomies for the psychomotor and affective domains, respectively. Based on these taxonomies and levels targeted, specified PLOs and CLOs, appropriate instructional and assessment methods are identified. For example, in order to assess the attainment of communication skill to a certain level in the affective domain, the instructional method may be group discussion and presentation, while assessment method can be through presentation. Based on this specification the whole structure of the curriculum is then developed where tentative instructional and assessment methods are identified during the curriculum design stage. This process is illustrated in Figure 2.3.

Figure 2.5 Six levels (C1-6) in Bloom’s taxonomy for

the cognitive domain

Figure 2.6 Seven levels (P1-7) in Simpson’s taxonomy for

the psychomotor domain

SM 2.8 Course profiles SM 2.7 Teaching and Learning Taxonomy SM 2.7 Teaching and Learning Taxonomy

Adaptation

Complex Overt Response

Mechanism

Guided Response

Set

Perception

P7

P6

P5

P4

P3

P2

P1

Origination

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

C6

C5

C4

C3

C2

C1

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Figure 2.7 Five levels (A1-5) in Krathwohl’s taxonomy for

the affective domain

SM 2.7 Teaching and Learning Taxonomy

2.1.8 Give details of HEP policies and practices that show that teaching and learning are consistent with the curriculum. How are elements of inconsistencies redressed? (B)

The implementation of the curriculum and all courses inside the curriculum are centralised around the CLOs. Since the CLOs are formulated based on the three educational domains and simultaneously targeted to certain levels in the respective domains, instructional and assessment method are designed and implemented in a similar manner as illustrated in Fig. 2.3. This is to ensure the validity of the learning outcomes which collectively lead to the attainment of relevant PLOs and results in consistency in the teaching and learning processes with the curriculum. Any element of inconsistencies will be addressed concurrently and intervention will be executed as a continual quality improvement process explained in Section 9.

SM 2.7 Teaching and Learning Taxonomy SM 2.9 Course Teaching File

2.1.9 Show how the curriculum encourages a multi-disciplinary approach and co-curricular activities in enhancing and enriching the personal development of the learner. Show how these are monitored and appraised. (E)

Besides the academic courses in the curriculum, co-curriculum courses are also made compulsory in the UKM regulation in order to inculcate some generic competencies targeted in Section 1.4. In 2009, the regulation has been amended to strengthen this component by increasing the number of credits for co-curriculum activities from three credits to eight. Hence, co-curricular activities such as involvement in PALAPES and SUKSIS can be part of the co-curriculum components and will be given credit equivalence. To further encourage multi-disciplinary approach and involvement in co-curricular activities, co-curricular activities courses offered by PPU and courses

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 2.10 Appropriate Working Papers for PALAPES and SUKSIS

Organization

Valuing

Responding to Phenomena

Receiving Phenomena

A5

A4

A3

A2

A1

InternalisingValues

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outside the discipline are integrated and embedded in the programme curriculum. These courses are mandatory for all academic programmes and need to be completed as part of the requirement for graduation. Details can be found in the respective undergraduate programme prospectus. Faculty of Medicine has initiated a multidisciplinary approach since 2007 by offering a course entitled “Comprehensive Health Care Module”. This course is offered to both undergraduate medical and pharmacy students. In this course the students from both faculties work together in accomplishing a project (case study), they learn together by looking from each others professional perspectives. The teachers involved in this course are also multidisciplinary and multiprofessional.

SM 2.6 Faculty of Medicine Semester 4 Guide Book. (the sample is for Semester 4 Session 2008/2009)

2.1.10 Show how external sources are engaged in the needs analysis of programmes. Show how their commentaries are utilised to improve them. (E)

As illustrated in Fig 2.2, input from external sources towards improving the programmes are gathered through surveys from the stakeholders as well as from the Programme/Industrial/Community Advisory Panel. In addition, many programmes, particularly undergraduate programmes, also appoint external assessors to evaluate their programmes either on voluntarily basis or as a prerequisite for an accreditation exercise. This feedback can also serve as an input for quality improvement. Their inputs and commentaries can be the basis for a programme review. When a programme is to be reviewed, all the inputs will be considered and implemented using a typical PDCA (Plan, Do, Check, Action) generic control method. For example, on a certain requirement where the stakeholders address a need to strengthen soft skill in communication in the working environment, the sequence of processes highlighted in Table 2.2 can be followed.

SM 2.11 Stakeholders survey from the Faculties SM 2.12 List of external assessor appointed by UKM

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Table 2.2 An example of the implementation of PCDA generic control method during the curriculum review

Area of Concern: To develop soft skills in communication, cultivate industry awareness and business acumens.

Plan: To develop communication skills, cultivate industry awareness and business acumens.

Quality Division & Dept. Meetings

Do: Infuse generic skills as required by the MQF in the delivery of courses by embedding oral presentation in selected department courses.

Course instructor

Check: Oral presentation skill has been embedded in some targeted courses. Based on the assessment results, the delivery method was found to be effective in addressing the issues.

Course instructor

Action: Action to be taken in the next curriculum review.

Curriculum Review Committee

2.1.11 What are the co-curricular activities that enrich student learning experience, and foster personal development and responsibility? (E)

On top of classroom and laboratory learning activities, co-curricular activities are incorporated in the curriculum to provide the total learning experience needed by the students. At UKM, the co-curricular activities may involve students being involved in their respective collegiate, societal, sports, faculties’ extra-curricular activities etc. For instance, at the Faculty of Engineering & Built Environment students extra-curricular activities involved participation in the Annual ROBOCON competition organized jointly by MoHE, SIRIM and ABU, nationally organized competitions such as the MAXIS Mobile Content Challenge, IBM Content Challenge, Perodua ECO-Challenge, e-Chemical Car Competition etc. UKM students also have the opportunity to participate in AIESEC activities. The AIESEC is the world’s largest student organization. AIESEC in UKM was officially set up in 1976 and quickly proved itself to be one of the leading student organizations in the varsity. AIESEC provides an international platform for young people to explore and develop their leadership potential so as to have positive impact on society. Students who join AIESEC will undergo the development process consists of unmatched leadership experiences, international opportunities and a global learning environment. To further enrich students learning experience, and foster personal development and responsibility, UKM establishes partnership with the community for educational purposes in which the community becomes the living classroom for students to learn in a holistic manner. The community provides a fertile and conducive learning environment for students to attain the eight learning outcomes as stipulated in the MQF. An example of such community partnership is the Kundang Hulu village adoption project.

SM 2.13 PPP’s Activity Report SM 2.14 HEJIM’s Annual Report SM 2.15 Sharifah Hapsah Shahabudin. 2007. Community Services Programmes in UKM in Proc. Of 11th UNESCO-APEID Conference, Bangkok Thailand. SM 2.16 List of AIESEC activities

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2.2 Curriculum Content and Structure

2.2.1 Describe how the academic programmes incorporate the core content of the discipline that are essential for understanding the concepts, principles and methods that support the programme outcomes. (B)

All academic programmes at UKM are designed to comprise the following elements: a) university level courses to be taken by all students; b) core faculty courses taken by students of that faculty and c) core courses at the departmental/school/programme level. In addition to this core courses are the programme electives which may include major and minor options. As an example, in the engineering programme curriculum structure, the average core contents of the various engineering disciplines comprise 60-70% of the total credit requirements for graduation. The 60-70% emphasis is essential in order to achieve good understanding of the concepts, principles and methods for the attainment of the programme outcomes.

SM 1.7 Undergraduates and Graduates Prospectus

2.2.2 Describe how the academic programmes fulfil the requirements of the discipline and takes into account discipline standards and international best practices as well as changes in them. (B)

To ensure all academic programmes fulfil the discipline requirements, UKM ensures that all its academic curricula are subject to the academic benchmarking process. Benchmarking is the process of comparing the quality of a specific process or method to another that is widely considered to be a standard or best practice. All academic curricula in UKM are required to undergo the benchmarking process at both programme and course levels. Programme level benchmarking is normally carried out every 2-5 years depending on the targeted timeline set by the respective faculties whereas course level benchmarking is carried out at the end of every semester. The results are reported and compiled in the course teaching file. All UKM programmes are subject to a quality audit (MQA requirements) and an ISO. Additionally, all professional programs are required to be accredited by their respective bodies or boards. Recently, the UKM Engineering disciplines received their accreditation by complying with the requirements set by the EAC. As of June 2009, the EAC has been accepted as a full member of the Washington Accord which signifies that all EAC accredited Malaysian engineering programmes are recognized worldwide. In UKM, in most instances the visiting academia is required to review the curriculum and give advice. External assessors and industry advisory panel (IAP) are also consulted for their input. Where appropriate international standards and guidelines are used in developing UKM programmes. The World Federation of Medical Education (WFME) guidelines were taken into consideration when formulating the new

SM 2.17 Respective Programme Self assessment report & Course teaching file SM 2.18 TOR of visiting academia

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curriculum learning outcomes for the undergraduate medical curriculum for the Faculty of Medicine.

2.2.3 Specify the processes by which topics of local, national and international importance are incorporated into the curriculum. (B)

To ensure that topics of local, national and international importance are incorporated into the curriculum, all programmes being offered are subjected to several reviews. The review process involves various committees and stakeholders as described earlier in Section 2.1. Figure 2.1 and 2.2 shown in the earlier section clearly indicate all the processes that are involved. Recently, in an effort to address the above mentioned issue, UKM has formed the Niche Committee comprising the chairpersons of the eight identified multidisciplinary Niche areas, senior professors and external advisors. These members are appointed by the Vice Chancellor who also chairs the committee. The eight identified niche areas are:

(i) Challenges in Building the Nation State; (ii) Sustainable Regional Development; (iii) Renewable Energy; (iv) Medical and Health Technology; (v) Climate Change; (vi) Nanotechnology and Advanced Materials; (vii) Biodiversity for Biotechnology Development, and (viii) Content-Based Informatics.

SM 2.19 UKM Educational Goals

2.2.4 Show evidence that the HEP has the mechanism in place to access the latest development in a field of study. (E)

At UKM, the mechanism to access the latest development in the field of study is definitely in place. Five main divisions are responsible to oversee that all academic programmes at UKM can access to the latest development in the respective fields of study. First, is through the very existence of the division of Academic Affairs headed by Deputy Vice Chancellor for Academic and Internationalisation Affairs. Under this AIA portfolio, UKM has established the Centre for Academic Advancement (known as PPA) which is responsible for development in teaching and learning process and Centre for Postgraduate Management. An international office (PHA) has also been established to handle international collaborations & networking. The organisational structure of the AIA division is as shown in Figure 2.8.

SM 2.20 www.ukm.my/ppkk SM 2.21 www.ukm.my/ppa SM 2.22 www.ukm.my/pha

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The second mechanism is through HEJIM, headed by the Deputy Vice Chancellor for Industry Liaison and Community Affairs. The machinery to carry out all plans and activities of the division are the offices of Industry Liaison (PHI), University-Community Partnerships (PHUM) and Chancellor’s Foundation (CF). Figure 2.9 depicts the organisational structure of the HEJIM division. PHI roles are to establish university-industry (UI) links and facilitate smart U-I partnership whereas PHUM serves as facilitator to UKM-community partnership projects.

Thirdly, the university has also set up a research and innovation division, headed by the Deputy Vice Chancellor for Research and Innovation Affairs. This division uses its vehicle CRIM (Centre for Research and Innovation Management), that oversees all research related activities and planning for the university. Every year, significant amount of funding is allocated for the university staff (academicians, researchers, students etc) to carry-out current state-of-the-art researches. Figure 2.10 depicts its organisational structure.

Figure 2.10 Organisational Structure of the Research and Innovation Division

DVC for Research and Innovations Affairs

Centre for Research and Innovation Management

DVC for Industry Liaison and Community Affairs

Industry Liaison Office

Office of University-Community Partnerships

Chancellor’s Foundation Office

Figure 2.9 Organisational Structure of the Industry Liaison and Community Affairs Division

DVC for Academic & Internationalisation Affairs

Centre for Graduate

Management

International Office

Centre for Academic

Advancement

Figure 2.8 Organisational Structure of the Academic and Internationalisation Division

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To address issues pertaining to students, the division dedicated to deal with student affairs has also been set up. It is headed by the Deputy Vice Chancellor for student affairs as shown in Figure 2.11.

The fifth is via the Centre for Corporate Planning and Communication (PPKK) whose main function is to formulate and establish the strategic planning, to plan and execute UKM transformation project, to formulate policies pertaining to quality assurance, talent management and corporate communication. All these are intended to spearhead UKM to be within the community of world class universities by 2013. PPKK reports directly to the office of the Vice Chancellor as in Figure 2.12.

SM 2.20 www.ukm.my/ppkk

2.3 Management of Programmes

2.3.1 Provide a sample of the Student Study Guide, Student Handbook and Student Project Handbook, where applicable. (B)

In UKM, management of programmes are carried as planned in the curriculum and the undergraduate/postgraduate prospectus. For courses involving laboratory experiment, hands-on practicum and industrial attachment, student can also refer to the course manual or supplementary document in the form of a study guide, project guide or industrial training log book issued by the Faculties, Centres and Institutes.

SM 2.23 Industrial Training Log Book for several Faculties (FTSM, FPER)

Director of Centre for Corporate Planning and Communications

Quality Assurance

Talent Management

Strategic Management

Figure 2.12 Organisational Structure of the Centre for Corporate Planning and Communications

DVC for Students and Alumni Affairs

Alumni Office

Student Services Department

Centre for Students Advancement

Figure 2.11 Organisational Structure of the Student and Alumni Affairs Division

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2.3.2 State the designation, responsibility and authority of the main academic officer and committee responsible for a programme. Do they have adequate resources? Show evidence. (B)

Programmes are managed by designated academic officers, such as the head of department, head of programme, or programme coordinator who are answerable to the Deputy Dean of Academic Affairs. The functions of the Programme Coordinators are to identify the needs of the respective programme in terms of staff requirements, general and specialised facilities etc. In order to ensure adequate financial resources and infrastructure for running the programme, the officer can apply to the dean/director who in turn forwards the application to the University level. UKM from time to time receives funding from the Government such as from the 5-year Malaysian Plan fund, university research grant etc.

SM 2.24 List of programmes and academic officers in-charge SM 2.25 List of funding under Malaysian Plan for teaching activities SM 2.26 List of one-off allocation for Faculties, Centres and Institutes.

2.3.3 State the terms of reference of the curriculum committees. (B)

Typically, the terms of reference for a curriculum committee is to develop the curriculum for new programmes which consists of developing programme structure and syllabus according to MQF and preparing the programme proposal paper according to MoHE’s guideline. However, for professional programmes the programme structures and syllabus must be designed to comply to the requirements of the professional bodies. For existing programmes, the Curriculum/Programme Review Committee will review the programme based on various inputs from stakeholders, past accreditation exercises and external assessor’s reports. Details of the terms of reference can be obtained from the various faculties.

SM 2 .27 Appointment letter by the Faculties

2.3.4 What authority do the committees have to resolve conflicts of educational principle and to ensure that the goals and the requirements of the specific disciplines are met? (B)

The Curriculum/Programme Review Committees (CRC) are given authority to recommend corrective and preventive actions (if required) to resolve conflicts and to ensure that the goals (PEOs) and the requirements of the specific disciplines (POs) are met. Any recommendations will be proposed and implemented using the Continual Quality Improvement (CQI) cycle as discussed in Area 9. Recommendations made by the CRC are then put forward to the JPPA Faculty chaired by the Deputy Dean of the Academic affairs whose TORs include resolving conflicts of educational principle and ensuring the requirements of specific disciplines are met. Upon endorsement by the

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committee, the proposed actions are forwarded for endorsement by the Senate. The Senate, which represents the academic body of the University, is the highest academic authority and is responsible for approving or endorsing a programme. It consists of the Vice chancellor, all Deputy Vice Chancellors, all Deans of faculties and all Directors of the institutes and centres and not more than 20 professors appointed by the VC, subject to provisions of the Constitution, the Statutes, rules and regulations. The Senate has full control and is responsible for the general direction of instruction, research and examination, and the determination and award of degrees, diplomas, certificates and other academic distinctions.

2.3.5 What are the resources given to programme teams to implement teaching-learning activities, and to conduct programme evaluation for quality improvement? (B)

Adequate budget, infrastructure, human resource, facilities etc. as discussed in Area 6 are provided by University in order to implement teaching-learning activities. In addition, appropriate amount of funding is also allocated for the required accreditation process as well as the appointment of external assessors for all programmes as part of the CQI process. In addition, all faculties are allocated funding under the OUP-PTJ budget allocation, Bajet Dasar Baru (New Policy Budget) to carry out activities pertaining to T&L activities, programmes evaluations, research as well as for staff and student development.

SM 2.28 UKM Bursary Documents

2.3.6 Describe the review and evaluation processes of programmes and the utilisation of the results. (B)

During the programme evaluation by the thorough accreditation process, exit surveys as well as employer and alumni surveys are carried out as part of the CQI process. These inputs will be considered by the Curriculum Review Committee and will be used directly and indirectly towards improving the curriculum continuously. The way the results are being used is as illustrated in Fig. 2.2. The review process is monitored by the MS ISO 9001:2008 Quality Management System for undergraduate and postgraduate studies which regulate the requirements for programme review at least once for every five years. Further explanation on utilisation of results for review and evaluation can be found in the write up for area 7.

SM 2.29 Self-review portfolio for accreditation processes (external parties for professional programmes and PPA for other programmes) SM 1.10 MS ISO 9001:2008 Quality Management System for Undergraduate and Graduate Studies Management

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2.3.7 Show how the learning environment nurtures scholarly and creative achievements. (B)

To nurture scholarly and creative achievements, UKM ensures that its infrastructure is of world class standard and the campus is safe, green and conducive for learning. The infrastructures include well equipped research and T&L laboratories; libraries; on campus accommodation; free on campus transport; high speed internet access; on campus medical treatment and services provided by the student health centre as well as students recreational and sports facilities. In addition, to ensure the well being of both students and staff, hospitalisation and specialist treatment are made available by the UKM Medical Centre (PPUKM). In addition, UKM via PPA ensures that all programme curricula are designed to utilise various delivery methods which include FYP, PBL, industrial training attachment, integrated projects etc in order to nurture scholarly and creative achievements as described in section 2.1.6. Academic internal audit is conducted periodically to ensure compliance/adherence. UKM also encourages her students to participate actively in co-curricular activities such as the annual ROBOCON, Intervarsity design and debate competitions which are held both nationally and internationally. On top of that, learning and teaching activities at UKM occur in a variety of modes to encourage flexible and student-centred approach that emphasises the importance of students’ active and innovative participations. See also write up about AIESEC in Section 2.1.11.

SM 2.30 List all awards/ achievements of UKM students

2.3.8 Describe the structures and processes to ensure that all the criteria and standards of a qualification awarded are fulfilled. (B)

Faculty is responsible to ensure that students must comply to the standards and criteria prior to the award of the degree as stated in Peraturan-peraturan UKM (Pengajian Sarjanamuda) 1990 Pindaan 2009 and Peraturan-peraturan UKM (Pengajian Siswazah) 1984 Pindaan 2005 For example, at the Faculty of Engineering and Built Environment, the Electrical and Electronics (EE) students are required to complete 136 credits in order to satisfy the programme credit requirements that include EE discipline core courses also known as Dept core courses (80 units*), 4 units for the PPU courses, general studies courses (12 units*), discipline electives (12 units*), maths (12 units*), language (12 units*) & co-curricular (4 units*). At the end of an academic session, the Registrar at the Dean’s office identifies and issues name lists of the students who have fulfilled all requirements for graduation and submits the names to the Academic Management Division (AMD) for undergraduates and PPS for postgraduates for further action. (*Units are not based on the notional unit requirements)

SM 1.4 Universiti Kebangsaan Malaysia Constitutions SM 1.11 UKM Rules/Regulations (Undergradute Studies) 1990, 2009 Amendment SM 2.31 UKM Rule/Regulations (Graduate Studies)1984, 2005 Amendment

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2.3.9 Explain the HEP’s mechanisms and resources for introducing and evaluating innovations in teaching-learning and evaluation methods. Indicate the involvement of internal and external principal stakeholders and experts in these. (E)

In introducing and evaluating innovations in teaching-learning as well as evaluation methods, mechanisms are coordinated by PPA by standardising policies on teaching/learning methods. This includes standardising taxonomies of learning outcomes so that uniformity in using the same taxonomies is maintained. Similarly methods of evaluating generic competencies mentioned in Section 1.4 are also standardised all over UKM. Some faculties such as Faculty of Engineering and Built Environment, Faculty of Medicine and Faculty of Education conduct internal education seminars in their specific fields to enhance the teaching and learning processes in their respective faculties. Examples are the PeKA seminars conducted by the Engineering Education Research Group from 2006-08, which was later organised by Centre for Engineering Education, from 2009 onwards. In December 2009, UKM will conduct a Teaching & Learning Congress especially dedicated to UKM lecturers to present and discuss their innovations in teaching and learning. Overseas experts will be invited to enlighten the program. A special budget has also been allocated for conducting Action Research dealing with teaching and learning activities.

SM 2.2 UKM Teaching and Learning Policy

2.3.10 Show how the HEP engages external expertise nationally and internationally in the review and evaluation of programmes. (E)

For programmes review and evaluation, UKM engages external expertise nationally and internationally through appointment of Industry Advisory Panels/Board of Studies, visiting academia & foreign external assessors. Detail explanation can be found in Area 7, Part B.

SM 2.32 Programme Self Assessment Report Minute of Senate Meeting

2.4 Linkages with External Stakeholders

2.4.1 Describe the links that exist between the HEP and its external stakeholders for the purpose of curriculum improvement. (B)

UKM has devised several mechanisms for reviewing and improving programmes at specified intervals. Views from external stakeholders that include employer, alumni and parents of the undergraduates are obtained through surveys which are conducted every two years. Programmes are also assessed by external examiners who are appointed by the respective departments. Input from external stakeholders and external assessors are

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then presented to the department’s Board of Studies or Industrial Advisory Panel that meets annually to advise and suggest improvements to the academic programmes. Details on programme reviews are described in Area 7, Part B.

2.4.2 State the existing mechanism to obtain and utilise feedback from employers for the improvement of the curriculum, training and workplace exposure. (E)

For the improvement of curriculum, training and workplace exposure, various surveys such as employers survey, industrial training survey for formative assessment, tracer study etc. are used as mechanism to obtain and utilise feedback from employers. In addition, the office of HEJIM whose main role is to establish links with industries organises career enhancement programme annually.

SM 2.14 HEJIM’s Annual Report

2.4.3 What opportunities are available to students to have linkages with external stakeholders? (E)

Opportunities to have linkages with external stakeholders are made available to students through industrial training courses, community attachment, involvement with various NGOs, attending technical seminars by invited speakers from the industries, students participation in conferences/symposiums, career fair as well as students participation in various academic related competitions etc. Additionally, various other projects and programmes have been organised by HEJIM, HEPA and HEAA for the same purpose. The outbound student mobility programme, the home stay programme for student leaders, the Kundang Hulu village adoption project are a few examples of such effort.

SM 1.7 Undergraduates and Graduates Prospectus SM 2.33 JPPel’s Manual

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Area 3: ASSESSMENT OF STUDENTS

3.1 Relationship Between Assessment and Learning

3.1.1 Explain how assessment principles, methods and practices are aligned to the learning outcomes and curricula. (B)

The educational goal of UKM is to produce graduates who are confident, ethical, as well as possess leadership qualities and with national consciousness in the international stage. This goal is broken down into 11 characteristics that our graduates should possess. These educational characteristics conform in all aspects with the domains of learning outcomes stipulated by the Malaysian Qualifications Framework (MQF). All of the assessment methods are designed to support and measure the achievement of the educational goal and characteristics and therefore the learning outcomes of MQF. The relationship between assessment and eight domains of the MQF learning outcomes is further explained in the next section (3.1.2). UKM places strong emphasis on student assessment and endeavours to employ the latest methods for both undergraduate and postgraduate education. This is indicated by the ISO 9001: 2000 certification of the examination process and the university-wide implementation of Outcome Based Education (OBE). UKM is also a pioneer in the assessment of generic skills through the Generic Skills Evaluation System (SPKG). Assessment of the students at UKM is done by a number of different ways and they include written examinations, practicals, assignments, group work, presentation, projects, research projects, submission of papers, clinical examination, objective structured clinical examination (OSCE) etc. In the preparation of the mode of assessment for a particular course, a group of experts, made up of lecturers from related disciplines evaluate the course structure and ensure that the evaluation method is in line with the course objectives and teaching and learning methods. The lecturers will take into consideration the learning outcomes for that particular course and use suitable tools of assessment to ensure that the assessment is valid. The percentage contributing towards the final marks for the course through each component of assessment is also determined and included in the course guide that is available for every student registered for the course. The assessment method for a particular course is reviewed at the beginning of each semester and may be changed, modified or increased/decreased in weightage to better assess the learning outcomes. The results of the assessment also serve as an input for curriculum review and help to identify areas of strength and weakness.

SM 1.16 Generic Competency Evaluation System’s Website www.ukm.my/spkg SM 1.4 Universiti Kebangsaan Malaysia Constitution SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment

SM 2.2 UKM Teaching and Learning Policy

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3.1.2 State how assessment of students is consistent with the levels defined in the MQF and its eight domains of learning outcomes. (B)

The learning outcomes of all the courses have been determined taking into consideration the levels defined in MQF and its eight domains of learning outcomes. A particular course may only be relevant for one or a few of the domains. Therefore, when the mode of assessment is determined taking into consideration the learning outcomes, it will encompass the eight domains of learning outcomes. For example, assessment by examinations can show if the student has mastered a body of knowledge and if the question is set in such a way that it discusses a case, that question can assess the student’s ability to analyse, synthesise and evaluate information. The questions are set to ensure not just the mastery of knowledge is assessed but also learning outcomes such as problem solving ability. The lecturers setting the examination questions and deciding on the mode of assessment and the examination questions vetting committee keep this in mind when going through the examination questions. The domains in MQ such as critical thinking and communication skills are assessed during the courses e.g. group projects and industrial training.

SM 2.2 UKM Teaching and Learning Policy

3.1.3 Indicate how the HEP monitors student assessment to reduce curriculum overload and encourage integrated learning. (B)

In discussions with the students or their representatives or through the mentor-mentee sessions, feedback is obtained about how the students are coping with the curriculum. The performance of the students in the continuous assessment and assignments (formative assessment) will also give an indication of how they are coping.

Monitoring of student assessment through PBL sessions and project reports and presentations allows the academic staff to determine if the students are able to integrate knowledge from different sources and disciplines and synthesise the information. Some courses are designed in such a way that their assessment will look at students’ ability to integrate knowledge from different disciplines.

The Deanery ensures that every student registers for a course load that corresponds to the student’s ability. The University has a rule whereby the cGPA serves as a guide for the maximum number of credits that a student can register for in a particular semester. Students who have not performed well are advised to take a reduced workload (i.e. register for fewer courses, and thus the possibility of curriculum overload is low.

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment

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3.1.4 Describe how the HEP ensures that appropriate attitudes are assessed and inculcated (e.g., respect for socio-cultural diversity, sensitivity to rights of others, teamwork, lifelong learning). (B)

The curriculum of every programme has to contain courses that encourage many of the attitudes that we would like our students to have. Issues like cultural diversity, ethnic relations etc are covered in a number of courses. Some of these courses are compulsory university courses and there are specific credit requirements for these courses for all undergraduate students. The titles of some of these courses are Ethnic Relations, Philosophy of Thinking, Scientific Thought, Interpersonal Skills and Ethics and Morals. These courses are primarily conducted by UKM’s Centre for General Studies (PPU).

UKM has introduced a system of assessment of 13 generic skills which includes teamwork, leadership etc. The mentor of the students and the heads of UKM’s students’ residential units assess the performance of the students through regular meetings and through activities that are carried out outside the classroom. The assessments of these generic skills are carried out through an online system called the Generic Competencies Assessment System (Sistem Penilaian Kompetensi Generik – SPKG). The assessment of these skills poses many challenges. However, UKM has made a start in this and the system will be improved based on feedback from all parties.

Lifelong learning is indirectly assessed by the students’ ability to look for references, search for information and acknowledge need for continuous learning through the carrying out of research projects and assignments.

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 2.2 UKM Teaching and Learning Policy SM 1.16 Generic Competency Evaluation System’s Website www.ukm.my/spkg

3.1.5 Describe how the link between assessment and learning outcomes are periodically reviewed to ensure its effectiveness. (E)

Reviews are carried out every year during the preparation of the course guides by the lecturers involved in the teaching of the course and during the meetings to discuss and approve examination results. In addition, during curriculum reviews carried out at least once every 5 years the assessment methods and learning outcomes are reviewed and if necessary, different assessment methods are introduced.

External examiners and accreditation bodies (for professional programmes) also review assessment methods and learning outcomes and suggest steps for improvement. These suggestions are further discussed at the faculty or program level for further improvement of the student assessment.

SM 2.2 UKM Teaching and Learning Policy SM 3.1 Examples of Curriculum review reports of the Faculty of Engineering and Faculty of Medicine

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3.2 Assessment Methods

3.2.1 Describe the student assessment methods and show how these methods, including that of practical training, clinical training, studio projects, demonstrations and the like can measure students’ achievement of the learning outcomes. (B)

The MQF prescribes eight domains of learning outcomes. While maintaining the first two outcomes of mastery of knowledge and practical or psychomotor skills, UKM has expanded the remaining six outcomes into 13 generic skills/abilities that we wish our graduates to possess. This was done in order to be more focussed and to facilitate the assessment of some of these learning outcomes. The 15 competencies and their measurement is as shown in Table 3.1.

Table 3.1 MQF Domains and Measurement

No. MQF/UKM Domains of Learning Outcomes

Measurement of Students’ Achievement of Learning Outcomes

1 Mastery of body of knowledge Essay, True/False, MCQs and questions during the oral examinations.

2 Practical or psychomotor skills Practical laboratory sessions and examinations and examinations of clinical skills.

3 Social responsibility Problem Based Learning (PBL) sessions and assessment by mentors and other evaluators using the online Generic skills evaluation system (SPKG)

4 Appreciation for the Environment

PBL sessions and Research Projects

5 Ethics, Morals and Professionalism

PBL sessions and Research Projects

6 Spirituality SPKG

7 Communication Group projects, presentation of results of group projects and PBL sessions

8 Leadership Group projects and PBL sessions

9 Teamwork Group projects and PBL sessions

10 Scientific method, critical thinking, problem solving, autonomy in decision-making

Research projects, PBL sessions, industrial training, and internship

11 Information technology skills and communication

Research projects, presentation of results of group projects and assignments.

12 Lifelong learning Research projects, industrial training and multiyear projects like the Cornerstone project of the Engineering Faculty.

13 Globalisation skills Group projects, students mobility programme and SPKG

14 Entrepreneurial skills Industrial training

15 Managerial skills Research projects

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 2.2 UKM Teaching and Learning Policy SM 1.16 Generic Competency Evaluation System’s Website www.ukm.my/spkg

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The university has in the past few years started to implement outcome- based education (OBE). All the courses offered in the university have been redesigned with specific outcomes. The Academic Development Centre (PPA) is conducting “road shows” in all the faculties to provide better understanding and greater implementation of OBE.

3.2.2 Provide information on the summative and formative assessment methods. (B)

Summative assessment is typically carried out at the end of a semester. It covers all material introduced during the course and also assess the learning outcomes determined/stated for the course. It may be in the form of a written examination, submission of a report or thesis, completion of a project etc. Typically the summative assessment contributes towards 70 to 30% of the course grade.

Formative assessment can take many forms and some of it are used in the continuous assessment of students. It may be conducted by means of quizzes, assignments, practical laboratory reports, mid-semester examinations, presentations, industrial visits, tutorials, group projects and so on. These are conducted throughout the semester and provide an avenue for feedback to the students about their performance and level of understanding and achievement of learning outcomes. When taken as part of the continuous assessment the sum of all of these typically contribute towards 30 to 70% of the course grade. Assessment of postgraduate students will depend on the mode of the programme. 1. Master’s examination for a candidate undertaking a programme solely

for the preparation of a thesis shall consist of a. A thesis which shall be examined by an Internal Examiner and an

External Examiner; and b. An oral examination for the candidate to defend the thesis before the

Oral Examination Committee 2. Master’s examination for a candidate undertaking taught course only

shall consist of a. Examination on every taught course undertaken for each semester;

and b. A qualifying examination (if necessary)

3. Master’s examination for a candidate undertaking taught course and

thesis shall consist of a. Examination on taught course undertaken for each semester; and b. A qualifying examination (if necessary) c. A thesis which shall be examined by an Internal Examiner and an

External Examiner (if the thesis unit is 40% or less than 40%, the thesis shall be examined by an Internal Examiner only

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 2.2 UKM Teaching and Learning Policy SM 2.31 UKM Rules/Regulations (Graduate Studies) 2005

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4. Doctor of Philosophy examination for a candidate undertaking a study programme of thesis writing only shall consist of a. A thesis which shall be examined by an Internal Examiner and at least

one External Examiner b. An oral examination for the candidate to defend the thesis before the

Oral Examination Committee. 5. Doctor of Philosophy examination for a candidate undertaking a study

programme of taught course and thesis writing shall consist of a. Examination on every coursework undertaken for each semester; and b. A qualifying examination (if necessary) c. A thesis which shall be examined by an Internal Examiner and an

External Examiner d. An oral examination for the candidate to defend the thesis before the

Oral Examination Committee.

3.2.3 Describe the mechanism to ensure validity, reliability and fairness of the student assessment system. (B)

The details of the assessment system and the learning outcomes for each course are included in the course guide for every course. The students are therefore aware of what is expected of them during the course.

The course guide is discussed at faculty meetings and academic staff have the opportunity to comment on the validity, reliability and fairness of the assessment system. The examination questions and expected answers are discussed at examination questions vetting committee meetings specifically to discuss clarity, validity, reliability, relevance and fairness of the examination questions. The assessment results are also discussed at the faculty level and again concerns about fairness and reliability are addressed.

External examiners and external accreditation bodies also provide feedback on the methods of assessment.

Where there may be subjective differences in grading, e.g. in grading of projects reports, thesis etc, where not only are the projects different but the assessors may also be different, the differences are minimized by using the same marking scheme and setting up a clear basis for the awarding of marks.

SM 3.2 UKM/PPA/PPPS/P05/AK03 Working Order for Examination Paper Preparation SM 3.3 UKM/PPA/PPPS/P05/AK09 Working Order for Sudden Problem Handling

3.2.4 Explain how the HEP monitors the reliability and validity of assessment over time and across sites. (B)

UKM does not really have multiple sites. Some courses such as those conducted by the Centre for General Studies (PPU) are offered in the main campus in Bangi and in the KL campus. The same examination is conducted

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at both the main campus and the KL campus.

Reliability and validity of assessment is coordinated by Centre for Academic Studies (PPA) and it is implemented through ISO Audit, Internal Audit and Programme audits.

3.2.5 Describe how internal assessments are validated against external standards (e.g. external examiners, external examinations). (B)

Assessment of students is one of the areas that is examined thoroughly by external examiners and also external accreditation bodies. They look at the assessment methods in terms of appropriateness for the level of study, fairness, level of difficulty etc. Often these are compared with standards of their own institutions, other institutions or standards that have been established by national or international bodies for a particular field of study. UKM only appoints external examiners who are experts in their area. The Faculties/Institutes propose names of external examiners who possess the necessary qualifications and experience. The curriculum vitae of the candidates are thoroughly vetted with respect to experience, publications, expertise and so on. The appointments have to be approved by the Senate. Therefore, the positive comments of external examiners are good indicators of compliance with high external standards.

SM 2.2 UKM Teaching and Learning Policy

3.2.6 Explain the various feedback mechanisms to ensure validity, reliability, consistency, currency and fairness of the assessment methods. Explain whether records are available to students for feedback on performance and corrective measures. (B)

The various feedback mechanisms include discussion at faculty meetings, discussion at examination committee meetings for vetting of examination questions, comments from students through their mentors or meetings with the academic staff, comments from external examiners, comments from external accrediting bodies and comments from preceptors of industrial training/attachment. Students are also able to provide feedback on the courses including the assessment through the online system for evaluation of teaching – "Sistem Penilaian Pengajaran Kursus” (SPPK). The Deanery will also identify students who are facing academic problems and, if necessary, will arrange some form of educational intervention for them such as tutorials and extra class.

Examination answer scripts and all students’ assignments that contribute to the assessment and course grade are kept for 3 months and can be reviewed/regraded, if needed.

SM 3.4 Course teaching Evaluation System’s Website www.ukm.my/sppk SM 3.5 UKM/PPA/PPPS/P05/AK10 Working Order for Examination Answer Marking SM 3.3 UKM/PPA/PPPS/P05/AK09 Working Order for Sudden Problem Handling

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Students are able to view their performance through the online information system. They can officially request for a review of their assessment if they feel that the grade does not accurately reflect their performance in the examination.

SM 3.6 Student Information System’s Website www.ukm.my/smp

3.2.7 Explain how the HEP provides feedback to students on their academic performance, including making records available, to ensure that they have sufficient time to undertake remedial measures. (B)

Results of continuous assessment are given to the students in order for them to undertake remedial measures. The results are either posted on the notice board or the graded assignments are returned to the students. In certain courses, the results for assignments and tests etc are posted online through an e-learning portal for management of teaching and learning called “Sistem Pengurusan Pengajaran dan Pembelajaran Interaktif” (SPIN). Lecturers will also sometimes provide a general feedback to the students regarding their performance, highlighting common mistakes made or areas of weakness. Midsemester examinations are held around week 7 (of a 14-week semester) and students have sufficient time to undertake remedial measures if their performance was not satisfactory.

Students are also free to meet with the lecturers to discuss their progress and problems with assignments, projects and courses either face-to-face or through an e-forum (SPIN). Lecturers are required to set dedicated times for students to meet with them. The results of the final course grade are posted on the online student information system soon after the results are approved by the Senate. If they choose to, the students have sufficient time to request for a regrading of their answer scripts.

SM 3.7 SPIN’s Website www.spin.ukm.my SM 3.6 Student Information System’s Website www.ukm.my/smp SM 3.8 UKM/PPA/PPPS/P05/AK17 Working Order for Announcement of Examination Results

3.2.8 Describe how assessment methods are reviewed to ensure currency. (B)

Assessment methods are reviewed during discussions about the courses at the beginning of every semester. They are also considered in greater detail during curriculum review exercises. Best practice methods of assessment used in other institutions both national and international are adapted for use in our courses. With the implementation of OBE, the academic staff have had to review their teaching and assessment to ensure that the learning outcomes are achieved. This is a continuous process.

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3.2.9 How are student assessment methods documented and communicated to students. (B)

The assessment methods are clearly stated in the course guide given to the students at the beginning of every semester. These guides are put up on SPIN and every student has access to the course guide for courses that they are registered for that semester. In addition, the course coordinator also informs the students of the methods of assessment during the introductory lecture for the course.

SM 3.7 SPIN’s Website www.spin.ukm.my

3.2.10 Append a copy of the Regulations of Examination. (B)

A copy of UKM’s regulations for undergraduate and postgraduate studies, which includes the regulations for examinations, is appended in Appendices 3.1 and 3.2 respectively.

3.2.11 Describe how the internal assessments are comparable to that of external best practices (e.g. through evaluation by external examiners, in comparison with student assessment held in reputable institutions). (E)

From the feedback obtained from external examiners and accreditation bodies, the standards of UKM’s internal assessments are comparable to those of other institutions. Our external examiners are appointed from local universities as well as from universities abroad.

SM 3.9 Example of an external examiner’s report from the Faculty of Pharmacy

3.2.12 State whether the curriculum have mechanisms to review and implement new methods of assessment. (E)

During curriculum review exercises that have to be carried out at least once every 5 years, the content of the program and courses as well as assessment methods are reviewed. However, new methods of assessment can be introduced any time after discussion and approval at the faculty level.

Centre for Academic Advancement (PPA) of UKM is responsible for developing the academic skills of the staff. This includes workshops on new approaches and methods of teaching and assessment.

SM 3.1 Examples of Curriculum review reports of the Faculty of Engineering and Faculty of Medicine

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3.2.13 How does the review of the assessment method incorporate current global development and best practices in the discipline. (E)

During the review process, curricula and methods of assessment from other programmes are used as reference and relevant best practices in assessment methods are adopted. Collaboration between researchers and other institutions as well as the involvement of the academic staff in professional organizations, both local and international, provide ideas for the academic staff to incorporate latest methods of assessment in UKM’s programmes. Within UKM, it is not uncommon for one faculty to adopt the assessment methods of another faculty or to modify an assess method used in another faculty to suit the needs of the particular programme. Faculties often adopt best practices from other faculties.

3.2.14 Describe how external expertise, locally and internationally, are consulted in the review of the assessment system. (E)

During the review process, curricula and methods of assessment from other programmes are used as reference and relevant best practices in assessment methods are adopted. Collaboration between researchers and institutions help in this process as well as the involvement of the academic staff in professional organisations both local and international. External examiners who are experts in their respective areas also provide useful and valuable input in the review of the assessment system.

SM 3.9 Example of an external examiner’s report from the Faculty of Pharmacy.

3.3 Management of Student Assessment

3.3.1 How autonomous are the departments in the management of student assessment? (B)

UKM is organized into Faculties and Institutes. The faculties and institutes in turn are made up of schools/departments/programmes. Each school/department/programme has an autonomous committee that is empowered to set questions, vet the questions, scrutinize the grading and decide on the final marks. They are empowered through the Departmental / Faculty’s Examiners Committee for the undergraduate assessment and the Postgraduate Examiners Committee at the postgraduate level to manage student assessment during the course of the semester. However, by the end of the semester the results of the assessment are submitted to Senate for endorsement and UKM will formally inform the students about their performance.

SM 3.3 UKM/PPA/PPPS/P05/AK09 Working Order for Sudden Problem Handling SM 3.6 Students Information System’s Website www.ukm.my/smp

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3.3.2 Indicate the committees and the process for verification and moderation of assessments, and benchmarking academic standards of assessment. How autonomous are they? (B)

The results of the assessment of the students are tabled at a meeting for confirmation of grades at the departmental level. The course coordinator will present the grades for the course and give the breakdown of the grades. The grades are endorsed at this level. The grades are then presented to the Examination Committee at the faculty level. The grades are finally approved by the Senate.

All the committees involved are made up of academicians only and are autonomous. The Senate is the highest academic authority of the university and is also autonomous.

SM 3.3 UKM/PPA/PPPS/P05/AK09 Working Order for Sudden Problem Handling

3.3.3 Explain how the committees ensure that standards are met. (B)

The examination results are discussed at the departmental and faculty levels. Details about student performance such as the mean, standard deviation, number of students failing etc are presented by the course coordinator and discussed at the meetings. Comparisons are also made with previous years’ results. Explanations are sought for major deviations.

3.3.4 Explain how the assessment performance and results are made available to students. (B)

Results of continuous assessment and midsemester examinations are posted on the notice board or given to the students directly. At the end of the semester, students are able to get their results from an online system, Sistem Maklumat Pelajar (SMPWeb). Access is controlled by password and the data is accessible to the student and the administrator only.They can also collect a hard copy of their semester grades from the academic office of the faculty/centre.

SM 3.8 UKM/PPA/PPPS/P05/AK17 Working Order for Announcement of Examination Results SM 3.6 Students Information System’s Website www.ukm.my/smp

3.3.5 State the authority responsible for assessment policy. Describe the composition of the committees involved and their terms of reference. (B)

The University Senate is the highest academic authority and is responsible, among others, for the assessment policy.

The composition of the Senate is given in Universities And University Colleges ACT 1971 – The Constitution of the Universiti Kebangsaan Malaysia

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 1.4 Universiti Kebangsaan Malaysia Constitution

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The Senate is composed of

a. The Vice Chancellor (who is the chairperson)

b. All the Deputy Vice Chancellors

c. All Deans of Faculties and Centres and the Directors of Institutes

d. Not more than 20 professors (decided by the Vice Chancellor but nominated by the Professors of the University)

e. Not more than 10 members co-opted by the Vice Chancellor (subject to any instructions from the Minister)

Members of the Senate are appointed for a period of 3 years. The terms of reference of the Senate includes

a. To consider proposals to have new statutes or amend existing statutes or to delete existing statutes for the following:

(i) the powers of responsibilities of the Deans of Faculties and Centres and Directors of Institutes

(ii) the formation, composition, powers, responsibilities and procedures for authorities other than the Board

(iii) to decide on the degree, diploma and higher degrees that will be conferred by the university

(iv) admission criteria for students

b. To consider proposals to have new methods or amend existing methods or to delete methods, according to the section 31 of the Constitution, which states the following matters:

(i) principles that govern the award of degrees, diplomas and higher degrees

(ii) the number and scope of examinations (iii) the appointment, power, responsibility and conditions of

service of examiners and how the examinations are conducted

(iv) the admission of students for examinations and university courses and diplomas

(v) the management of lecture halls, library, sources of information, laboratories, research institutes, residence halls, and all other university activities not specifically covered in the Constitution or Statute

c. make regulations to decide on the courses for study and the assessment methods for examinations

d. selection of internal and external examiners

e. issue instructions to examiners and the Board of Examiners

f. approve the results of university examinations and the award of degrees, diplomas, certificates and academic awards

g. award fellowships, scholarships, aid, prizes and medals

h. give general directions on teaching and research at Faculties, Centres and Institutes

i. give general directions regarding the library, museum, art gallery

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and university’s teaching and research facilities

j. make endorsements to the Board on any matters that is not specifically given to any authority other than the Senate and the Board

The Senate is assisted by 2 committees. The Academic Development and Planning Committee (JPPA) is chaired by the Vice Chancellor and its members are the Deputy Vice Chancellors, the Deans/Directors of Faculties/Institutes and the Registrar. Included in the committee’s terms of reference is to advice the Senate on academic matters including assessment. The other committee is the Senate Academic Committee (JKAS) which among others is responsible for the confirmation of the change in grade consequent to a supplementary examination, special replacement examination and regrading after an appeal.

3.3.6 State whether student representatives, academic staff and stakeholders are involved in making changes to the system of student assessment and their mode of involvement. (B)

Academic staff are the ones primarily involved in making changes to the assessment system. Student and other stake holders’ are also involved through feedback that they give through meetings, course evaluations (via Sistem Penilaian Pengajaran Kursus), Board of Studies, mentor-mentee sessions, etc.

3.3.7 Provide information on the appeal policy. (B)

UKM has a very clearly documented policy for appeal for both undergraduate and postgraduate students. Students have a right to appeal for review of their answer scripts if they are not satisfied with the grades given to them.

Undergraduate students submit a written appeal for review within two weeks after the official examination results are announced. They fill the appeal form and submit it to the Academic Management Division of the University. After the form is received by the Academic Management Division, a letter to the Dean of the faculty concerned will be issued for further action on the review appeal. The Deanery will appoint an assessor from that particular discipline to evaluate the appeal in a fair manner. Normally, it involves a review of the student’s answer scripts. After the review, faculty members are required to check and confirm the grade. The grade after review is submitted for the confirmation of the Senate. The student is informed of the grade only after confirmation by the Senate. Grades after appeal determined by the faculty and confirmed by the Senate are final and further appeals will not be entertained.

Postgraduate students submit a written appeal for review within four weeks

SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment SM 3.10 UKM/PPA/PPPS/P05/AK18 Working Order for Examination Results Re-checking Appeal SM 1.11 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment

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after the official examination results are announced. The appeal is submitted to the Director of the Centre for Graduate Management. After the appeal is received, the Director will refer the matter to the Dean of the faculty concerned for further action on the review appeal. The Dean after discussing with the department head will appoint a panel of examiners to evaluate the appeal in a fair manner. The panel shall consist of the Head of Department, the examiner of the course and at least one other examiner in the same field. The verification of the panel will be submitted to the faculty for consideration. The Faculty’s decision is submitted for the confirmation of the Senate. The student is informed of the grade only after confirmation by the Senate. Grades after appeal determined by the faculty and confirmed by the Senate are final and further appeals will not be entertained.

A postgraduate student whose candidature is terminated due to failure in fulfilling the requirements of a programme can submit an appeal against the termination, provided the candidate shows an improvement in academic performance and is capable of obtaining a CGPA of 3.0 after repeating the particular course. The appeal is submitted to the Director of the Centre for Graduate Management within four weeks of official announcement of the termination of candidature, together with a payment of RM50.00. After the appeal is received, the Director will refer the matter to the Dean of the faculty concerned for further action on the appeal. The Dean will appoint an Appeal Committee to consider the appeal. The Appeal Committee consists of the Chairperson of the Graduate Studies Committee of the Faculty, Head of Department from the Faculty a Faculty member who was involved with the candidate’s studies and the Registrar. The committee may accept or decline an appeal and verify decisions made for all appeals that have been considered. The verification made by the Faculty regarding the matter will be submitted to the Director of the Centre for Graduate Management for presentation to the Senate for approval. Each decision made by the Faculty in accordance with this procedure and confirmed by the Senate is final and further appeals will not be entertained.

3.3.8 Describe how confidentiality and security are ensured in student assessment processes and academic records. (B)

The whole process of preparation of examination questions, vetting of the questions and printing of question papers is strictly controlled and all precautions taken to ensure security of question papers. Lecturers submit the draft examination paper in a hard copy and a soft copy to the Deputy Dean or Head of Department. The draft examination paper is discussed and vetted during the meeting of the Examination Questions Vetting Committee meeting. Corrections and amendments are carried out, if necessary. The corrected copy and the original draft copy are submitted to the Chairman of the Examinations Questions Vetting Committee. All copies (except one) of draft questions/question papers are destroyed after the meeting of the examination questions vetting committee. The draft examination papers are kept in sealed envelopes in a safe cabinet or room until they are required to be sent to the Academic Division for printing. The printing process is also

SM 3.2 UKM/PPA/PPPS/P05/AK03 Working Order for Examination Paper Preparation SM 3.11 UKM/PPA/PPPS/P05/AK04 Working Orders for Printing, Packaging and Safekeeping of Examination Questions

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tightly controlled. After a request for printing is made, the examination paper is given to the Printing Officer. A responsible officer checks that the correct examination paper and the correct number of copies are printed. The number of copies made is recorded and the examination papers are checked at random. The whole process is monitored by a responsible officer. After the examination papers are wrapped, the package is submitted for safekeeping in a safe room. The safe room is locked and the keys are kept by 2 officers appointed to keep the keys. The preparation of examination questions and the printing and storage of printed examination papers are done according to ISO 9001:2008.

All assessment records are kept confidential and the records are only available to the students and designated administrative staff. Access for all levels is only with password and only during certain designated periods. Students are identified by their matrix number. Results that are available online are only accessible to the student with a password and hard copies can only be collected by the students’ themselves. Confidentiality of records is also covered under the ICT Policy of UKM.

Security of the assessment process and records is considered a very important matter and strict disciplinary action is taken against staff responsible for or involved in breach of confidentiality or security of assessment procedures and records.

SM 3.6 Students Information System’s Website www.ukm.my/smp SM 3.12 UKM Communication and Information Technology Policy-Version 2

3.3.9 Explain the nature of the independent external scrutiny of student assessment to improve the management of the assessment system. (E)

External scrutiny of student assessment is achieved through input from external examiners and visiting professors. The Teaching and Learning Policy of UKM states the appointment of an independent assessor of the programme for a period of 5 to 7 years. This will include the scrutiny of student assessment. Currently, external examiners, professional accreditation bodies and academic advisory boards of various faculties provide the independent external scrutiny. They are independent yet are critical and have an interest to improve the system of assessment. Postgraduate students are assessed by an external examiner and an internal examiner. The external examiner is from another institution of higher learning and therefore is independent. The comments made by the external examiner during the examination process are taken seriously and serve as a useful feedback for improving the examination process.

SM 2.2 UKM Teaching and Learning Policy

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Area 4: STUDENT SELECTION AND SUPPORT SERVICES

4.1 Admission and Selection

4.1.1 Who is responsible for student selection? State the academic criteria and the mechanisms for admission to programmes and any other additional requirements. (B)

The Department of Higher Education (DHE), Ministry of Higher Education (MOHE) is responsible for student selection. Although this department determines the minimum admission requirement, the faculty has the autonomy to establish additional entry requirements. Generally, the students admitted to the University must have satisfied the following conditions:

• Basic Qualifications for Undergraduate Programmes:

o Malaysian Certificate of Education (SPM) Candidates must have passed SPM or other equivalent

examination obtaining a credit in Malay Language AND o Higher School Certificate (STPM) Candidates must have passed Malaysian Higher School

Certificate (STPM) in with at least CGPA 2.00 and at least C Gred (GPA 2.00) General Studies; and C Gred (GPA 2.00) in (2) another subject.

Candidates must have a full-pass in General Paper/General Studies, OR

o Matriculation Programme Pass at least with CGPA of 2.00

o Diploma Candidates must have diploma qualification or equivalent or

any institution recognized by the Senate; OR Candidates must have a full-pass in STPM (year before) with at

least C Grade (CGPA 2.00) with (3) subject including General Paper; OR

Candidates must have full-pass in Matriculation course (year before) at least CGPA 2.00

o Others Requirement Candidates must have others requirement and/or experience

with recognized by the Senate (refer faculty handbook) o Second Channel Qualification Candidates must have obtained 3

SPM credit passes and have 5 years working experience in areas related to health sciences and written test/interview qualified.

• Basic Qualifications for Postgraduate Programmes:

o Masters Programme Bachelor Degree with a good Cumulative Grade Point Average

SM 1.11 UKM Rules/Regulations (Undergraduates Studies)1990, 2009 Amendment

68

from Universiti Kebangsaan Malaysia or any Institution of higher learning recognized by the Senate; or

Bachelor Degree in Medicine or Dentistry from Universiti Kebangsaan Malaysia or any institution recognized by the Senate; or

Diploma in related field with at least five years of working experience related to the field applied; or

Other qualification equivalent to a Bachelor Degree and other qualification or experience recognized by the Senate.

o Doctor of Philosophy Programme Master Degree from Universiti Kebangsaan Malaysia or any

institution of higher learning recognized by the Senate; or Other qualification equivalent to the Master Degree and other

qualification or experience recognized by the Senate; or Currently undertaking the Master Degree on a full-time basis in

Universiti Kebangsaan Malaysia and has been approved by the Faculty’s Graduate Studies Committee to change the status to the Doctor of Philosophy Programme with approval from the Director of the Graduate Management Centre; or

Bachelor Degree with at least a Cumulative Grade Point Average of 3.67 from Universiti Kebangsaan Malaysia or any Institution of higher learning recognized by the Senate; or

A candidate who is accepted into the Programme may be provisioned to undertake a Master of Philosophy Programme, subject to satisfactory study progress.

o Requirement for Malay Language A foreign candidate shall undertake two Malay Language

courses which are equivalent to four units as provided by the University. Exemptions may be given to candidates who have undertaken equivalent Malay Language courses organized by the other bodies recognized by the Senate.

For postgraduate studies, foreign candidates who intend to write their thesis in English or intend to enroll in graduate programs conducted in English are required to attain a general minimum score of 550 for the TOEFL and a band 5 for the IELTS as a prerequisite for entry into the programmes. However, these scores can vary according to the faculty. The admission method and academic qualifications for undergraduate studies are stated in Peraturan-peraturan Universiti Kebangsaan Malaysia (Undergraduate Studies) 1990.

SM 4.1 http://pkukmweb. ukm.my/~pps.htm

69

4.1.2 Provide evidence that the students selected fulfil the admission policies. (B)

The student admission is based on the academic criteria as outlined above (Section 4.1.1). An example of list of students admitted to undergraduate programmes at UKM for the academic year 2006/2007 intake is shown in Appendix 4.1.

SM 3.4 www.ukm.my/sppk

4.1.3 Describe the admission mechanisms and criteria for students with other equivalent qualifications (where applicable). (B)

The University admits students with equivalent qualifications via the second channel mechanisms. These include:

1. Malaysian Certificate of Education with at least 5 years working experience and interview at the faculty level. This includes the students admitted under a UKM-Cricket agreement. Under this programme, Persatuan Kriket Melayu Malaysia will help UKM with the deveopment and training of talented UKM cricket players to the highest level. At the same time, the programme also provides these talents with the opportunity to excel in their tertiary education at UKM.

2. Equivalent international qualification. Through this channel, qualifications awarded by various countries equivalent to SPTM or A-Level are clearly defined as a guideline for intake into undergraduate programmes at UKM. Citing two examples; candidates from China are required to have successfully undergone Senior School Diploma and have passed the National Entrance Examination before they can enroll to UKM; while those from Indonesia must fullfil 12 years of Higher Secondary School (Sekolah Menengah Atas) plus a pass in their university entrance test called Ujian Masuk Perguruan Tinggi Negeri (UMPTN) or Ujian Nasional.

UKM also recognises an individual's non-formal and informal learning experience to determine the extent to which that individual has achieved the required learning outcomes, competencies, or standards for entry (partial or total), to a course. This is achieved through the Accreditation of Prior Experience & Learning (APEL) programme. APEL lays foundation for lifelong learning policies that encourage individuals to participate in learning pathways that include formal, non-formal and informal learning. It is also critical to the development of an open, accessible, inclusive, integrated and relevant post-secondary education and training system and by removing the need for duplication of learning, APEL encourages an individual to continue upgrading their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes (crucial for survival in K-economy).

SM 4.2 MOU between UKM and Persatuan Kriket Melayu Malaysia

SM .4.3 Paper no. 14/2008: Programme Offer, Internationalisation Policy and Entry Requirement for International Student Enrolled into Graduate Programmes SM 1.13 Malaysian Qualification Framework

70

The programme awards credits to the knowledge and skills that an individual has previously gained. The knowledge and skills gained can be from anytime, anywhere, including overseas, such as previous study (including courses at school or college, through adult education classes, continuing professional development or training programs at work); work experience (including both work that is paid and unpaid); and life experience (for example leisure pursuits or voluntary work).

4.1.4 Describe the characteristics of students admitted. Provide a copy of any technical standards that have been deployed for the admission of students with special needs. (B)

The details of the admission characteristics for each course are included in the course intake guidebook for every course. Such documents include “Syarat Kemasukan ke Program Pengajian Sarjanamuda – Calon Lepasan Diploma/Setaraf”, “Syarat Kemasukan ke Program Pengajian Sarjanamuda – Calon Lepasan STAM, Saluran Kedua dan Bukan Warganegara” and “Syarat Kemasukan ke Program Pengajian Sarjanamuda – Calon Lepasan STPM”, and also the second channels requirements as described in Section 4.1.3 above. Candidates are therefore aware of the requirements and qualifications expected of them. Some courses for example, require the candidate to fulfill certain age limit, while some others are only open for Malaysians. As for students with special needs such as diasbled people, the technical requirements are normally prepared based on feedback from the faculty and cost centre involved.

SM 2.2 UKM Teaching and Learning Policy

4.1.5 Show how the criteria and mechanisms are published and disseminated. (B)

The criteria and mechanisms are included in the Undergraduate and Postgraduate Handbook (bilingual) of each faculty which are accessible through the faculty website. The Academic Management Division also provides the Admission Requirements to First Degree Program Book which is disseminated to the public during road shows and briefings at public schools.

SM 1.7 Undergraduates and Graduates Prospectus SM 4.4 First Degree Entrance Guide 2009-2010 Session

71

4.1.6 Provide information on the prerequisite knowledge and skills for student entry. (B)

The prerequisite knowledge and skills for student entry are included in the faculty prospectus and Course Admission Guidebooks (see Sections 4.1.1, 4.1.2 and 4.1.4), and are accessible through the respective faculty and Centre for Graduate Management (PPS) websites.

SM 1.7 Undergraduates and Graduates Prospectus

4.1.7 If a selection interview is utilised, describe it. (B)

The admission is based on the guidelines by MOHE admission policy. However, some faculties do carry out their own selection interview for some of their courses as part of the selection criteria. Faculty of Engineering and Built Environment for example, requires applicants to its Architectural programme to pass a selection interview and a drawing test. The interview panel is chaired by its head of department. In addition, most courses offered by the Faculty of Education to candidates from matriculation also require the students to pass an interview session conducted by the faculty.

SM 4.5 Minutes of 340th Senate Meeting, 21 January 2009

4.1.8 4.1.8 Show evidence that the admission policy and mechanism is fair and transparent. (B)

The admission policy and mechanism is fair and transparent as the university is bound by admission policy as set by Ministry of Higher Education (MOHE). The policy and mechanism is available to the public through booklets and websites provided by the university.

SM 4.6 Student Admission File and BPA ISO

4.1.9 Describe the appeal policy and mechanism. (B)

A candidate whose application was rejected or who did not receive an offer from any institution of higher learning can appeal through the e-Rayuan application system managed by the Bahagian Pengurusan Kemasukan Pelajar, Jabatan Pengajian Tinggi (BPKP JPT), MOHE. The appeal should be carried out within 10 days time of the release of the result of entry to the universitiy is announced. The candidate is allowed to choose 2 new programmes under this appeal process. Competitive programmes such as Medicine, Dentistry and Pharmacy are not included under this appeal process as any vacancy will be directly coordinated by BPKP. Further details on the appeal mechanism can be found at the e-Rayuan website at http://upu.mohe.gov.my/ In addition, once accepted, the UKM Student Intake Policy does not permit any changes in study programmes inside the university or in between IPTAs.

SM 4.7 Minutes of 2nd Technical Committee Meeting for Programme Studies for SPM/Equivalent and STPM/Equivalent, 2009/2010 Acadeic Session

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All changes regarding study programmes are solely in the good will of the University.

4.1.10 State what are the special programmes provided for those who are selected but need additional remedial assistance. (B)

For those who are selected into the programmes but require additional remedial assistance, special programmes such as Bridging programmes, discussed in detailed in Section 4.3, are provided. The programme offers remedial courses like study skills, language proficiency, data analysis and research skills. Language profiency classes are provided for Malay Language, English or Arabic.

SM 4.8 UKM Academic Medium Programme Policy

4.1.11 Summarise the methods of orientation of new students, early warning system for academic difficulty and system of academic counselling, tutoring and remediation. (B)

Orientation of new students is carried out at the university (Student Service Department, JPPel) and faculty level for a week at the beginning of the first semester. The programme prepares the students for a new life at the university. Among the activities conducted include courses and seminars on leadership, debate, cultural shows and various others. The Mentor-Mentee programme or student grouping maybe utilized as part of early warning system at faculty level to identify those who are facing academic difficulties. The usual formative assessment (such as tests, quizzes, assignments) is used to monitor the performance of the students, and this can give immediate indication of how they are coping with their studies. The university also implements continuous assessment by utilising Grade-Point-Average (GPA) system at the end of each semester. This system can also be used as an instrument to identify students with academic difficulties. Some faculties, such as dental, pharmacy and medical offer extra classes as a remediation effort. Faculty of Engineering and Built Environment forms a commitee called “Kumpulan Bengkel Budaya Ilmu” to help its students with academic difficulties. Among the activities carried by the group includes Team Building exercise, Motivational talk and seminars on personal deveopment. Furthermore, the Counselling Unit also provides counseling services to the students (see section 4.4.15):

http://pkukmweb.ukm.my/~hep/perkhidmatan/ Unit%20Kaunseling.html

SM 4.9 URP Web

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4.1.12 Indicate the student intake in the last three years and the projection of student intake for the next five years. Describe how the size of student intake is determined in relation to the capacity of the HEP and explain the mechanisms that exist for adjustments, taking into account the admission of visiting, exchange and transfer students. (B)

The undergraduate student intake for the last three years according to faculty is shown in Table 4.1 below. The size of this intake is determined the ministry (MOHE) in accordance to the capacity of the each faculty. Student intake adjustments were carried out based on the feedback from the faculty. As a university with a Research University status, UKM is targetting a population of postgraduate and undegraduate at a ratio of 50:50 as outlined in the PSPTN 2020. An example of projection of student intake for the academic year 2006-2007 is shown in Table 4.1.

Table 4.1 - The student intake in the past three years

Learning Session/ Faculty

2009 - 2010 2008 - 2009 2007 - 2008

Under- graduate

Post- graduate

Under- graduate

Post- graduate

Under- graduate

Post- graduate

Business & Economics

442 224 565 283 576 259

Education 176 1201 187 897 226 923

Social Science & Humanity

511 1142 596 1128 633 1073

Law 100 183 121 163 105 132

Islamic Studies

344 649 370 597 343 529

Engineering & Architecture

278 979 333 684 371 482

Dentistry 56 10 61 - 64 -

Medicine 225 1228 214 1182 227 988

Science & Technology

973 1346 1059 1202 1111 1033

Information Science and Technology

214 431 206 306 224 287

Pharmacy 92 20 83 12 - 2

Allied Health Science

361 251 420 252 509 219

Total 3772 7664 4215 6706 4389 5927

SM 4.10 UKM/PPA/PPPS/P02/AK10 Working Order for Graduate Students Promotion and Enrollment SM 4.11 UKM/PPA/PPPS/P02/AK02 Working Order for Projection of Students Intake SM 1.6 UKM Transformation Programme as an APEX Univerity

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4.1.13 How does the HEP continuously monitor and periodically review student selection processes? (B)

UKM continuously monitor and periodically review undergraduate student selection processes based on guidelines stipulated by BPKP, MOHE. However, faculties are allowed to add extra requirement to this selection process. Medical faculty for example, requires its intake to at least achieved Level 1 of the Malaysian University English Test (MUET). For postgraduate programmes, criteria for student selection are set by the faculty subjected to the guidelines by Centre for Graduate Management. These selection requirement can be found at the centre’s website (http://pkukmweb.ukm.my/~pps/pps/entryrequirements.htm). To further enhance the quality of learning and teaching, foreign candidates who intend to write their thesis in English, or to enroll in graduate programmes conducted in English, are now required to attain a general minimum score of 550 for the TOEFL and a band 5 for the IELTS as a prerequisite for entry into the programmes. However, these scores can vary according to the faculty.

SM 4.5 Minutes of 340 Senate Meeting, 21 January 2009

4.1.14 Describe how the selection methods are reviewed to comply with the social responsibilities, human resource requirements and needs for further studies and lifelong learning. (B)

Being a public university, UKM receives the number of students based on what is required by the government. However, UKM does give input to MOHE in-terms of additional selection criteria (e.g. MUET, TOEFL, etc.) and market needs.

SM 4.12 Minutes of 341 Senate Meeting, 25 March 2009

4.1.15 Show how the student performance is monitored as a feedback mechanism to improve student selection. (E)

Student selection is monitored to improve design of curriculum. The student selection is much dependent to the market demand and the capabilities of faculties as well as the needs to maintain the ratio of undergraduates:postgraduates as required by the Research University status. Student performance is given back to BPKP by the respective faculties based on existing trends.

SM 4.11 UKM/PPA/PPPS/P02/AK02 Working Order for Projection of Students Intake

75

4.1.16 How does the HEP engage the relevant stakeholders in the review of its admission policy and processes? (E)

UKM engages the relevant stakeholders in the review of its admission policy and processes through meetings with the main stakeholders such as alumni, industry players, MOHE, etc. UKM also establishes Program Advisory Board at both university and faculty level to provide input on matters relating to admission policy and processes. In addition, certain faculties, such as medicine and dentistry, Ministry of Health is also consulted.

4.1.17 Describe how student intake incorporates social responsibility by privileged consideration for people with special needs. (E)

Student intake into UKM is based on merit as described in Section 4.1.1. However, once selected the social welfare of students with special needs will be taken care of by appropriate units in UKM such as the Student Welfare Unit under The Student Service Department, see Section 4.4.1.

4.1.18 Show the relationship between student selection, programmes, and learning outcomes. (E)

Achievement of learning outcomes of academic programmes depends on the quality of the students decided by the cut off points specified by the respective faculties offering the programmes. The suitability of the students is also decided by the basic competencies needed, for example for a student enrolling for Architecture programme, it is assumed that the student can do simple architecture drawings. Similarly, a student enrolling in a degree of Islamic Study, is expected to at least have a basic mastery of the Arabic language. Student selection is based on the requirement by the government through guidelines and criteria set by BPKP. UKM is responsible to shape her students according to achieve the 8 domains as set by the MQF. Courses offered must fulfill the 12 Programme Outcomes and 6 Programme Educational Objectives in order to achieve the 8 domains.

SM 1.7 Undergraduates and Graduates Prospectus

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4.2 Articulation Regulations, Credit Transfer and Credit Exemption

4.2.1 Describe the policies, regulations and processes of credit transfer, credit exemption and articulation practices, and how are these disseminated. (B)

The policies, regulations and processes of credit transfer and credit exemption can be found in the policy paper “Kertas Dasar Pemindahan dan Pengecualian Kredit Universiti Kebangsaan Malaysia”. The paper provides credit transfer guidelines involving:

1. Exchange students (between IHLs); 2. Students accepted for transfer to another programme within UKM; 3. Students accepted for a Double-Degree programme; 4. Students from other IHLs (local or international) accepted into any

academic programme in UKM; 5. Students with various prior learning experience who wish to

continue their studies at UKM. In general, the requirements for credit transfer and credit exemption between two programmes include the following:

1. The content of the course must at least has 70% similarities; 2. The student accepted for transfer must at least has obtained B

grade or equivalent for the said course; 3. The difference in credit magnitude for the course cannot be more

than 10% of the course offered by UKM (for the definition of credit magnitude, please refer the policy paper);

4. The credit to transferred/exempted cannot be more than 30% of the overall programme credit (Senate approval is required if otherwise).

The application for credit transfer/exemption should be forwarded by the student to the Deanery of the faculty, via Centre for Academic Management, for approval, by filling up a form “Borang Pengecualian Kredit/Unit Kursus” no later than the 7th week of the academic semester. Each application should come with a cost of RM100 of processing fee. In addition, any application for credit transfer/exemption involving the award of Double-degree or Joint-degree requires the approval by the Senate. Two examples of programmes that require credit transfer/exemption are as follows:

1. The Double-Degree Programme between UKM and University Duisburg-Essen (UDE), Germany, by Faculty of Engineering and Built Environment.

2. The Student Exchange and Grade Equivalence Programme proposal between Bachelor of Speech Science programme, Faculty of Allied

SM 4.13 Guideline for Inter Public Higher Learning Institution Credit Transfer SM 4.14 Guideline for Credit Exemption SM 4.12 Minutes of 341 Senate Meeting, 25 March 2009 SM 4.05 Minutes of 316 Senate Meeting, 19 January 2005 SM 4.12 Minutes of 341 Senate Meeting, 25 March 2009 SM 4.16 UKM’s Internationalisation Plan

77

Health Sciences, UKM, and Bachelor of Speech Pathology programme, Flinders University, Australia.

4.2.2 Describe how the HEP keeps abreast of latest development with regards to articulation, credit transfer and credit exemption and cross-border provisions. (E)

UKM keeps abreast of the latest development with regards to articulation, credit transfer and credit exemption and cross-border provisions by the regular update of its policies and by providing training and exposure, conferences and workshops for its workforce. In addition, UKM also engage in articulation agreements with various universities to facilitate the student transfer, for example the agreement between UKM and University Duisburg-Essen (UDE) for the Double-degree programme describe in Section 4.2.1 above.

4.3 Transfer of Students

4.3.1 Explain the policy, criteria and mechanisms to enable qualified students to transfer to another programme. Indicate if there are appropriate mechanisms such as bridging courses for students who need it. Provide figures for the last five years. (B)

A student who wish to transfer to another programme (within UKM) must first fulfill all the requirements necessary (by the programme, faculty and university). The application requesting for the transfer can be submitted to the deanery of the faculty for approval subjected to the availability of placement of the said programme. A student with a “failed and dismissed” (“gagal dan diberhentikan”) status will not be considered for transfer. A transfer student can also apply for credit transfer or exemption or both as described in Section 4.2.1 above. Appropriate mechanisms for bridging courses for students are also in place and these are documented in details in the policy paper “Kertas Dasar Program Perantara Akademik”. Bridging courses are offered to transfer students and also to non-transfer students who require intervention to strengthen and improve their academic achievement. A faculty is responsible to provide bridging courses, if required, for the programmes they offer. Transfer involving cross-border mobility is also possible as discussed in Section 4.2.1. Tables 4.2 and 4.3 below show the data of cross-border mobility from UKM to UDE, and vice versa, respectively.

SM 4.13 Guidelines for Inter Public Higher Learning Institution Credit Transfer SM 4.14 Guidelines for Credit Exemption SM 4.16 UKM’s Internationalisation Plan SM 4.12 Minutes of 341 Senate Meting, 25 March 2009

78

Table 4.2 Double Degree Students from UKM to UDE

Year

PROGRAMME

Total Number

of Students

Dept. of Electrical, Electronics & Systems

Engineering

Dept. of Civil & Structural Engineering

Dept. of Mechanical & Materials Engineering

Electrical & Electronics Engineering

Computer & Communi-

cations Engineering

Civil & Structural

Engineering

Civil & Environ-mental

Engineering

Mechanical Engineering

2003 1 1 2

2004 1 5 6

2005 1 1

2006 5 3 10 6 24

2007 2 8 1 11

2008 6 6

Total 10 9 18 1 12 50

Table 4.3 Double Degree Students from UDE to UKM

Year

PROGRAMME

Total Number of Students

Dept. of Electrical, Electronics & Systems Engineering

Dept. of Mechanical & Materials Engineering

Electrical & Electronics Engineering

Computer & Communications

Engineering

Mechanical Engineering

2003 1 1

2004 -

2005 -

2006 3 2 2 7

2007 -

2008 2 2

Total 3 3 4 10

4.3.2 Describe the mechanism to ensure transfer students are given exemptions by taking into account their previous experience, qualifications obtained from another programme and credits accumulated. Provide figures for the last five years. (B)

The mechanism involved to ensure that transfer students are given the exemptions eligible are explained in Section 4.2.1. Table 4.4 shows the number of students given the exemptions on various courses from 2004 to 2008 according to faculties.

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Table 4.4 Students given the exemptions from 2004 to 2008

according to Faculties

BIL. FACULTY 2004/2005

2005/2006

2006/2007

2007/2008

1. Faculty Of Economics and Business

8 51 53 44

2. Faculty of Medicine 22 2 - - 3. Faculty of Dentistry - - 2 1 4. Faculty of Education 32 173 180 180 5. Faculty of Engineering and Built

Environment 24 51 17 29

6. Faculty Of Allied Health Sciences 5 13 12 8

7. Faculty of Islamic Studies 10 88 75 48 8. Faculty of Social Sciences and

Humanities 7 15 16 19

9. Faculty of Science and Technology

8 24 25 16

10. Faculty of Information Science and Technology

2 28 37 23

11. Faculty of Law 10 1 2 3 12. Institute of Malay World and

Civilisation (ATMA) 1 - 1 -

4.3.3 Indicate how students accepted for transfer have comparable achievements in their previous institution of study. Provide the relevant data to support this. (B)

The students accepted for transfer could be guaranteed to have comparable achievements in their previous institution of study by requiring them to at least obtained B grades for the courses to be transferred. Each course content/synopsis as offered by both the previous institution and UKM must also at least have 70% similarities. In addition, the difference in credit magnitude for the course cannot be more than 10% of the course offered by UKM (for the definition of credit magnitude, please refer the policy paper.

4.3.4 Describe the policies and mechanisms to facilitate student mobility, exchanges and transfers, nationally and internationally. (E)

UKM has in place various policies and mechanisms to facilitate student mobility either between programmes or institutions, as well as within the country or cross-border. These policies and mechanisms are already discussed in Sections 4.2.1, 4.2.2 and 4.3.1 above.

In addition, the Chancellor’s Foundation has also created an opportunity for international students to study at UKM under the UKM-Global Student Mobility Partnerships programme. Under this inbound programme,

80

international students stay and learn in multicultural Malaysia for a month during which time they get to visit an ancient land mass with its amazing ecology, unique flora and fauna, not seen in other parts of the world. This programme offers two inbound courses, i.e.

1. Indigenous Communities of Malaysia 2. Sustainability of Tropical Heritage

Some of the International students involved in these two courses are listed in Table 4.5 and 4.6 respectively. Details of the programmes can be referred to the foundation’s website at:

http://pkukmweb.ukm.my/~pyc/ukm-global/global.html.

Table 4.5 International students under the Indigenous Communities of Malaysia course

No. Name University

1 Hannah Hancock University of Newcastle, Australia

2 Freya Green University of Newcastle, Australia

3 Laura Buchanan University of Newcastle, Australia

4 Bonnie Fraser University of Newcastle, Australia

5 Brittany West University of Newcastle, Australia

6 Catherine Phoenix University of Newcastle, Australia

7 Zach Curran University of Newcastle, Australia

8 Pamalyn Hyde University of Newcastle, Australia

9 Charity-Rose Kelly University of Newcastle, Australia

10 Jessica Lee Melehan University of Newcastle, Australia

11 Madalena De Campos Vassalo Sampaio Soares

University of Surrey

12 Sara Louise Elvins University of Surrey

13 Abigail Sophia Fuchs University of Surrey

14 Megan Harling University of Surrey

15 Malini Honavar Melo Pires University of Surrey

16 Abu Rayhan University of Surrey

17 Aleksandra Maria Sledzinska University of Surrey

18 Alexandra Louise Webster (self funded appl.)

University of Surrey

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Table 4.6 International students under the Sustainability of Tropical Heritage course

No. Name University 1 Virgina Glyde University of Canberra, Australia 2 Tara Vaughan University of Wollongong, Australia 3 Sara Petrie University of Newcastle, Australia 4 Leesha Lewis Murdoch University, Australia 5 Claire McDonald University of Newcastle, Australia 6 Nathan West University of Newcastle, Australia 7 Jorja Wardrope Griffith University, Australia 8 SEM Tolasreypeou Pannasastra University of Cambodia 9 Matthew John Parker University of Surrey 10 Skirmante Stasenaite University of Surrey 11 Katie Castroagudin Stevens Institute of Technology, USA 12 Stefan Premdas Stevens Institute of Technology, USA

For the outbound programme which is to provide opportunities for UKM to internationalise its students, the Foundation provides financial support to students to expand their UKM experience with academic programmes and experiences offered outside Malaysia. Travel grants for qualified students are given to enable them to conduct research, participate in student-exchange programmes and attach themselves to industries in foreign universities, laboratories and companies. However, preference is only given to credit-bearing activities. Tables 4.7 - 4.12 below show the list of students participated in the outbound exchange programme for the year 2003 to 2008. Their respective faculties at UKM and the participating oversea universities are also listed.

Table 4.7 Students participating in the outbound programme

for year 2003

No. Name Faculty Universities 1. Loh Han Chern Faculty of Science &

Technology University College Cork, Ireland

2. Ong Huey Fen Faculty of Allied Health Sciences

Universitaet Maastricht, Netherlands

3. Nazarina binti Abdul Rahman

Faculty of Engineering Kwangju Institute of Science & Technology, Korea

4. Lee Guan Serm Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

5. Hong Sok Lai Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

6. Noor Hapeedah bt. Md. Ali

Faculty of Science & Technology

Institute Technology of Bandung, Indonesia

7. Wan Zuraida binti Wan Mohd. Zain

Faculty of Science & Technology

Institute Technology of Bandung, Indonesia

8. Hew Wai Weng Institute of Malaysian and International Studies, IKMAS

Australian National University, Australia

9. Liew Ju Neng Faculty of Science & Technology

University of Cape Town, South Africa

82

Table 4.8 Students participating in the outbound programme

for year 2004

No. Name Faculty Universities

1. Bong Pei Thing Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

2. Suzianah Nhazzla Ismail

Faculty of Social Sciences & Humanities

Stockholm Universiteiet, Sweden

3. Suhana Samat Faculty of Science & Technology

Institute Technology of Bandung, Indonesia

4. Satirah Zainalabidin

Faculty of Allied Health Sciences

Institute Technology of Bandung, Indonesia

5. Goh Choo Ta Faculty of Science & Technology

University of Cambridge, England

6. Nurulnahar bin Esa

Faculty of Science & Technology

University of Reading & The Royal Botanic Gardens, KEW, England

Table 4.9 Students participating in the outbound programme for year 2005

No. Name Faculty Universities

1. Juan Joon Ching Faculty of Science & Technology

Beijing University of Chemical Technology, China

2. Aryanti binti Abdullah

Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

3. Nurhaslina binti Hasan

Faculty of Science & Technology

University of Cologne, Germany

4. Zuraidah binti Abd. Wabab

Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

5. Mumtaz binti Abu Bakar

Faculty of Science & Technology

Research Institute of Chemistry (HEJ), University of Karachi, Pakistan

6. Siti Munirah binti Mat Yunoh

Faculty of Science & Technology

Herbarium Kew, United Kingdom

7. Nyon Mun Peak Faculty of Science & Technology

University of Queensland, Australia

Table 4.10 Students participating in the outbound programme for year 2006

No. Name Faculty Universities

1. Munirah binti Sha’ban

Faculty of Medicine Laboratory of Biomaterials/ Tissue Engineering Chonbuk National University, Korea

2. Chan Kok Meng Faculty of Allied Health Sciences

University of Colorado Health Science Center, USA

83

Table 4.11 Students participating in the outbound programme for year 2007

No. Name Faculty Universities

1. Aisyah Salihah Faculty of Science & Technology

Tokushima –Bunri, University, Japan

2. Rosdayati Alino Faculty of Science & Technology

Tokushima –Bunri, University, Japan

3. Leow Wei Yi Institute of Malaysian and International Studies (IKMAS)

University of New South Wales, Australia

4. Bryan Aidan Wee Swee Fung

Faculty of Science & Technology

Commonwealth Science and Industrial Research Organization (CSIRO), Australia

Table 4.12 Students participating in the outbound programme

for year 2008

No. Name Faculty Universities 1. Liyana Amir Faculty of Science &

Technology The Deep, Hull, England

2. Yao Ping Ping Faculty of Science & Technology

Auckland Zoological Park, New Zealand

3. Izyan Hasib binti Ishak

Faculty of Science & Technology

Apipol - Farma Ltd (AIESEC), Poland

4. Fiona Kong Pei Ting Faculty of Economics & Business

Ajou University, South Korea

5. Foo Wen Kuan Faculty of Economics & Business

Ajou University, South Korea

6. Fong Kean Yan Faculty of Economics & Business

Ajou University, South Korea

7. Nurul Hartini binti Abdul Hamid

Faculty of Economics & Business

Ajou University, South Korea

8. Nurul Hidayah Che Azemin

Faculty of Economics & Business

Ajou University, South Korea

9. Karen Tan Chiew Jhong

Faculty of Economics & Business

Ajou University, South Korea

10. Norhidayah binti Mat Nor

Faculty of Social Sciences & Humanities

Universitas Yagyakarta, Jakarta, Indonesia

11. Nor Lina binta Elias

Faculty of Law University of Tasmania, Australia

12. Phuah Zi Jin Faculty of Law University of Tasmania, Australia 13. Siti Salwa

Hasbullah Faculty of Information Science and Tecnology

University of Sheffield, United Kingdom

14. Nurul Izzah binti Mohd Sarmin

Faculty of Allied Health Sciences

Flinders University, Australia

15. Hasiah binti Ab Hamid

Faculty of Allied Health Sciences

Seoul National University, South Korea

16. Ng Tze Tat Faculty of Engineering Universitat Duisburg-Essen Germany

17. Mohamad Hazrul bin Abd Jalil

Faculty of Engineering Universitat Duisburg-Essen Germany

18. Muhamad Nurazlan Muhamad Ngadi

Faculty of Engineering Universitat Duisburg-Essen Germany

19. Mohd Raimi bin Masrom

Faculty of Engineering Universitat Duisburg-Essen Germany

20. Wong Bo Hao Faculty of Engineering Universitat Duisburg-Essen Germany

21. Koh Joon Huan Faculty of Engineering Universitat Duisburg-Essen Germany

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4.4 Student Support Services and Co-Curricular Activities

4.4.1 What support services are made available to students? Show evidence that those who provide these services are qualified. What other additional support programmes provided by other organisations are accessible to students? (B)

Department of Students Services (JPPel) is one of the departments in UKM that provides direct services to students. Generally, JPPel plays an important role in ensuring that integrated education system is accessible through guidance in curricular activities, such as sport, culture and leadership. The functions of JPPel are as follows:

1. To ensure a comprehensive education system to be achieved through tutoring and coaching in extracurricular activities which includes sports, exercises, culture, art and leadership.

2. To act as an advisor, moderator and manager of the students welfare.

The mission of JPPel is to build knowledgeable, quality and honest graduates (Membina Generasi Berilmu, Bermutu dan Berbudi). Among the support services made available to the students are:

1. Health Centre (Pusat Kesihatan) 2. Cultural Centre (Pusat Kebudayaan) 3. Sport Centre (Pusat Sukan) 4. Counseling Unit (Unit Kaunseling) 5. Student Housing Unit (Unit Perumahan Pelajar) 6. Student Welfare Unit (Unit Kebajikan Pelajar)

Health Centre for instance provides dental and medical services to the students while Cultural Centre organises various cultural-related activities such as concerts, workshops and classes for interested students. More activities provided by the department can be accessed at the following website:

http://pkukmweb.ukm.my/~hep/Laman%20Utama.html Apart from the services provided by JPPel, other additional support services and facilities provided includes Universiti Kebangsaan Malaysia Library (the main one is known as Perpustakaan Tun Sri Lanang with four main branches, i.e. Perpustakaan Alam dan Tamadun Melayu, Perpustakaan Undang-undang, Perpustakaan Pusat Perubatan and Perpustakaan Dr Abdul Latif, plus some small faculty-level libraries by some faculties), the Transport Unit (Unit Kenderaan), banking (branches and automated transfer machines), mailing services (Perkhidmatan Pos Malaysia) and various other facilities to fulfill students daily needs. These can be assessed at the following website:

http://www.ukm.my/portal/pelajar_kemudahan.html

SM 4.17 http://pkukmweb. ukm.my/~hep/

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Furthermore, ICT related services by Information Technology Centre are also provided, such as Student Information System, Learning Care System and various others. More information on these services can be obtained from the website:

http://pkukmweb.ukm.my/~hep/Pautan%20Luar.html In term of qualification, UKM outlined strict qualification and experience criteria for the post holders. For instance, the Counseling Unit only appoint Psychology Officers and Counselors with related qualification and experience and are registered with the Board of Counsellors Malaysia (see Appendix 4.2) Cultural Centre also stated that a Cultural Officer (B31) must have talent, ability, creativity and also proven experience in the culture area, and at the same time able to communicate, read and write in Malay Language. For more details, please refer to this website:

http://ewarga2.ukm.my/eiklan/peluangkerja.cfm

4.4.2 If the HEP has campuses that are geographically separated, how is student support services provided at these sites? (B)

UKM campuses are divided into three geographically separated campuses; these are Bangi, Cheras (Jalan Yaacob Latif) and Kuala Lumpur (Jalan Raja Muda Abdul Aziz). The Bangi campus has eight faculties, and these are Faculty of Economics and Business, Faculty of Education, Faculty of Engineering and Built Environment, Faculty of Information Science and Technology, Faculty of Islamic Studies, Faculty of Law, Faculty of Science and Technology and Faculty of Social Sciences and Humanities, while Faculty of Medicine is located at Cheras. The Kuala Lumpur campus has three faculties, which are Faculty of Dentistry, Faculty of Pharmacy and Faculty of Allied Health Sciences. As previously explained in Section 4.4.1, the student support services are provided at UKM level under responsibility of JPPel. However for Kuala Lumpur and Cheras campuses, apart from the services provided by a the Bangi main campus, the KKL Campus Management Division also provides the other support services unique for their needs such as formal transportation service and arrangement of space procedure (classroom and seminar room). These can be assessed at the following website:

http://pkukmweb.ukm.my/~pendaftar Other services include library services such as the Perpustakaan Pusat Perubatan and Perpustakaan Dr Abdul Latif libraries mentioned earlier, and counseling services (services are provided at all three campuses). In general, there are branches of similar facility providers at the three campuses that maintain the same administration and operational systems. At the same time, the campuses use the same information management systems, such as SMP, e-learning, SMPK, and various others. These can be accessed at the following website:

http://ewarga1.ukm.my/ewarga/

SM 4.17 http://pkukmweb. ukm.my/~hep/

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4.4.3 How are the adequacy, effectiveness and safety of these services evaluated and ensured? (B)

Adequacy and effectiveness is embodied in the client charter of JPPel. They are governed, maintained and monitored by ISO quality management system of the respective Cost Centres (Pusat Tanggungjawab), for example, the Transport Unit, by “MS ISO 9001:2008 Jabatan Pendaftar” and Information Technology Centre by “ISO PTM”. The effectiveness of services to the students is based on Piagam Mengurus Kemahasiswaan, which are:

• Service- To provide quality services based on knowledge-culture that fulfilled student’s needs and the University’s mission.

• Guidance- To guide students to harvest noble traits and wisdom in conjunction with UKM’s philosophy, Education’s Philosophy and National Vision’s Philosophy so that they will become humane intellectuals and be able to face the challenges and competitiveness of the new world.

• Management- To manage task efficiently, quick, correct and advance.

• Attitude- To create a workforce that is dedicated, committed, well trained, disciplined, responsible and productive.

• Relation- To make information as an important commodity and an effective and continuous communication tool between students, academicians, managements and alumnus.

• Devotion- To ensure that HEP is always sensitive and responsive to student needs, University, Society and Country.

• Flexibility- Accept changes from time to time in the mission to become a department that is innovated, productive, efficient and full of quality.

SM 4.17 http://pkukmweb. ukm.my/~hep/ SM 4.18 Quality Manual of Organisation

4.4.4 What mechanism is available for students to complain and to appeal on matters relating to student support services? (B)

Students can complain and appeal on matters relating to student support services through an internal student complains system (SADP – Sistem Aduan Dalaman Pelajar). All enquiries and proposal can also be directly forwarded to Assistant Registrar of Student Service Centre. Feedback form is available online from:

http://pkukmweb.ukm.my/~hep/Hubungi%20Kami.html For comments and feedback regarding ICT, an ICT feedback system (SMBAI – Sistem Maklum Balas dan Aduan ICT) is provided for both students and staff.

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4.4.5 Describe the roles and responsibilities of those responsible for student co-curricular activities. (B)

Student co-curricular activities is managed by Co-Curriculum Division under Centre for Student Advancement (Pusat Perkembangan Pelajar - PPP) who reports to Deputy Vice Chancellor (Hal-Ehwal Pelajar & Alumni - HEPA). Figure 4.1 shows the organization structure for HEPA.

Figure 4.1 DVC(HEPA) Organisational Structure

Detail roles and responsibility of the centre can referred to the centre’s website at http://pkukmweb.ukm.my/~ppp/index.html. However, listed below are some of the roles and responsibilities of those responsible for student co-curricular activities:

- To plan and formulate the implementation strategy for the accreditation of curricular activities in studies in UKM

- To set the policy and regulate laws for curricular activities - To manage course registration for curricular activities - To update student’s record for each activity

4.4.6 Describe the management of the activities and maintenance of student records. (B)

The main management method that maintains and records students’ activities is the Sistem Penilaian Kemahiran Generik (SPKG), a system developed by PPP to record and assess students’ generic skills as required by the MQF. The system allows various cost centres such as faculties, colleges of residence, centres and PPP to input data on the assessment of students’ generic skills from various activities that later will appear in the students’ academic transcripts. Further details on the SPKG system can be found at:

http://pkukmweb.ukm.my/~ppp/pdf/kem_generik.pdf

SM 4.17 http://pkukmweb. ukm.my/~hep/

DNC (HEPA)(Professor VU6)

PPP (Director)

Collage Academic Division

Co-curiculum Division

Society & Internatio-nalisation Division

PALAPES (Head Coach)

SUKSIS (Head Coach)

JPPel(Deputy

Registrar)

Counseling Unit

Student Housing

Unit

Sport Center

Student Walfare

Unit

Cultural Center

Health Center

Adminis-trative

Unit

Alumni Office

(Director)

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4.4.7 Describe the accessibility, confidentiality and effectiveness of the academic and non-academic counselling and support services (e.g., preventive and therapeutic health services, financial aid, sports and cultural activities, career and academic counselling) available to the students. (B)

The confidentiality of the counseling and support services provided to the students is generally governed by code of ethics and Akta Universiti dan Kolej Universiti (AUKU). The counseling services available to the students are divided into various types. This is to ensure the effectiveness to the services. They are:

1. Private Counseling- Students can discuss anything for self development in everyday life such as family problem, health, academic, financial, career and others.

2. Financial Counseling- To help students ease their financial burden through sponsorship, budget planning and other related matters. Aid comes in the form of advertisement, offers, circulation of application forms and scholarship offer letter/study loan.

3. Others services: i. Peer Counseling Service

ii. Conduct a Psychology Test iii. Perform a counseling workshop

For other services provided, please refer to:

http://pkukmweb.ukm.my/~hep/perkhidmatan/ Unit%20Kaunseling.html

A student may walk-in, or set an appointment, for a consultation session with a counselor from the Counseling Unit as already discussed in Section 4.4.1. A counseling service flowchart is shown in Figure 4.2.

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Figure 4.2 Flowchart of counseling service

4.4.8 Provide information on the availability of an early warning system to detect students with academic difficulties. (B)

As an early warning system, Mentor-Mentee program or student grouping is organised at faculty level to identify those who are facing with academic difficulties. The university also implements continuous assessment by utilising Grade-Point-Average (GPA) system at the end of each semester. This system can also be used as an instrument to identify students with academic difficulties. This has been elaborated in Section 4.1.11.

SM 4.9 URP Web

If neccessary

If Unneccessar

START

ACCEPT THE CUSTOMER

FILL IN THE CARD AND DETERMINE THE TYPE OF SERVICE: - Academic - Psychosocial - Clinical

MEET THE OFFICER

GIVE THE INFORMATION

SET THE APPOINTMENT

END

END

Wait for turn

PROCESS TERMINATE

CONSULTATION PROCESS

COUNSELLING PROCESS

Absent

Present

Continous Programme

Workshop Programme

Refer to the professional

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4.4.9 Provide information on the qualification of those who provide these services. Explain how the HEP ensures that those who provide these services are qualified. (B)

UKM ascertains that only qualified personnels are employed to provide the support services to the students. UKM has outlined a strict guidelines and requirements for these positions. The post holders also are needed, from time to tome, to attend several designated courses in order to enhance their skill and knowledge, such as Bengkel Latihan Penyeliaan Kaunselor Berdaftar and various others as listed in Section 4.4.18. Counselors under the Counseling Unit for example are required to register with the Board of Counselor Malaysia. Personal records of post holders, qualifications, eligibility and completed training are accessible through Sistem Maklumat Kakitangan. Examples of the qualification of some of the post holders are shown in Appendix 4.3.

4.4.10 How are students orientated into academic programmes of the HEP? (B)

All new students are orientated into academic programmes first through an orientation of new students at the beginning of the first semester. The duration of this orientation week is one week, organized by JPPel and is carried out at university, faculty and college level. For international students, the induction will also prepare them with the various aspects of local culture and social networking.

SM 4.8 UKM Academic Medium Programme Policy

4.4.11 Describe additional support programmes provided by other organisations that the students could access. (B)

Various programmes and facilities provided by other organisations can be accessed by the students. AIESEC International for example, is an international platform for young people to discover and develop their potential. AIESEC is a global, non-political, independent, and non-profit organization run by students and recent graduates of institutions of higher education and provides its members with an integrated development experience comprised of leadership opportunities, international internships, networking and participation in a global learning environment. AIESEC UKM office is located at PUSANIKA building (more information on AIESEC can be found at www.aiesec.org). UKM also organises various annual events like Career Fair that attract many local and international companies like Petronas, Shell, Motorola, Maersk, and Schlumberger that provide career opportunities to the students. Moreover, UKM has collaborated with Jobmarket Malaysia Sdn Bhd to assist students with their industrial internship and job placements.

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4.4.12 Describe the importance given to student support services in the organisational structure of the HEP. (E)

The importance of student support services in the organisational structure of UKM is reflected by the re-structuring of Student Affair Department into a more refined and streamlined structure carried out in 2007. This is highlighted by the formation of the various dedicated divisions, centres and units as shown in the organisational chart in Figure 4.1 shown in Section 4.4.5.

4.4.13 Provide information on the unit dedicated to academic and non-academic counselling. (E)

The university counseling unit is under JPPel. They are provided through Counseling Services (Perkhidmatan Kaunseling) under Counselling Unit (Unit Kaunseling). These services are divided into four categories:

1. Personal (Peribadi) - Academic - Career - Stress - Personality

2. Health (Kesihatan) - physical and mental - drug and alcohol related cases - sexual health

3. Family (Rumahtangga) - pre-marital - family affairs - parental - financial

4. Others (lain-lain) - legal - sexual harassment - academic and career information

For academic counselling, this is covered under the personal counselling category as listed above. In addition, academic advisory is also run at faculty level under the responsibility of the Deputy Dean (Academic). This is carried out through Student Development Committee (Jawatankuasa Pembangunan Mahasiswa). Details information and the process involved can be referred to Section 4.4.16.

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4.4.14 How is the effectiveness of the counselling services measured, and the progress of those who seek its services monitored? What plans are there to improve the services, including that of enhancing the counselling services? (E)

The Counseling Unit is available to help students with various issues as reflected by the four counseling categories listed in Section 4.4.13 above. In the last two years alone (data until May 2009) a total of 879 students have visited the Counseling Unit for various counseling and guidance sessions. 47% of these students sought counselling on personal problems, 35% on academic difficulty, 15% on various health reasons and about 3% are psychosocial. The unit also feels that the current structural set-up is convenient to the students as on average they receive about 39 students per month for various counseling and guidance sessions. In addition, the Counseling Unit always seek to improve and enhance the counseling services provided. Some of the steps taken are;

- Widen the scope of training and research activities for the counselors.

- Organising motivation seminars and workshops as well as road show to reach a wider student population (and for that matter, requesting bigger annual budget from JPPel).

- Hiring more staff. Further information on plan, services and statistic can be referred to “Info Ringkas Unit Kaunseling” in Appendix 4.4. A counseling service management chart is shown in Figure 4.3 below.

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Figure 4.3 The Counselling Service Management Chart

4.4.15 Describe the mechanisms that exist to identify students who are in need of spiritual, psychological, social and academic support. (E)

Mechanisms to identify students are as follows:

a. From the psychological aspect by using test/inventory as follows: i. Saringan Minda Sihat (DASS)- This inventory is used to

identify the stress level, depression and anxiety ii. Self Directed Search (SDS)- This inventory is used to identify

interest and individual personality iii. Inventori Personaliti Sidek (IPS) - This inventory is used to

measure a person’s personality and can explain or predict behavior.

b. From the social aspect, the mechanisms in use is as follows:

Start

Application/Form Received

Recorded in the Service Log Book

Counselling Service Determined

Preparation of Sessions Report

Preparation of Client’s File

End

Receive client and start the Counselling Session

Filing of Documents

Investigation of the Case

Closing of Client’s Case

If necessary

If unnecessary

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i. Obtain a report from the Faculty/Centre about the social background of a student

ii. Utilization of the Money Problem Check List (MCPL) - This inspection list can identify a few aspects from the view of health, finance, social, sex, psychological-social, moral and religion, family, academic, career and adjustment.

c. From the academic aspect, the mechanisms in use is as follows: i. Through the student’s current examination results ii. Through individual counseling and group iii. Through reference from other professional colleagues such

as acquiring an IQ test that are taken by a student. (Inventory and test can be referred at the Counseling Unit)

4.4.16 Describe how student supervision is instituted. Explain how the HEP deals with situations where it anticipates a student encountering academic difficulty (e.g., a student entering with a marginal academic qualification). (E)

Student supervision is instituted at faculty level such as through the mentor-mentee program and also through continuous assessment by utilising Grade-Point-Average (GPA) system at the end of each semester. The mentor-mentee program and the GPA system can be used as an instrument to identify students with academic difficulty. Furthermore, for students encountering academic difficulty, relevant bridging courses will be provided as explained in Section 4.3.1. Some faculties also form a Student Development Committee to help weak students improve their academic ahievement. The focus are on the students with CGPA of 2.5 and below. Remedial programmes such as motivational talk and study skills seminars are organised by the committee, and where necessary will refer the students to Counseling Unit of JPPel for counseling. Figure 4.4 below shows an example of the process normally adopted by the Student Development Committee of Faculty of Engineering and Built Environment.

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Figure 4.4 Process of monitoring students with academic difficulty as

adopted by Faculty of Engineering and Built Environment

4.4.17 Describe any courses, training or reparatory sessions organised for remediation. (E)

Among the courses, training or reparatory sessions organised for remediation for the students encountering academic difficulty are those as offered under the bridging programme as discussed in Section 4.3.1, mentor-mentee and remedial programmes as discussed in Section 4.4.16 and Program Meningkatkan Prestasi Pelajar (as organised by Faculty of Science and Technology), and various others.

4.4.18 Describe the training and development plan to enhance the skills and professionalism of the academic and non-academic counsellors. How many have benefitted from this in the last five years? (E)

To enhance the skills and professionalism of the academic and non-academic counselors, the Counseling Unit often sends its counselors to related seminars and conferences. Basic training to strengthen counseling knowledge is also infused through workshops and courses. For some of the relevant courses, see Appendix 4.5. In addition, certain faculty such as Faculty of Medicine trained their academic staff on basic mentoring skills. This is to increase their skills in guiding and helping students in their professional developments.

Identify students, CGPA<2.5

Strategies/Activities

- Notify the lecturers/academic advisors - Organize motivational talks/student development activities - Monitor students by the programme coordinator via meetings/discussions

CGPA > 2.5

Take the necessary actions, e.g:

a. Advise the student to extend her/his studies b. Set a limit to the number of courses/units in one semester

Delete the name from the

list/group

Yes

No

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4.5 Student Representation and Participation

4.5.1 State the HEP’s policy on student participation in the teaching-learning process. Describe how students contribute to the development of these policies. (B)

Students participation in the development of teaching and learning process is stated in UKM’s teaching and learning policy, i.e. “Dasar Pengajaran dan Pembelajaran Universiti Kebangsaan Malaysia”. Consultation exercises with the students and various stakeholders are continuously carried out while to ensure the process of teaching and learning is of a high standard and continuos quality improvement exercise can be carried out. For example, at university level, inputs from student organisations and societies are continuously gathered through periodic meetings with JPPel and PPP, while at faculty level, the management, via Deputy Dean (Students Affairs), monitors activities of faculty students’ associations by means of periodic meetings, at least once in every semester. In addition, inputs and fedback from students through their activities at colleges of residence are also important for the development of this policy and these are monitored by the college principals.

4.5.2 Explain the measures taken by HEP to encourage student self-government and participation in the activities of the governing bodies of the HEP. (B)

To encourage student self-government, UKM provides various activities for students’ development that involve their active participation in student associations at various levels, i.e. at college of residence, faculty and university levels. The most important is perhaps the exercise of appointing and selecting the student representation/leaderships for the Student Representation Council (Majis Perwakilan Pelajar - MPP) which is carried out through an annual general election. The university, via JPPel, organises this election under the provision of University and University Colleges Act (AUKU).

4.5.3 Show evidence of the statement of student rights and responsibilities and its availability to the campus community. (B)

Statement of student rights and responsibilities are subjected to AUKU pindaan 2009. Please refer AUKU pindaan 2009 for detail information. Apart from that, student rights and responsibilities are also stated in Election Process Report (Laporan Proses Pilihanraya) available at JPPel. For

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rules, regulations and process on the students’ election to representation council, please refer Tatacara-tatacara Pemilihan Majlis Perwakilan Pelajar (MPP) 2008 and Panduan Calon Pemilihan Majlis Perwakilan Pelajar booklets.

4.5.4 Describe the jurisdiction of judicial bodies, the disciplinary responsibilities of HEP officials, and all disciplinary procedures and their dissemination. (B)

The jurisdiction of the university judicial bodies, the disciplinary responsibilities of the officials and disciplinary procedures are stipulated in Akta Universiti dan Kolej Universiti 1971 (AUKU) Kaedah-kaedah Universiti Kebangsaan Malaysia (Tatatertib Pelajar-pelajar) 1999. A Discipline Committee chaired by TNC(HEPA) is responsible to take the disciplinary action to any wrongdoings by the students based on the AUKU.

4.5.5 Describe the policy on active student participation and show how students are encouraged to actively participate in curriculum development, teaching-learning processes as well as in other areas that affect their welfare. (B)

Students are encouraged to actively participate in curriculum development, among others, through the Faculty Management meeting with student representations at faculty level. To facilitate this involvement, an official customer feedback system, Course Teaching Evaluation System (CTES), has been developed. The system is used to evaluate the efficiency and effectiveness of the Quality Management System MS ISO 9001:2000 of the Management of Undergraduate Studies and Graduate Programmes. The inputs obtained from students through this system are used to continuously enhance the quality of the concerned studies programme. It also used to continuously enhance the quality of teaching and delivery of lectures and for the internal requirements of the Faculty/School/Institute to enhance the quality of teaching and for the purpose of designing and revising the curriculum. The system can be assessed at http://www.ukm.my/sppk/. The flow chart for answering the feedback questions is as shown in Fig. 4.5.

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Start/Log In

Main Menu (Student)

ChooseSector

Sector for Faculties/Centres/Institutes

(according teaching mode)

General Sector (Course Content,

Infrastructure & Equipment)

LectureAssessment Part

(according to no. of lecture)

End/Log Out

Repeat until allsector completed

Complete Answer?

No

Yes

Figure 4.5 Flow chart for answering the feedback questions

4.5.6 How are students and student organisations facilitated to gain managerial and leadership experience, to encourage character building, to inculcate a sense of belonging and responsibility, and to promote active citizenship? (E)

UKM facilitates its students and student organisations to gain managerial and leadership experience and also encouraging character building through participation in student organisations at various levels, such as MPP, PMUKM, Persatuan Mahasiswa Fakulti, Persatuan Anak Negeri, JAKSA Kolej, PALAPES, SUKSIS, Kelab Sukan dan Rekreasi and various others. The streamlined structure under DVC (HEPA) as shown in Fig. 4.1 in Section 4.4.5 will better instill the various important traits and experiences to the students. PPP for example, has outlined that among its main objectives are to produce graduate with the ability to adapt life experience in various context through inclusive learning, and to produce competitive graduate for the national and international market. The objectives and programmes for other divisions and units can be found in the DVC (HEPA) website at http://www.ukm.my/portal/canselori_pejabattnc(hepa).html.

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4.5.7 What is the policy regarding student publication? (E)

For student publication, JPPel has provided a set of guidelines based on AUKU. All student publications and distribution of any student publication are subjected to the approval of DVC (HEPA). For academic publication purposes, UKM has set a certain minimum number of publications for postgraduate students as a requirement for graduation. Upon final thesis submission, postgraduate students must fulfill the following publication requirement:

• Master by research - 1 conference paper AND 1 indexed journal paper.

• Doctor of Philosophy - 2 conference papers AND 2 indexed journal papers.

4.5.8 Describe the appropriate channels to allow student participation in the formulation, management and evaluation of the curriculum, and in academic matters relevant to them. (E)

Students can participate in formulation, management and evaluation of curriculum through various channels as already described in Sections 4.5.1 and 4.5.5.

4.5.9 What facilities are available to encourage student involvement in publication? (E)

To assist students with publication of their work, workshops, seminars and conferences are organised by various organisation within the university. Engineering Postgraduate Conference as organised by Faculty of Engineering and Built Environment, and Research Week by Medical Faculty and Faculty of Allied Health Sciences are examples of two annual events available to encourage postgraduate students’ involvement in publication. Some faculty such as Medical Faculty (1st Special Study Modules Conference) and Faculty of Dentistry also organised conferences for their final year undergraduate students to assist them with the publication of their research work. In addition, various facilities are available to the students for this purpose, such as various electronic devices and printing equipments (such as Printing room provided by JPPel at Pusanika).

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4.6 Alumni

4.6.1 How does the HEP encourage active linkages and continuous relationship between it and its alumni? (B)

UKM ensures the active linkages and continuous relationship between it and its alumni with the formation Alumni Relations Office under DVC(HEPA) as shown in Fig. 4.1 (Section 4.4.5). The office is responsible for planning, executing and monitoring of Alumni’s activities. The functions of the office are as follows:

1. To create a continuous strategic relation between UKM and Alumni 2. To gather social source from Alumni for educational activities,

research and social services 3. To generate financial capacity together with the Chancellor’s

Foundation. 4. To stimulate and become the facilitator for programs involving

UKM’s Alumni The office organises various activities that require continuous commitment from the alumni. Some of the activities include an exercise of gathering various data from alumni through Sistem Maklumat Alumni (SMA); conducting the UKM Graduate Effectiveness Research; planning and coordinating Alumni activities through Alumni Association at the faculty and college levels; publishing news and the Alumni Bulletin; and various others.

SM 4.19 http://pkukmweb.ukm.my/alumni/lbelakang.html SM 4.20 UKM KPG Report Book 2006 and 2007

4.6.2 Describe the role of the alumni in curriculum development, the achievement of the learning outcomes and the future direction of the HEP. (E)

Alumni play an important role in curriculum development, the achievement of the learning outcomes and the future direction of UKM through their involvement as one of Programme Advisory Panels such as practiced by Faculty of Engineering and Built Environment. The faculty also, from time to time, is conducting surveys on its alumni o such topic including employability and market survey.

4.6.3 How does the HEP encourage the alumni to assist the students in preparing for their professional future? Show the result of this initiative. (E)

UKM encourages the alumni to assist the students in preparing for their professional future by inviting them in programs such as career talk (e.g., FKAB invited David Lee in 2008 for career talk), open day and annual dinner.

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Area 5: ACADEMIC STAFF

5.1 Recruitment and Management

5.1.1 Provide the HEP policies on academic staff recruitment to include the requirements related to the qualifications for appointment. (B)

The policy University Kebangsaan Malaysia being a public university, adheres to the Public Service Department’s (JPA) circular on service scheme (JPA(S)324/14/9-6 Klt. 7 (28) for the appointment of academic staff. The circular is available in Appendix 5.1. In addition, UKM imposed additional criteria to ensure the best qualified candidates are appointed to UKM. The requirement The requirement for the appointment of academic staff are as follows:

• Tutors – possess a Bachelors Degree with at least a CGPA of 3.5 on the scale of maximum 4.0;

• Temporary Lecturers – possess a Masters Degree and Bachelors Degree with a minimum CGPA of 3.00;

• Lecturers – possess a PhD in the related fields; • Fellow – experience in related fields.

The process The appointment process is carried out following a standard procedure for academic staff recruitment whereby the Faculty/Institute/Centre select candidates from local or international who are experts, meet the requirements and suitable with the needs of the Faculty/Institute/Centre as teaching staff. The selection committee at Faculty/Institute/Centre as known as the Peer Review Committee (Jawatankuasa Kesepakaran) who then submit short list of the candidates for selection by a committee chaired by a Deputy Vice Chancellor for post lower than Professor and by the Vice Chancellor for the Professor or higher. Appointment for Professors is submitted by the University Board of Directors for approval. The unit in charge of the appointment process is the Human Resource Division (HRD) of the Registrar’s Office and the positions include:

• Tutors: temporary • Lecturers: permanent, temporary, contract and visiting • Senior Lecturers: permanent, contract and visiting • Associate Professors: permanent, contract and visiting • Professors: permanent, contract, visiting, Adjunct and

Distinguished

SM 5.1 Appointment procedures

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• Fellows: Junior, Fellows, Senior, Principal, Research and Visiting Guest writers

• Visiting Scholars (beside permanent and temporary all other tenures are on contract basis)

Improvement in the management process of staff recruitment is achieved by:

• Appointment of academic staff is carried out throughout the year. • Short listing, selection and appointment process for temporary

tenure is decentralised from HRD to faculties/institutes/centres. The change in the recruitment process by carrying out recruitment through-out the year and decentralising some tasks to the faculties, institutes and centres has been able to speed up the recruitment process and attract good candidates. Apart from the posts listed above, UKM also appoints Distinguish Professors under the Contract of Service approved by the government. This scheme allows UKM to attract renowned Professors from overseas to be attached in UKM for a given time as specified in the contract in order to foster research activities in the university. The privilege includes the competitive salary scheme and incentives for expertise which are equivalent to international standard. Up to date, there is one Distinguish Professors appointed for the Faculty of Medicine.

5.1.2 Provide data to show that the staffing profile matches the range and balance of teaching skills, specialisations and qualifications required to deliver each programme. Identify any problem areas and describe corrective actions needed and planned. (B)

The policies that UKM follows as stated above allow the appointment of staff of various disciplines and at multiple levels that commensurate with needs. The overall staff placement is given in Table 5.1, and the breakdown for faculties, institutes and centres are available in respective programme documents. The balance of teaching and specialization are acquired by the recruitment of academic staffs in various disciplines not only as full time and part time, but they are also appointed as adjunct lecturers, adjunct professors, visiting professor, research fellow, principle fellow and distinguish professors. The availability of a wide range of academic post in UKM attract many scholars to join and serve UKM according to their interest and potentials. UKM staffing profile are categorized by the various academic posts as shown in Table 5.1 (as of May 2009) and by teaching experiences (table 5.2).

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Table 5.1 Staffing profile

Academic post Total

Professor 238

Associate Professor 387

Lecturer Grade 52 560

Lecturer Grade 45 714

Tutor 172

Principle Fellow 22

Senior Fellow 15

Fellow (Lecturer Grade 45 at the Institute)

31

Young Fellow (Tutor Grade 41 at the Institute)

8

Adjunct Professor 7

Visiting Professor 85

Total 2239

Figure 5.1 Academic staff Profile

Table 5.2 Academic staff profile by duration of teaching experience

Length of service Total

Less than 5 years 803

5-10 years 334

11-20 years 689

More than 20 years 437

238

387

560

714

172

22 15 31 8 785 130

0100200300400500600700800

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5.1.3 Provide evidence to show that the number of academic staff involved in conducting each programme is sufficient. (B)

The total number of full time academic staffs as of Jun 2009 is 2270 holding multiple qualifications, of which there are 776 doctorate holders of either PhD, Doctor of Education, DBA, or Medical Doctorate; 246 of them with Masters of Medicine, 1394 with Masters, Doctor of Medicine – 417, Bachelors – 1732 and others -16. There are 419 academics holding professional qualification, of which 393 are medical professionals, 16 – Engineers, Architects - 7, Accountants - 2, and one Surveyors A summary of the number of academic staff is shown in Table 5.3.

Table 5.3 Total number of full time academic staff and their qualifications

Status Academic Qualification

Number of staff

Local International Total

Full-time

PhD/Doctor of Education/DBA/ Medical Doctorate

746 30 776

Masters of Medicine

246 - 246

Masters 1361 33 1394

Doctor of Medicine 404 13 417

Bachelors 1707 25 1732

Professional - - 419

Others 16 - 16

Overall teacher and students ratio of full time academic staff is better than the minimum requirement set by PSD in all sectors as shown in Table 5.4. In addition, UKM policies allow appointment of part time and visiting lecturers to accommodate fluctuate needs which enhance the effectiveness of conducting programmes offered by UKM.

Table 5.4 Teacher Students Ratio by Sector in UKM compared with the ratio recommended by the Public Service Department (PSD)

Sector PSD UKM

Social Science and Humanities 1: 18-20 1:12

Medical 1:4 1:4

Engineering 1:10 1:7

Sciences 1:12 1:10

Total academic staff by sector seems adequate at this point in time. However, the distribution of academic staff in certain newly established programmes may be insufficient. UKM’s management is looking at this

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trend and with the decentralisation of appointments of academic staff, the on-going process will certainly ensure that the optimum teacher and student ratio in every programme will be achieved.

5.1.4 Describe the teaching responsibility, research and scholarly activities, consultancy, community services and administrative functions of the academic staff to show a balance of functions and responsibilities in line with academic conventions. (B)

The roles and responsibilities of UKM academic staff include: 1. Teaching 2. Research 3. Publication 4. Participation in Conferences and Seminars 5. Consultation 6. Community Services

The Policy on the roles and responsibilities of the academic staff and ethics involving academic staff are clearly described in Etika dan Tata tertib Akademik 2nd Edition published in 2005 and in Dasar Pengajaran dan Pembelajaran - scope 5 page 5. Roles in teaching are further explained in Polisi Pengajaran dan Pembelajaran which include:

• Curriculum development, learning strategies and curriculum review • Teaching-learning activities • Student assessment • Student supervision • Continual quality improvement

The scope of academic responsibilities in relation to research and scholarly activities, consultancy community service and administrative functions are detailed out in the Manual (Panduan Laporan Nilaian Prestasi –LNP 2009) page 7. The LNP manual provides guidelines for distribution of activities among all staff both academic and non-academic. The on-line LNP system is also called the University Performance Evaluation System (SPPU). Each staff is allowed to determine his/her annual work (Sasaran Kerja Tahunan) which will be used later for performance appraisal. Thus the SPPU provide flexibility to all UKM staff to plan their activities yearly based on the broad SPPU guidelines.

SM 5.2 Academic Ethics and Discipline 2nd Edition SM 5.3 Teaching and Learning Policy –scope 5 page 5 SM 5.4 Performance Assessment System 2009

5.1.5 State the policy to ensure the equitable distribution of responsibilities among the academic staff. (B)

The policy to ensure the equitable distribution of responsibilities among the academic staff is stated in SPPU. The policy is implemented as a yearly performance appraisal mechanism.

SM 5.4 Performance Assessment System 2009

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The policy states that there are 3 areas of responsibilities, namely: • Education, • Research, and • Service.

UKM provides the general guidelines for weight age in each area which is Teaching (30%), Research (50%) and Services (20%). Staff, Faculties, Institutes and Centres are allowed to determine their own weights but the cumulative weights of all Faculties, Institutes and Centres must correspond to the values set by the University.

5.1.6 State the HEP’s policy for ensuring that teaching, research and service contributions are appropriately recognised and rewarded. (B)

Academic staffs are appraised yearly in the areas of teaching, research and service leading to Annual Service Awards and annual increment. List and criteria for various quality awards are available in ‘Format Pemilihan Anugerah-anugerah Khas Kualiti UKM 2009’. Involvement in teaching, research and service to community are given due recognition and weighted accordingly (Appendix 5.2) in the promotion exercise. In addition, academics are also evaluated by students and this is taken as part of the criteria in the selection of Excellence Teacher Awards.

SM 5.5 Teaching and Learning Policy –page 10 Appendix 5.2 Selection Format for UKM Special Quality Award 2009

5.1.7 Describe the policies, criteria and processes in the appointment and promotion to academic positions, particularly that of professorship and associate professorship. (B)

Appointment of Professor and Associate Professor Policy, criteria and the a appointment process of academic staff including that of professor and associate professor are as described earlier in section 5.1.1, which is inline with the Service Circular (Pekeliling Perkhidmatan) issued by the Public Service Department (PSD). Promotion Career advancement and promotions from Tutor, Lecturer, Associate Professor and to the post of Professor are based on merit. The promotion exercises including for the professorship and associate professorship are carried throughout the year. The criteria for promotion are circulated to all academic staff. Example of the criteria and weight for promotion to senior lecturer is shown in Table 5.5.

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The promotion exercises for professorship and associate professorship are carried throughout the year. Both the promotion or appointment to the post of Associate Professor and Professor will be based on criteria listed in Jadual A–Appendix 5.3. In addition, all applications are evaluated by both internal and external assessors and referees.

Table 5.5 Criteria and weight for promotion from lecturer to senior lecturer DS 52/DU52/DG 52

Criteria Weight

Teaching and supervision 15-30 %

Publication and consultation 15-25 %

Conference (seminar/workshop/congress) 10-15 %

Research/invention 15-20 %

Community service/consultation/ clinical 10-15 %

Leadership/ administration 10-15 %

Personality traits 5- 10 %

5.1.8 Describe how the HEP balances its recruitment between all levels of academic and non-academic staff and between local and international academic staff with multi-disciplinary backgrounds. (E)

Balance Between Academic and Non Academic Staff Academic staffs are appointed as Tutors, Lecturers, Associate Professors, Professors and a variety of Fellows. The non-academic staffs consist of the management and the administrative supporting staff. In addition there are posts for technical and research supporting staff such as technicians and research assistants. There is no specific policy on the appointment of academic and non-academic staff. The appointment of academic staff are based on the requirement for teaching-learning to ensure effective running of all academic programmes as well as for research activities. The balance between senior and junior staff as well as the balance of academic staff is observed by the faculties, institutes and centres. On the other hand the appointment of non-academic staff are based on available post approved by PSD. However every year UKM apply for additional non-academic posts from PSD based on current demand. In case the post is not available or in the event where the posts are not approved yet, UKM allow appointment of non-academic staff on contract basis.

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Figure 5.2 Percentage of academic and non academic staff

(as of 31 May 2009) Balance Between Local and International Academic Staff Total full time academic staff up to May 2009 is 2067 of which 101 are international and contribute to 4.8 of all academics (Table 5.1). UKM is trying to increase the appointment of international academic staff as contract staff in various disciplines and positions such as:

• Lecturers, • Senior lecturers, • Visiting Professors, • Adjunct Professors, and • Distinguished Professor • Guest Writers • Visiting Scholars

By 2011 UKM is targeting to have 20% international academic staff (refer to SM 1.6 UKM Transformation Programme as an APEX University). Overall Staffing Profiles For the whole UKM, the academic staffing profile is given in Table 5.1 and the non-academic staffing profile is tabulated in Table 5.6

Table 5.6 Non-academic Staffing Profile

No. Designation Number of staff *not including HUKM

1. Registrar 1

2. Bursar 1

3. Chief Librarian 1

4. Administrative Staff 553

5. Support Staff 3,041

TOTAL 3,597

SM 5.6 List of Adjunct Professors 2004-2009 SM 5.7 List of Guest Writers/Scholars/ Researchers SM 1.6 UKM Transformation Programme as an APEX University

43.4 % 56.6%

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5.1.9 Describe the nature and extent of the national and international linkages in the effort to enhance teaching and learning. (E)

UKM encourages both national and international linkages. The national and international linkages are carried via formal academic programmes such as double degree programme (Example: Dual degree programme, UKM- University of Duisburg-Essen), students exchange programmes, credit transfer conducted via students mobility programmes, elective, industrial attachments, member to professional bodies, organising national and international seminars and conferences. To date UKM has signed various memoranda of agreement (MoA), memoranda of understanding (MoU) and letters of intent (LoI) with numerous international Universities in China, Japan, Korea, Indonesia, Australia, Italy and many others. The list of active MoA, MoU and LoI are given in Appendix 5.4. Total number of students both undergraduates and postgraduates involved in these activities are given in Appendix 5.5.

SM 5.8 Figures of program out bound and in bound including student mobility policy

5.2 Service and Development

5.2.1 Show evidence of, and state the mechanisms and procedures for, professional development and career advancement of the academic staff (including study leave, sabbatical, advanced training, specialised courses, re-tooling, etc.) (B)

The university’s attention towards academic staff enhancement has always been a priority in terms of their professional training, teaching and research prowess. The process is facilitated by the university with provisions for sabbatical leaves, attachments and training opportunities are in place to facilitate advanced enhancement for academic staff. Guidelines for sabbatical leave and study leave are available in Appendices 5.6 and 5.7. The staff development programmes are carried as follows:

1- Newly appointed staff - to obtain higher academic qualification such as PhD.

2- In service- For professional development and academic advancement. a. Academic staffs are also allowed to take sabbatical leave for 5

months after 3 years service or 9 months after 5 years service to enhance their professional development.

b. Specialty and subspecialty training c. Industrial attachment d. Short courses conducted by external bodies e. In-house training conducted by the Centre for Academic

Advancement (PPA) and the Training Division of the Registrar’s Office

Certain in-house training courses are compulsory as requirement for promotion. Courses scheduled and offered in 2009 is depicted on the web:

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i. Courses conducted by Registrar’s Office: http://pkukmweb.ukm.my/~pendaftar/latihan.html

ii. Courses conducted by Academic Advancement Centre:

http://pkukmweb.ukm.my/ppa

Besides the in-house training, there are also the on-the-job practical training carried out by faculties, institutes and centres for their respective academic staffs and academic service support staffs particularly on disciplines pertaining to particular faculties, institutes and centres. The training includes on-job training during conducting research and services activities and the mentoring process provided by more senior staff to their junior colleagues.

5.2.2 Show evidence of the existence of, or academic staff access to, institutions, centres or activities (e.g., centres of excellence, research institutes, professional bodies, learned societies, academic forums) that supports academic staff development. (B)

University encourages and facilitates the formation of Centre of Excellence by faculties. Example of these Centres of Excellence named as institutes are shown in Table 5.7.

Table 5.7 UKM Centres for Research Excellence

SM 5.9 Guidelines and criteria for the established of centres and institutes of excellence SM 5.10 UKM Annual Report SM 1.6 UKM Transformation Programme as an APEX University

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Detail list of these Centres of Excellence or institutes are available in SM 5.10 and SM 1.6. UKM academic staffs are members to both internal and external bodies such as the Institute of Highway and Transport, Board of Vice Chancellors, Malaysian Medical Council, Western Pacific Region of Medical Education, Asia Pacific Credit Transfer Network, Malaysian Pharmacy Board, Board of Engineers Malaysia. Detail information is available in the SM 5.10. All academic staff have access to internal and external funding, funding and sabbatical leave scheme to support their career development

5.2.3 Describe how participation in staff development programmes is encouraged. (B)

UKM strongly encourages both academic and non academic staff in their personal and professional development. This is carried out by encouraging and providing funds to attend in-house, local and international staff development programmes. In-house academic staff development programmes are conducted by Centre for Academic Advancement (PPA) through-out the year. The list of courses conducted is made available on line therefore staff can easily choose the course and date to their convenient. There are six types of staff development programmes as shown in Table 5.8.

i. Program Pemantapan Tenaga Akademik ii. Program Pemantapan Bahasa Inggeris iii. Program Pembangunan Kepimpinan & Pengurusan Akademik iv. Program Penilaian Tahap Kecekapan (PTK) v. Program SLAB (Skim Latihan Akademik Bumiputera) vi. Program e-Pembelajaran

Attending the first and second staff development programmes above is compulsory for academic staff service confirmation and promotion. Attending the second staff development programme is a pre-requisite for postgraduate training, i.e. before the candidate starts his/her study leave. Whilst attendance in the third and fourth staff development programmes above are meant for personal and professional development.

In addition to centrally organised courses faculties and institutes also conduct staff development programme on their own for their staff. Example of workshop conducted by Faculty of Medicine is given in SM 5.12.

SM 5.11 Confirmation of academic position SM 5.12 List of course 2009 conducted by PPA can be accessed from website www.ukm.my/ppa SM 5.13 Staff development workshop conducted by Faculty of Medicine

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Table 5.8 Types of staff development programmes

No. Course

Academics Development Programme (Program Pemantapan Tenaga Akademik)

1. Effective Teaching and Learning in IHL (Institutes of Higher Learning)

2. Student Supervision Skills

3. Academic Writing and Presentation

4. Measurement and Assessment of Test/Examination

5. Generic Skills

6. Outcome Based Education (OBE) Teaching and Learning

7. Student Centred Teaching

8 Counselling and Mentoring

9. Qualitative and Quantitative Research

10. Management of Stress

11. Consultancy

English Refreshment Programme (Program Pemantapan Bahasa Inggeris)

10. Enhancing Teaching and Learning in English Language

11. Teaching and Learning Sciense and Mathematic in English

Academic Leadership and Management Development Programme (Program Pembangunan Kepimpinan & Pengurusan Akademik)

12. Ledearship and Management for Academics

13. Teamwork and Creativity

Competency Level Assessment Programme (Program Penilaian Tahap Kecekapan – PTK)

14. PTK 3 (Lecturers and Language Teachers)

15. PTK 4 (Lecturers and Language Teachers)

16. PTK 5 (Lecturers)

17. PTK 6 (Lecturers)

Bumiputera Academic Training Scheme Programme (Program Skim Latihan Akademik Bumiputera - SLAB)

18. Preparation for Study Leave

19. Qualitative and Quantitative Research

e-Learning Programme (Program e-Pembelajaran)

20. On-line Teaching and Learning

21. e-Content DevelopmentKursus Pembangunan e-Kandungan

22. Interactive Teaching and Learning Management System (Sistem Pengurusan Pengajaran dan Pembelajaran Interaktif - SPIN)

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5.2.4 Provide information on the institutional policy on service, development and appraisal of the academic staff. Describe the HEP policy to retain the academic staff. Give information on the academic staff leaving the institution in the last five years. (B)

Policy on service is stated in the Teaching and Learning Policy in Section 5. The policy on academic staff appraisal includes teaching, research and community services. This policy was renewed in 2009 known as LNP (Laporan Nilaian Prestasi). The implementation of LNP is guided by published documents i.e. Guidelines for Implementation of Performance Assessment System 2007 and the latest version is Guidelines for Implementation for Performance Assessment System 2009. Mechanism to Retain Academic Staff

1. Reappointment after retirement 2. Allow private practice (e.g.-medical faculty) 3. Allow private consultation

Academic contributions are highly appreciated, as such those with excellent records can be re-appointed on contract or temporary basis after mandatory retirement. Staff retention is looked with utmost importance and urgency. UKM lost some Medical academic staff to the more lucrative private practice. To encourage loyalty and retention, UKM has set up business arm i.e. UKM Holdings to facilitate income generation ventures for the academic staff with entities engage in a variety of consultancy works such as UKM Kesihatan for medical practice. Record of academic staff resignation and opted for early retirement is SM 5.17. There are 129 academics ranging from Lecturers (Grade DS 45) to Professors and Principal Fellows (Grade VK 7) were reappointed after retirement from 2004 to 2009.

SM 5.3 Teaching and Learning Policy-page 5 SM 5.14 Performance Evaluation System 2007 SM 5.4 Performance Evaluation System 2009 SM 5.15 Terms and Conditions for re-appointment after retirement SM 5.16 List of retiree re-appointment SM 5.17 List of retired and resigned academic staff

5.2.5 Describe the policy on consultancy and private practice. (B)

Consultancy is seen as a means to enrich professional development, community service as well as to retain academic staff through UKM Holdings Sdn. Bhd.. The establishment of UKM Pakarunding Sdn. Bhd., a subsidiary of UKM Holdings Sdn. Bhd., serves as the coordinator to academic staff in conducting consultancy and private practice. In the Faculty of Medicine, private practice and consultancy is coordinated by UKM Kesihatan Sdn. Bhd., which is also a subsidiary of UKM Holdings Sdn. Bhd.

SM 5.18 Guidelines for Medical Consultant Expert

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5.2.6 Describe the HEP’s criteria and administrative procedures for initial appointment, promotion and tenure. Provide written guidelines. If there are multiple tracks for academic staff, describe these and the criteria for advancement. (B)

The criteria and procedures for initial appointment are described under section 5.1.1 while procedure and criteria for promotion are described under section 5.1.7. Currently there is only one track of academic advancement. Starting from the year 2010 there will be dual tracks criteria for promotion.

5.2.7 Describe the processes and procedures in handling disciplinary cases involving the academic staff. (B)

The mechanism to deal with disciplinary cases is already in-place. The details of the procedure are published in Etika dan Tata Tertib Akademik (SM 5.2). The disciplinary action will be taken based on complaints/reports of misconduct of academic staff. Based on the report/complaint the particular staff will be subjected to:

1. Conviction of charges is issued after acquiring enough evidence.

2. Sentence is determined by the Disciplinary Board according to the merit of each case.

3. The principle of natural justice is fully complied as basis for action and making decisions.

SM 5.2 Academic Ethics and Discipline 2nd Edition

5.2.8 Describe the mentoring and guidance system for new academic staff. Provide information for the recent intake of new academic staff. (B)

Mentoring of junior by senior academics in teaching and research is considered as a part of the academic functions in UKM. Providing guidance to young lecturers to develop quality teaching is identified as a characteristic of an excellent teacher (SM 5.2 page 19). Furthermore, giving guidance and helping young researchers in writing research proposals and conducting research are included as roles and responsibilities of researchers in UKM (SM 5.2 page 19. This mentoring system is informally carried out by senior academic staff to the junior staff. The practice of research mentoring occurs through registration of new academic staff in designated research groups under the different clusters of the eight niches. The other mechanism for mentoring of the young academic staff is known as ‘Malim Sarjana’. The Malim Sarjanas are also responsible to give informal

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guidance to the newly appointed staff in academic matters as well as research. However, of late this mechanism has not been very effective. In addition, there are informal guidance by senior academic staff via:

• Yearly appraisal whereby the assessors are required to inform the subordinates on the assessment results as well as suggestions for staff improvement.

• Reports on research, publications and attending conferences.

5.2.9 Describe the support available to assist new academic staff to develop teaching skills in line with current trends in pedagogy, curriculum design, instructional materials, and assessment. (B)

Pusat Pembangunan Akademik (PPA) or Centre for Academic Advancement is responsible to organise short courses through-out the year to help academic staff in pedagogical knowledge and skills. PPA is headed by a Director and 3 Deputy Directors, which are in-charge of the following portfolios:

i. Curriculum Development and Innovation ii. Training and Academic Advancement Division

iii. E-learning Detail information and administration of PPA is available on the web: http://pkukmweb.ukm.my/ppa

List of courses is made available on the web at the beginning of each year to develop teaching skills and other courses for professional development. Courses conducted in 2009 is given in section 5.2.3

SM 5.19 Profesional Development Policy-UKM Academicians SM 5.11 List of course 2009 conducted by PPA can be accessed from website www.ukm.my/ppa

5.2.10 Show evidence that academic staff are provided with the necessary training, tools and technology. (B)

Training Centre for Academic Advancement (PPA) of UKM is responsible in managing development activities for UKM academic members. PPA was formed on 12th July 1998 as the result of renaming the Quality Management Unit (QMU) which was formed on 1st March 1997. With the formation of PPA, the function and role of the original QMU to improve and assure the academic quality towards making UKM as a premier Knowledge Centre has been expanded to cover other aspects of academic advancement such as planning, development and strategic structuring, improvement on academic professionalism and e-learning development. Details on the training are as describe above in section 5.2.3 and 5.2.9.

SM 5.20 List of IT courses a) http://www.ukm.my/ kursusict/ b) http://spin.latihan. ukm.my/ c) SPIN Web site: http://www.spin. ukm.my/

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Tools and technology All academic staffs are provided with a table top computer. The application for computers are carried out on-line and approved within 24 hours. Trainings in the area of ICT are regularly conducted by PPA with the cooperation of Information Technology Centre (PTM). In order to standardise and facilitate the implementation of e-learning UKM produced a policy on e-learning. Information technology is utilised in the curriculum implementation as well as students assessment using SPIN (Sistem Pengajaran Interaktif). The used of ICT is also expanded to teachers evaluation by students which are regularly conducted and coordinated by Quality Departments in each faculty.

SM 2.2 UK Teaching and Learning Policy

5.2.11 Describe how the student appraisal of the academic staff is conducted. Indicate its frequency. (B)

Formerly students’ appraisals on academic staff are conducted by programme coordinators and being managed at the faculty level. Currently UKM has just developed an on-line academic staff evaluation system known as SPPK (Sistem Penilaian Pengajaran Kursus). With the system the evaluation is conducted on line every semester or at the end of a module. Future development - UKM intends to link the SPPK score to yearly academic appraisal. The system is currently under construction.

SM 3.4 SPPK Web site: http://www.ukm.my/sppk

5.2.12 List and describe the major conferences organised by the HEP in the last five years. (E)

UKM is active in organising national and international conferences and seminars. In 2008 UKM has conducted 461 local and 50 international seminars/conferences. Major conferences organised by UKM for the last 5 years are listed in SM 5.22.

SM 5.21 List of conferences conducted by UKM

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5.2.13 List and describe the major conferences attended and actively participated by members of the academic staff in the last five years. Describe how the academic staff are given the opportunity to participate in professional, academic and other relevant activities at national and international levels. How is this participation appraised and its results utilised for purposes of enhancing the student experience? (E)

Academic staffs are given opportunity to attend one local and one international conference a year. Funding for attending conference is provided by the university or comes from research grants. In UKM, this is especially important as UKM being a Research University as such conference participation is one of the Key Performance Indicator (KPI). The experience gained from attending conference is utilised in teaching and learning particularly in postgraduate programmes. The evidence is shown in the post conference report.

SM 5.22 List of conferences attended by UKM staff

5.2.14 Give evidence of national and international recognition of staff members (e.g., journal editorship, service as peer reviewers, study and expert-groups and national committee membership). (E)

Other than organising and attending local and international seminar and conferences, UKM academic staff are actively involved in other professional activities. The complete list of UKM academic staff involvement at national and international level as journal editors, expert group and national committee is shown in SM 5.24

SM 5.23 List of national and international involvement of UKM staff

5.2.15 Show the research activities of the academic staff in the last five years. (E)

Research activities are classified into 8 multi-discipline niche areas to facilitate research activities and administration of research grants.

1. Challenges in Building the Nation State 2. Sustainable Regional Development 3. Renewable Energy 4. Medical and Health Technology 5. Climate Change 6. Nanotechnology and Advance Materials 7. Biodiversity For Biotechnology Development 8. Content Based Informatics

By having cross disciplines research niche areas, all UKM staff are given equal opportunities to carry out any research of their interests as well as to form multi-discipline research teams. Research activities in UKM attract various grants from local and international agencies. Among local agencies are research grant from

SM 5.24 Niche Information SM 5.25 Research Grants and Fund Resource SM 5.26 List of research activities of UKM staff

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Ministry of Science and Technology such as e-Science, Fundamental research grant (FRGS) and Techno fund. The external local research grants include Akademi Sains Malaysia, Lembaga Peperiksaan Malaysia, international research fund such as International Atomic Energy Agency and Academy of East Asian Studies. Amount of research grant for 2006-2008 is shown in Appendix 5.12. and details research topics by researches are shown in Appendix 5.13.

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Area 6: EDUCATIONAL RESOURCES

6.1 Physical Facilities

6.1.1 List the major physical facilities available to conduct educational programmes of the HEP. (B)

UKM consists of 3 major campuses, namely, the Main Campus in Bangi, the Kuala Lumpur Campus, and the Cheras Campus. The main infrastructure of UKM consists of faculty buildings, administration, library, research and teaching laboratory facilities. UKM today has expanded to thirteen well-established faculties, fourteen research institutes, and fourteen centres. The Main Campus is for Science and Technology, Social Sciences and Humanities, Economics and Business, Islamic Studies, Engineering and Built Environment, Education, Information Science and Technology, and Law faculties. The Kuala Lumpur Campus is for Allied Health Science, Pharmacy and Dental Faculties. Meanwhile, Cheras Campus is the home for Medical Faculty and Hospital UKM. All of these campuses were built on a land area of 1142 hectares, with Main Bangi Campus 1100 hectares, with Kuala Lumpur Campus and Cheras Campus are 20 and 22 hectares, respectively. Fourteen research institutes in UKM are Institute of the Malay World and Civilisation (ATMA), Institute for Environment and Development (LESTARI), Institute of Malaysian & International Studies (IKMAS), Institute of Microengineering and Nanoelectronics (IMEN), UKM Medical Molecular Biology Institute (UMBI), Institute of Space Science (ANGKASA), Institute of Occidental Studies (IKON), Institute of Systems Biology (INBIOSIS), Solar Energy Research Institute (SERI), Fuel Cell Institute, Islam Hadhari Institute, Institute of West Asian Studies (IKRAB), Institute of Ethnic Studies (KITA), and South East Asia Disaster Prevention Institute (SEADPRI). UKM has progressively upgraded her lecture rooms, theaters, laboratory equipments, and machineries for learning and teaching to accepted standard and this includes installing ICT equipment and infrastructure such as networking and internet facilities as well as LCD projectors. The Main Campus in UKM does have sufficient land space for expansion. Nevertheless, with the increase in the number of students and present development, facilities are continuously being added and improved. Currently, there are many new buildings being built in UKM. The Pre-Clinical building is the major development in the Cheras Campus to accommodate the transfer of pre-clinical departments from the Kuala Lumpur Campus. Meanwhile, at Main Campus in Bangi, new buildings under construction are for Law, Engineering and Built Environment, Information Science and Technology faculties and Research and Innovation laboratories.

Among the laboratories center available at UKM are Multisensory laboratory, Teaching Hospital, Microscopic Electron Unit, Animal House, Bangi Reserved Forest, Geology Museum, Zoology Museum, Herbarium,

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Fernarium, Experiment Plot and Green House; Biocompatible laboratory, Glass Workshop, Engineering workshop, fuel cell and solar energy laboratories. In UKM, the research and education activities are streamlined according to niche areas where research are given a prominent role in driving educational activities. Hence, all laboratories and centres of excellence are established according to niche areas based on the strength of the academic staff.

Apart from the conventional laboratories, UKM also established living laboratories inside of outside the campus. Among those are Kundang Ulu Community Service project, Tasik Chini Research Station, Langkawi Geopark Research Station, Permata Pintar project and the Virtual Autopsy System.

In order to support teaching activities, there are many small teaching rooms and main lecture halls available in each faculty to cater for teaching and learning. These main lecture halls are for big group teaching while the smaller reaching rooms are for small group teaching such as tutorials, small group discussions (SGD) and problem based learning (PBL). Among major lecture theater available are Dewan Anuar Mahmud and Tun Abdullah Bestari Complex.

List of Lecture Rooms and Theatres is as listed in Appendix 6.1.

6.1.2 Describe the adequacy of the physical facilities and equipments (such as workshop, studio, and laboratories) as well as human resources (for example, laboratory professionals, technicians). (B)

UKM has a mixture of big lecture theatres and small group discussion rooms to accommodate the different teaching and learning activities of the different faculties in the university. These rooms were designed for the purpose of problem based learning (PBL) environment. UKM has major lecture theaters with maximum capacity of over 200 students. The major lecture theaters available are the Dewan Anuar Mahmud and Tun Abdullah Bestari Complex. In addition, each faculty has one or more lecture hall with capacity of more than 100 seats. These facilities are well equipped with sufficient lighting, quality seat and good sitting arrangement and sufficient teaching aid facilities. All of these lecture halls are reasonably maintained by Jabatan Pengurusan Pembangunan (JPP). UKM, through JPP, has people to manage and maintain these facilities. Hence, the physical facilities and equipments in conducting teaching and learning are generally adequate. In order to further improve the teaching and learning process, UKM continue to upgrade its facilities to meet the current standard in teaching and learning particularly to support student centered learning activities. The minimum requirement for planning and designing such facilities has been specified and documented in form of guideline. In order to provide conducive environment for teaching and learning and to ensure adequate support for maintaining the facilities, support staff ranging from research officers, science officers, medical laboratory technicians and laboratory assistance were employed. Buildings are maintained by JPP while the

SM 6.1 Guideline for Building Planning Rules, Economic Planning Unit 2008

SM 6.2 Design and Template Manual for Teaching and Learning Space

SM 6.3 Inventory List for large tools/instruments

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laboratories are maintained by scientific officers, technicians and laboratory assistants.

6.1.3 Identify current unmet needs and needs that may arise within the next several years. (B)

Due to the rapid expansion of some faculties and the development of new faculties, UKM has indentified some new needs for rooms and equipments for teaching and learning. Some of the current unmet needs are the additional infrastructure for the pre-clinical laboratory, permanent building for Faculty of Allied Health Sciences, Faculty of Pharmacy, Faculty of Dentistry and newly set-up research institute and research centres, such as SERI, Fuel Cell, SEADPRI, ISSC and Permata Pintar. Currently, the Kuala Lumpur Campus, due to its location in central Kuala Lumpur is fairly limited in space and being shared by 4 faculties, namely, Allied Health Sciences, Pharmacy, Dentistry and Medical Faculties. In response to changes due to current development and market needs for new study programmes, UKM provides mechanisms and provisions for further expansion in terms of infrastructure in meeting increasing needs for more rooms for lecturers, more laboratory space for teaching and learning. These requirements are forecasted based on trends established the last 3-5 years and the Transformation Plan has been formulated to prepare UKM for all these changes. This plan includes nine Transformation Projects in core areas for changes, which are intended to spearhead UKM to be a frontier university by 2018. The construction for Faculty of Allied Health Sciences has been postponed from 9th to the 10th Malaysian Plan. This is due to unavailability of land in Kuala Lumpur Campus. The limitation in land is addressed by building the Faculty of Pharmacy in Bangi in the 10th Malaysian Plan. Hence, the space that was occupied by them will be given to Faculty of Allied Health and Dental Faculty for their expansion plan in 10th Malaysian Plan. Permanent office and laboratory for IMEN and SERI will be at the Research and Innovation Centre building. This building is expected to be ready in late 2010.

To meet the needs of an increasing number of post graduate students, UKM is also taking a proactive step by renovating and upgrading the dormitory building (Keris Mas) to an office building for postgraduate fellow and post doctoral offices. There are plans to provide buildings for the new Permanent building for research centres such as Fuel Cell and SEADPRI in 10th Malaysian Plan.

Funding requirements from faculties for infrastructures are forwarded by UKM to the Economic Planning Unit (EPU) according to the Malaysian Plan. However, the actual infrastructures development will depend on the amount of building approved.

SM 1.6 UKM Transformation Programme as an APEX University SM 6.4 Schedules of Road show SM 6.5 Minutes of Round Table (PPKK) SM 6.6 Application for Infrastructure in 9th and 10th Malaysian Plans

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6.1.4 For programmes requiring workshop or laboratory support, provide a brief description of the facilities. (B)

Since all programmes have specified appropriate learning outcomes to be attained by the student, the learning outcomes will decide the instructional methods to be used to achieve the particular outcomes. All programmes in individual faculty required all students at all levels to go through workshops and/or laboratory studies before they graduated. These instructional methods determine the appropriate specifications for the workshops and the laboratories regardless whether it is the Social Sciences and Humanities courses or Science and Technology, Health Sciences or Applied Art courses. Example of the programme which requires laboratory support are Medical, Allied Health Sciences, Science and Technology, Information Science and Technology, Education, Social Science and Humanities Faculties. All science-based programmes will require workshops and laboratories and these are present in sufficient numbers. The faculties have general teaching laboratories which may be utilised on a sharing basis. In addition, individual departments have specific laboratories for postgraduate and undergraduates teaching. Hospital UKM, which is part of Pusat Perubatan UKM, has about 900 beds for medical students to perform their laboratory work. Education Faculty has a special laboratory, i.e. autism laboratory, to cater for Pendidikan Khas in the faculty. The minimum requirement for such facilities is based on the guideline issued by EPU.

SM 6.7 List of Workshop & Laboratory (JPP) SM 6.1 Guideline for Building Planning Rules, Economic Planning Unit 2008

6.1.5 Show how educational resources are distributed and scheduled according to educational needs. (B)

The distribution of educational resources is based on requests forwarded by the faculties, centres and institutes. In managing a study programmes, the head of department or chairman of the study centre will obtain from the programme heads or coordinators in terms of space, budget and human resource requirements. These requirements will be collected and coordinated by the deans and directors office for consideration by the higher management.

The Building Management handles the planning and development for the infrastructures and buildings in UKM, while the Bursar’s Office coordinates expenditure allocation. However every of the main lecture halls that cater large groups of students (higher than 200), such as DECTAR, Dewan Gemilang and Dewan Kompleks Bestari Tun Abdullah, are managed by Registrar’s office. The main lecture halls in each faculty are managed by the Dean’s office for each respective faculty.

All the common facilities are administered through an on-line booking system which is the Space Management Information System (Sistem Maklumat Pengurusan Ruang – www.smpr.ukm.my/). In addition, small spaces owned by the units, faculties, institutes, centres and divisions such as meeting rooms are handled internally by the respective parties.

SM 6.6 Application for Infrastructure in 9th and 10th Malaysian Plans SM 6.8 Budget Distribution 2009 (Bursar’s Office)

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6.1.6 Show evidence that the physical facilities comply with the relevant laws, and with health and safety regulations. (B)

All the physical facilities, including teaching and learning facilities, in UKM conformed to Occupational Health and Safety Policy set up and monitored by the Occupational Health and Safety Committee. The implementation of this policy is regularly verified through internal audit for safety and annual ISO 9001:2000 audit for both undergraduate and postgraduate study programmes. Some buildings were built before the introduction of building by laws, hence they were not abide under that law. However the newly renovated building should meet the building regulations. Under the ISO Quality Management System, any non-compliance to the safety requirement may lead to non-conformance reports (NCRs) and opportunities for improvement (OFIs) which may in turn initiate and mobilise further corrective and preventive actions for continual quality improvement.

In addition, UKM also established policy on sexual harassment as a measure to provide a comfortable and safe environment for her community, regardless their gender.

SM 6.9 Institutional Report for Office of Occupational Health and Safety SM 6.10 Occupational Health and Safety Policy, Universiti Kebangsaan Malaysia

SM 6.11 Policy on Sexual Harassment

6.1.7 Describe the collection available in the library and resource centre. State the database system used in them. (B)

Universiti Kebangsaan Malaysia Library (UKM) was set-up simultaneously with the establishment of Universiti Kebangsaan Malaysia on 1970, at Lembah Pantai, Kuala Lumpur. It comprises the main library and its four branches. The main library, named the Tun Seri Lanang Library is situated at the main campus grounds in Bangi, while the four branch libraries are the Malay World & Civilization Library (Bangi), Law Library (Bangi), Dr. Abdul Latiff Medical Library (Kuala Lumpur) and the Universiti Kebangsaan Malaysia Hospital Library (Cheras). UKM also has one virtual library in the Medical Faculty named the Tan Sri LimGoh Tong Virtual Medical Library.

Tun Seri Lanang Library has a floor area of 220,000 sq. feet, the Malay World & Civilization Library, 10,000 sq. feet, Law Library, 24,600 sq. feet, Dr. Abdul Latiff Medical Library, 40,000 sq. feet and the HUKM Library having 20,000 sq. feet. As of 31 December 2008, the total collection at UKM Library stands at 1,859,643 copies, which comprises of books, bound journals and media items. Of these, 1,427,393 are books and bound journals housed at Tun Seri Lanang Library, 71,064 at Malay World & Civilization Library, 89,748 at the Law Library, and 180,472 at Dr. Abdul Latiff Medical Library and 90,956 housed at HUKM Library. The overall media collection is 427,561 copies. The Tun Seri Lanang Library subscribes to 109,274 scientific journals in all academic disciplines. The Tun Seri Lanang Library, UKM, is one of the biggest university libraries in Malaysia. In addition there are resource centres and mini libraries establish in faculties and centres, which do not have library branches is supported by each of the respective faculties and centres. Examples are the resource centres at the Faculty of Science and Technology and the Faculty of Islamic Studies. Collections of the informative

SM 6.12 Report for UKM Library for Institutional Audit SM 6.13 http://www.ukm.my/library http://lib.hukm.ukm.my

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materials also available via online systems, such as ATMA portal.

Beginning 1991, UKM Library started using an Integrated Library System via DOBIS / LIBIS. To accommodate the rather rapid expansion of its databases, the Library migrated later in mid-1999 to the Integrated Library Systems VIRTUA. As of January 2003, the UKM Digital Collection begins its era of indexing and creation of full text database using the Content Manager software. Undergraduate students are allowed to borrow five books for a period of two weeks and the graduate students are allowed to borrow up to 15 books for one month.

The collection available at the UKM Library in form of online database are as follows:

• Use of library application system called VIRTUA ala client-server. • Cataloguing function and online public access catalogue (OPAC). • Users can access catalogue online (using OPAC) via internet using Web

Internet Explorer or Netscape Communicator. • Loan and return system via computerised application system. • Order module DOBIS/LIBIS and series publication module is

implemented. • Library users can access material records at the library via terminals

provided at the library or personal computers using telnet TN3270 program.

6.1.8 State the number of staff in the library and resource centre and their qualifications. (B)

The UKM Library has 50 staff (categories A and B) and the breakdown according to their positions are listed in Table 6.1.

Table 6.1 Numbers of UKM Library’s Staff

Position No. of Staff

Chief Librarian VU7 1

Librarian S52 2

Librarian S48 5

Librarian S44 8

Librarian S41 24

Assistant Library Officer S27 2

Assistant Librarian S17 7

Administrative Assistant N11 1

Total 50

SM 6.12 Report for UKM Library for Institutional Audit SM 6.14 Report of the UKM Academic Heritage Museum SM 6.15 Job Description of Librarian

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6.1.9 Describe resource sharing and access mechanisms that are available to extend the library’s capabilities. Comment on the extent of use of these facilities by academic staff and students. Comment on the adequacy of the library to support the programmes. (B)

Being one of the prominent libraries in the country in terms of its collection, the UKM Library attracts high volume of visitors, usage of online systems and inter-library loan. The total number of over the counter loan activities for 2008 is 736,224. The total number of online access for 2008 are:

GEMILANG : 6,218,210 PDT (Search) : 4,145,582 UKM Digital Collection: 77,208 e-Journal : 393,338 PPPUKM Portal : 167,040

An example of statistical data for the VirtualLib system that indicates its usage can be referred to as in SM 6.17.

SM 6.16 Monthly statistic usage of Virtual Lib – Perpustakaan UKM

6.1.10 Describe the mechanism to obtain feedback from users on the library policy, services and procedures. (B)

The policy involving management of libraries, provision of its services and resources are provided for in the MS ISO 9001:2000 Quality Documents where ISO certification has been maintained since 1999. Through this system, customers’ feedback has been used extensively as part of continual improvement process in order to maintain the efficiency and effectiveness of the Quality Management System.

SM 6.12 Report for UKM Library for Institutional Audit SM 6.17 Management Review Meeting for ISO 9001:2000

6.1.11 Explain the steps taken and the facilities provided by the HEP to promote research activities. (B)

UKM seeks to continually enhance the quality of its research to boost its research strength. UKM believes that excellence in research contributes to excellence in teaching and is conscious of the intense competition for research grants from various governmental and non-governmental sources. With a corporate governance structure already in place, UKM will continue to strengthen and capitalise on its research and development activities, and at the same time seek opportunities to expand the commercialisation of its research.

UKM has established the Research Management Unit in January 1995. This unit was later renamed the Centre for Research Management. Later, the Innovation Unit was included in the center. Hence the center was renamed as the Centre for Research and Innovation Management. The centre has three portfolios for the deputy directors, namely Planning, Operation and

SM 6.4 Schedules of Road Show

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Quality, and Infrastructure and Instrumentation, and Innovation and Technology Transfer, who head various divisions in the organisation. The main functions of the center are as a liaison centre to link UKM with research funding agencies as well as to coordinate its research activity, such as project vetting and monitoring processes. The main objective of the Centre is to develop and upgrade research capability through basic and applied research activities that impacts upon national development and knowledge advancement to catalyse dynamic, relevant, excellent and productive research in the country. UKM has indentified the strength of the research into eight niche areas, several research clusters and groups. UKM has allocated some funding to support the operational funding of research groups. UKM through Research University Fund supported the hiring of Scientific and Research Officers and the related technicians. Any research project will be evaluated by a Research Committee at all faculties before the project is approved. Some specific research projects have to be vetted by Human ethics committee and/or Animal ethics committee. In an effort to deploy research policies according to niche areas and to promote related research activities, UKM through the Research Management and Innovation Centre (CRIM) has conducted road show to all faculties, centres and institutes. UKM

CRIM has developed an evaluation and monitoring criteria framework (Kerangka Penilaian Penyelidikan Universiti, KPPU) for evaluating the process of research group. Research groups will be rewarded based on their rating.

UKM through Infrastructure and Instrumentation Division has established a common laboratory whereby the equipment acquired via this division should be shared among many researchers. UKM has allocated RM26 million from RMK9 budget and RM30 million from Research University Grant from 2006 until 2009 for shared equipment. Started from 2008, UKM has allocated RM2 million as an article publication fund. This fund is an incentive to researcher who has published their article in reputable journal and book.

6.1.12 State the policy on the use of information and communication technology (ICT) in the HEP. Describe the ICT infrastructure that supports academic programmes. (B)

UKM has established an ICT Council in 2008. The main functions of the ICT Council are to advice and plan all activities related to ICT in UKM. The policy involving all ICT facilities and technologies are embodied in the ICT Policy of UKM. This policy outlines mechanisms on how the ICT infrastructure and facility is being managed as well as issues involving ICT application and tools, networking, e-mail and Internet facilities, accountability, integrity, security and e-learning. Through the implementation of this policy, the ICT infrastructure is equipped and enhanced to provide strong support for operation of academic programmes. UKM has established the system to support the academic programmes called e-Warga. The system has many

SM 3.12 UKM Communication and Information Technology Policy-Version 2

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sub-systems which support the clocking-in system, finance, research, administration matters, personal use for communicating and many aspects of university’s programme.

6.1.13 List the ICT staff and their qualifications that support the implementation of the ICT policy at the HEP. (B)

The implementation of ICT policy is managed by Centre for Information Technology (formerly known as the Computer Centre) led by its Director. The centre has three portfolios for the deputy directors, namely infrastructure, application and research, who head various divisions in the organisation. Furthermore, there is a webmaster in each Cost Centre in UKM. The Centre for Information Technology has 165 staff and the breakdown according to their positions are listed in Table 6.2.

Table 6.2 Number of Staff for Centre for Information Technology

Position No. of Staff

Professors VU7 (Director & Deputy Director) 2

Associate Professor DS54 (Deputy Director) 1

IT Officer F54 (Deputy Director) 1

Assistant Registrar N52 1

IT Officer F52 3

IT Officer F48 5

IT Officer F44 6

Designer B44 1

Assistant Registrar 1

IT Officer F41 33

Designer B41 5

Assistant IT Officer F38 2

Assistant IT Officer F32 6

Assistant IT Officer F29 39

Computer Technician FT26 1

Computer Operator F22 2

Computer Technician FT22 2

Computer Operator F17 1

Computer Technician FT17 23

Designer B17 1

Administrative Assistant N17 7

Data Processing Operator F14 6

Data Processing Operator F11 9

Administrative Assistant N11 4

General Assistant N1 3

Total 165

SM 6.18 Annual Report of Centre for Information Technology

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6.1.14 Indicate what plans exist to improve the educational facilities -- physical, library and ICT -- in line with the development in teaching practice. (B)

In order to improve the teaching and learning facilities so that it is in-line with the development in the teaching practice, the Centre for Academic Advancement (PPA) has established the Curriculum Development and Innovation Division headed by a Deputy Director. This division is responsible to provide and coordinate implementation of any guideline for provision of educational facilities as well as deploying the guideline to the Faculties, Centres and Institutes. Being one of the four research universities in Malaysia, UKM through PPA is committed to plan and upgrade the teaching and learning facilities to world standard as stipulated by the 2000-2020 UKM Strategic Plan. The planning of the educational resources and facilities involving physical infrastructure, library and ICT are embedded in the policies developed respectively by the Centre for Academic Advancement, Library Policy and ICT Policy. These policies have been used as planning guideline in determining the suitable requirement for constructing new lecture theatres, seminar rooms, resource centres, etc. The numbers of such facilities are based on the requirement by the Faculties, Centres and Institutes which are to support the study programme in order to ensure that attainment to all specified learning outcomes are possible. The total budget in 9th Malaysian Plan for upgrading and improvement of physical facilities and ICT are RM1.1 million. The physical facilities mentioned above are lecture theatre, laboratory, classroom, teaching aid, machineries and computers. In the era where research is given a prominent role in the university, apart from carrying out its usual business, the UKM Library are given new roles which are to compile and monitor publications by the academic staff in the reputable indexed databases such as the ISI Web of Science and SCOPUS. At the same time, it also maintains the on-line Publication Repository System (Sistem e-Repositori Penerbitan – www.ukm.my/epenerbitan) as a database of all full text papers written by the academic staff. The database is used for internal reference as well as for performance appraisal and consideration for appointment. For ICT facilities, almost all information systems including students information database, teaching and learning portal, staff performance evaluation, research management, human resource management, financial administration and document repositories are developed in-house and customised for UKM. The level of ICT utilisation in many areas of day-to-day running of the university as well as the quality management systems in place had been recognised by MAMPU and enabled UKM to be awarded as the sole winner for the Prime Minister Quality Award in 2006.

SM 6.2 Design and Template Manual for Teaching and Learning Space SM 6.19 Library Policy for MQA evaluation SM 3.12 UKM Communication and Information Technology Policy-Version 2

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6.1.15 Explain how the HEP periodically reviews the adequacy, currency and quality of its educational resources. (E)

Requirements for education resources are being monitored and studied by means of various committees including Academic Planning and Development Committee of (JPPA), Information Technology Council, and Divisional Heads Meeting as well as the University Management Meeting and the University Senate. There is a person in-charge in every Cost Centre that collected all comments, suggestions, feedback from users, (students, lecturers and support staffs). The management for every Cost Centre will act accordingly in order to periodically improve its educational resources. The funding and the development of new educational resources as well as the rehabilitation and renovation of the existing facilities are coordinated the Development Management Centre.

SM 6.20 Funding Allocation for Development Projects in RMK9

6.1.16 Indicate what plans exist to improve these facilities in line with the development in the teaching practice. (E)

In order to improve the teaching and learning facilities so that it is in-line with the development in the teaching practice, the Centre for Academic Advancement (PPA) has established the Curriculum Development and Innovation Division headed by a Deputy Director. This division is responsible to provide and coordinate implementation of any guideline for provision of educational facilities as well as deploying the guideline to the Faculties, Centres and Institutes. Being one of the prominent universities in Malaysia, UKM through PPA is committed to plan and upgrade the teaching and learning facilities to world standard as stipulated by the 2000-2020 UKM Strategic Plan.

SM 6.21 Working Paper for the Restructuring of Centre for Academic Advancement

6.1.17 Describe how students and faculty are provided with opportunities to learn the various and most current methods to access information. (E)

In keeping abreast with the various and most current methods of accessing information, UKM provides wired and wireless Internet facility throughout the campus for the staff and students to use. Apart from the office building, wireless facility is also installed in the residential colleges. PTM, Library and PPA offer courses on the current and up-to-date methods and technologies in accessing information. As an example, Library alone has offered 11,196 courses related to library information systems in 2008. For educational resources, the UKM Library is committed to provide wide collection of literature and electronic materials to support teaching and learning process. Items, which are not readily available, can be made available on request through interlibrary loan.

SM 6.18 Annual Report of Centre for Information Technology SM 6.19 Library Policy for MQA evaluation

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6.1.18 How are these facilities user friendly to those with special needs? (E)

Students with special needs are treated with care by the Faculties, Centres and Institutes where they study and also by the residential colleges where they stay. The Faculties, Centres and Institutes will coordinate any requirements by students with special needs together with relevant service department such as the Jabatan Pengurusan Pembangunan. For facilities at the residential colleges, student service and resource centres together with the Welfare Unit under, the Student Services Department will coordinates with the Centre for Students Advancement to provide such as ramps, elevator and Braille lettering. Tun Seri Lanang Library has a special Braille section in order to cater for blind users.

6.2 Research and Development

6.2.1 Describe the policy and planning that identifies the priorities, facilities and development in research and commercialisation. (B)

UKM was awarded Research University status in October 2006. As a research university, UKM main goals are to create wealth through research, innovation and technology transfer. UKM research policies are aligned and supported the 9th Malaysian Plan and Ministry of Higher Education Strategic Plan. UKM research strategy and policy were established through consultative process. The committee members include all Deputy Vice Chancellors, Chairman for all niches and being chaired by the Vice Chancellor. Starting from 2008, UKM feels that the foundation to be a leading university has been laid in terms of infrastructure and resources. Hence, UKM decided to move forward to be more focused in its core processes, particularly in research by defining niche areas. The niche areas are identified based of the expertise of the academic staff and research fellows. UKM today is positioning its research strengths and endeavours in eight strategic niche areas. The choice of a niche area is based on the ability to garner strength and consolidate various disciplines that has attained research maturity in UKM or a new area but one that is recognised as an important thrust area nationally as well as at the international level. The eight niche areas are illustrated in Fig. 6.1.

SM 6.22 Policy on Intellectual Properties 2005 (amended 2009) SM 1.12 The 2008 Vice Chancellor’s Address SM 6.23 UKM Research Evaluation Frame Work (KPPU)

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Figure 6.1 Eight Niches of UKM

Following classification based on niches, all research groups in UKM have been remapped based on the new qualification in order to encourage multi disciplinary research. Similarly, policies involving internal research funding and commercialisation as well framework for monitoring and evaluating research group performance based on the Research University Key Performance Indicators were aligned to follow this new strategy. The main funding on research and development activities are received from the Ministry of Science, Technology and Innovation and the Ministry of Higher Education, for duration up to 2007, the priorities, facilities and development in research and commercialisation are to align UKM with the priority areas defines under the Malaysian Plans. For example, when the 8th Malaysian Plan was in place in 2001-2005, UKM has set priorities into strategic and priority areas according to the national plan which include biotechnology, nanotechnology, photonic and optical technologies, etc. Research, Intellectual Properties, and Instrumentation policies have been approved by the UKM Senate in between 2005-2009. These documents are available on-line. UKM through Technology Transfer Division under CRIM works closely with industries in order to commercialise research findings. UKM has set-up UKM Tech Sdn Bhd under UKM Holding as a venue for researchers to commercialise their findings.

SM 6.22 Policy for Intellectual Properties 2005 (amended 2009)

6.2.2 Summarise the major research interests at the HEP. Describe the research facilities to support these areas of interest. (B)

From 2008 onwards, the main niche areas for UKM are as follows (see also Fig. 6.1):

i. Challenges in Building the Nation State

SM 1.12 The 2008 Vice Chancellor’s Address

Challenges in Building the Nation State

Sustainable Regional Development

RenewableEnergy

Medical & Health Technology

Climate Change

Nanotechnology & Advanced

Materials

Biodiversity for Biotechnology

Development

Content Base Informatics

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ii. Biodiversity for Biotechnology Development iii. Renewable Energy iv. Medical and Health Technology v. Climate Change

vi. Nanotechnology and Advanced Materials vii. Sustainable Regional Development

viii. Content-Based Informatics

Each niche covers all research, education and services activities and are led by a chairman who hold a non-executive role in managing the niche. All the chairman for the niche areas sit in the Niche Committee chaired by the Vice Chancellor where the framework and policy for managing the niches are drafted and discussed in order to streamline research, education and services activities together within the universities. The established framework is then implemented by the relevant units, such as CRIM for research policy and PPA, PPS and BPA for teaching and learning policies. The research facilities to support these niche areas are available at the Faculties and Centres. At the same time, all institutes are re-mapped to support the identified niche areas. Since 2007, the university through CRIM has allocated RM32.2 million for centralised equipments. All of the equipments have been purchased. UKM also has many research stations inside and outside UKM. UKM operates 7 Research Stations (RS); The Tasik Chini RS, The Marine Ecosystem RS, The Langkawi Geopark RS, The Marine RS, The Fraser’s Hill RS, The Plant Biotechnology RS and in the main campus itself, the UKM Campus Living Laboratory, which comprises of the UKM Permanent Forest Reserve, or its Malay name, Hutan Simpan Kekal UKM as well as the Fernarium and the Herbarium.

6.2.3 Describe any programmes on ethics in research for staff and graduate students. Describe the formal policy related to scientific misconduct in research (e.g., deception, fabrication of results, plagiarism, and conduct outside the norm of scientific behaviour) and how it is disseminated. (B)

The ethics in research for staff has been published in the booklet on academic ethics published in 2005. A similar booklet was also issued for the support staff in 2001. This booklet is distributed to all staff including the new appointed staff. UKM also has established a sub-committee called University Human Ethics Committee and University Animal Ethics committee in 2000 to cover any research on human and animal. Subsequently, UKM Research Ethics Committee was established in 2008. At the same time, ethics in research as well as in academic are embedded into the curriculum of induction courses, which is compulsory for staff upon confirmation. In addition, the ethics in research is strengthened through Competency Level Assessment (CLA) courses. All lecturers intending to do research involved humans are required to attend Good Clinical Practice course conducted every year which meets the Ministry of Health requirement.

SM 5.2 Academic Ethics and Discipline Book 2nd Edition SM 6.24 Work Ethics for Administrative and Support Staff, UKM 2001 SM 1.7 Undergraduates and Graduates Prospectus

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For research students, research ethics and policies related to scientific misconduct in research were also disseminated to postgraduate students via postgraduate guidebook.

6.2.4 Specify the administrative entity that is responsible for protecting the integrity of the research processes. (B)

Research activities in UKM is managed and administered by the Centre for Research Management and Innovation (CRIM). All policies and action plans regarding research including those related to Research University funding are implemented and executed by CRIM under the supervision of the Committee for Research Planning and Innovation chaired the Deputy Vice Chancellor (Research and Innovation). UKM also has established a sub-committee called University Human Ethics Committee and University Animal Ethics committee in 2000 to cover any research on human and animal. Subsequently, UKM Research Ethics Committee was established in 2008. All research proposals related to human, as the ethics committee will vet a subject. Other research proposals are vetted by group of experts under the eight niche areas.

SM 6.25 Working paper of the establishment of CRIM

6.2.5 Describe the facilities and the budget allocation made available by the HEP to support research. (B)

As a Research University (RU) UKM has receive RM192 million over three years from MOHE. Since granted a Research University status, special funding has been made available which enable UKM to offer internal funded research programmes, namely the Research University Grants, Arus Perdana Research Grant and provide maintenance grants for research groups and the Faculties and Centres for research management and administration.

SM 6.26 Research Fund Distribution 2007 – 2009 (CRIM) SM 6.27 List of Projects from MOSTI/MOHE/others

6.2.6 List the major research activities and the academic staff involved in them in the last five years. (B)

The list of major research projects and the academic staff involved for each respective project are listed in Appendix 6.2.

Appendix 6.2: List of research project for the past five years.

6.2.7 Describe how the HEP fosters interaction between its research and educational activities. (B)

In order to foster interaction between research and educational activities, undergraduate and postgraduate programmes, which support the research

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groups, have introduced elective courses or modules, which are in-line with the expertise of the research group members. Plans are underway to coordinate research and educational programme in UKM.

Since UKM has streamlined the research groups into the identified niche areas beginning from 2008, as indicated in the UKM Transformation Programme Manual, the coordinators for niche areas are also being given the task to reshape academic programmes to reflect the strengths in the niche areas, either in the form of elective courses of modules, or new academic programmes. The findings from the research are normally being disseminated via lectures to both undergraduate and post-graduate students.

SM 1.6 UKM Transformation Programme as an APEX University

6.2.8 Explain the mechanism that exists to ensure research activities are reflected in the curriculum and teaching. (B)

In offering specialised or elective courses, assignment of lecturers is normally based on expertise, except where there is a shortage of lecturer in some departments or programmes. This enables the lecturers to present updated case studies or new research findings in their teaching, which could inspire interest in the students.

In identifying the needs for curriculum review so that it is congruent with the relevant niche area, the Nic Committee chaired by the Vice Chancellor assesses the need for the review and provides necessary advice and inputs to the Deans and Directors.

SM 2.2 UKM Teaching and Learning Policy SM 6.28 List of teaching assignment for a sample programme

6.2.9 State any initiatives taken by departments to engage students in research. (B)

Research is incorporated into the programme. For example, the degree courses require a research thesis in their final year. Besides completing their academic papers, dissertations and theses as part or full fulfilment of their degree requirements, students can apply for research assistance (RA) post, graduate research assistance (GRA) fellowship, and Zamalah with the fund assistance such as exemption of tuition fees, which is based on their previous qualifications. In addition, graduated student with PhD holders can be offered to continue their works under the postdoctoral scheme supported under the Research University grants. Such assistance serves as a form of initiative in order for them to contribute towards increasing the research productivity in terms of product development and publications.

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6.2.10 Show the link between research, development and commercialisation. (E)

In general, research in UKM begins with fundamental research on a subject or area of interest. Researchers working in this type of research normally apply FRGS grants from the Ministry of Higher Education, IRPA and e-ScienceFund from the Ministry of Science, Technology and Innovation as well as other funding sources such as FELDA, L’Oreal and Toray Foundations. Deliverables or products with strong market potential will then be enhanced through an intensive research and development programme under a particular funding scheme such as IRPA Strategic/Prioritised Research and TechnoFund where the key deliverable s are intellectual properties and commercial ready prototypes. If the deliverables has marketability potential, it can be further refined through a pre-commercialisation programme such as the InnoFund, CRDF or the cradle fund. In addition, with the Research University funding available to support research and development programmes, portions of funding are also used in various stages such as cost for patent filing. If the products are commercially viable, then UKM encourage the researcher commercialise their product via STU. UKM provides seed money for this purpose.

SM 6.31 List of research projects

6.2.11 List and describe the research, development and commercialisation activities and achievements in the last five years. (E)

List of research, development and commercialisation activities and achievement in the last five years are given in Appendix 6.3.

6.2.12 Describe the processes where the HEP reviews its research resources and facilities and the steps taken to enhance its research capabilities. (E)

Research resources and facilities are audited and reviewed regularly through internal meeting of committee members and the Deputy Director of the Instrumentation and Infrastructure divisions under CRIM. The output of the meeting is brought for consideration in the meeting of the Committee for Research Planning and Innovation chaired the Deputy Vice Chancellor (Research and Innovation). The Cost Centres also run their own audit on the requirement of the new equipments and resources for research. The audit process is done annually.

SM 6.32 Sample of meeting minute (CRIM)

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6.2.13 Describe the incentives to academic staff to engage in publication, including in reputable refereed journals. (E)

Through the Research University Operations (RUO) fund, researchers are encouraged to increase their productivity in terms of publications such as publishing books and chapters (from the books) as well as journal articles and proceeding papers related to their researches that can become source of references to students at undergraduate and postgraduate levels. University provide an incentive of RM1,500 per published journal indexed in SCOPUS starting from 1 January 2008. The publications are also being considered as part of the requirement for the promotion exercise. Researcher’s name is published and mentioned in the University Management Meeting bi-monthly. List of publications are made a permanent agenda of the faculties/institutes monthly meetings.

6.2.14 List and describe the major publications of the academic staff in the last five years. (E)

List of major publications of the academic staff in the last five years are given in Appendix 6.4.

6.3 Educational Expertise

6.3.1 Describe the policy and practice on the use of appropriate educational expertise in planning educational programmes and in the development of new teaching and assessment methods. (B)

In planning educational programmes, the Faculties, Centres and Institutes are obliged to appoint members among their staff based on educational expertise to sit in the Curriculum/Programme Review Committee, which is responsible to review the curriculum at least every five year. Besides the committee, representatives of stakeholders are also appointed as advisory/industrial panels to review the established curriculum based on their roles in their specialised fields in order to ensure the relevance of the curriculum to the current scenario in the field.

During delivery of the courses, lecturers are encouraged to introduce attractive and innovative teaching and assessment methods, which are inline with the targeted learning outcomes. The effectiveness of new methods are presented and assessed in an internal seminars conducted.

SM 2.2 UKM Teaching and Learning Policy

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6.3.2 Describe the access to educational expertise, both internal and external, and its utilisation for staff development and research. (E)

Experts from the Faculty of Education are consulted to make sure any methods adopted are backed with the appropriate theories and educational framework. The frequencies of the seminars vary according to the Faculties, Centres and Institutes. For instance, the Faculty of Engineering and Built Environment has organised annual seminars with the Faculty of Education on Engineering Education. PPUKM has established the Medical Education seminars since 1980.

SM 6.33 Proceedings of Engineering and Built Environment Education Seminar

6.4 Educational Exchanges

6.4.1 Describe the practice of the HEP in collaborating and cooperating with other providers for exchanges of student, staff, and resources in compliance with the HEP’s policy. Provide information on these exchanges for the last five years. (B)

UKM encourages exchange of student in order to enrich their experience, which could contribute to a better attainment of learning outcomes. If the process involves credit transfer with other institutions, the credit equivalence is carried out at the faculty level according to the UKM Credit Transfer Policy. For student exchange, which is not related to credit transfer, the process is coordinated by the International Relation Office, while student mobility programme which is non-academic in nature is coordinated by Centre for Students Advancement.

Moreover, staffs are encouraged to seek attachment programme and sabbatical leave either with industries or other local or overseas institutions. Furthermore, in an effort to keep improving the programme standard and level of delivery system, benchmarking exercises are encouraged with equivalent organisation local or overseas,

In addition, UKM also promote short and long term collaboration with external parties through industrial training attachment, research collaboration as well as other social collaboration such as giving talks during open/career day.

The list of student exchange and staff attachment activities for the last five years is given in Appendices 6.5 and 6.6, respectively.

SM 4.13 Guidelines for Inter Public Higher Learning Institution Credit Transfer Appendix 6.5: List of student exchange activities. Appendix 6.6: List of staff attachment.

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6.4.2 Describe how is this collaboration disseminated to students and faculty. (B)

Any collaboration programmes are disseminated to students and staff through brochures of the particular student exchange/mobility programmes, notice boards such as large electronic board at the main entrance and websites such as the e-warga system as well as the website of the Faculties, Centres and Institutes.

SM 6.34 Annual report of the office of university – Community Partnership SM 6.35 www.ukm.my/ewarga

6.4.3 How do the educational exchanges benefit the HEP? (B)

These educational exchange programmes can help improve visibility of UKM and perception of UKM to potential employers and general public. Therefore, it could lead to improvement to student employability as well as enrich student and staff experience to real and practical scenario. Furthermore, the programme enriches knowledge and gives new dimension of experience for the staffs and students involved.

6.4.4 Describe the future plans to strengthen international collaborative activities. (E)

In order to strengthen international collaborative activities, UKM has identified internationalisation as one of the key strategies in the Transformation Plan under the “World-Class Benchmarking” Project and the UKM Internalisation Plan coordinated by International Relation Office. Another project identified by UKM is the Global Outreach Project.

Since UKM has become the main reference in the world for Bahasa Melayu and the Malay Civilisation, international collaboration in these fields are further strengthen through the “Bahasa Melayu” project under the Transformation Plan which could attract more international collaboration on the fields.

SM 1.6 UKM Transformation Programme as an APEX University

6.4.5 How would a policy on exchanges with international institutions benefit the HEP? (E)

The policy on international student exchanges and collaboration offers diversity and variety to the academic programmes, which enable UKM to increases visibility, and improves international reputation, which is among the key factor in the Times Higher Education Supplement ranking exercise. Student exchange programme was established at many faculties and institute which is administered at Chancellor Foundation office. UKM encouraged research collaboration and training to academic and non-academic staffs. Eventually, it could attract more students, particularly from overseas to come to UKM.

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6.4.6 Describe the facilities and financial allocation to support educational exchanges. (E)

Educational exchange activities are supported in the following ways:-

1. Conference budget 2. university grant money 3. Yayasan Chancellor Fund – student mobility programme 4. external funding agency – 5. Industrial fund under TNC-HEJIM 6. Sabbatical funding 7. Mercator office

Guided by the Memorandum of Understanding and the Memorandum of Agreement, facilities are provided using internal or external financial resources. For example, in order to support the UKM-UDE Dual-Degree Programme, UKM has allocated space to establish the UKM Mercator Office as the liaison office for the programme where the office provide services for the inbound and outbound exchange student in terms of matters pertaining to welfare, industrial training placement and communication facilities such video conferencing. The operation of the programme was funded by the German counterpart and European Union fund.

SM 6.36 Memorandum of Understanding/ Agreement for the UKM-UDE Dual-Degree Programmes

6.5 Financial Allocation

6.5.1 Provide information on the HEP’s financial standing and sources which supports its academic, research and service missions. (B)

The distribution of financial allocation is coordinated by the Bursar Office under the supervision of the authority such as the University Board of Directors and the University Management Meeting. The allocation includes annual budget from the Government for development, management and research (under Research University Grant). The allocation is to finance development, building academic and research infrastructure and operation of academic programmes, which supports the University’s vision, mission and educational goals.

SM 6.37 Budget for Bursar’s Department 2005 - 2009

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6.5.2 Demonstrate how the financial allocation dedicated to the HEP -- and its utilisation -- is sufficient for it to achieve its purpose. (B)

Allocation is normally being formulated based on the size of the Faculties, Centres or Institutes, the number of students per faculty, centre or institute, the type of programme being handled (professional or non-professional programmes) as well as the previous year’s expenditure. It can be reviewed from time to time based on expenditure status and performance on KPI’s. These allocation is divided into three categories, namely development, management and operational.

SM 6.37 Budget for Bursar’s Department 2005 - 2009

6.5.3 Indicate the responsibilities and line of authority in terms of budgeting and resource allocation in the HEP. (B)

Upon approval by the Vice Chancellor, the University Board of Directors or/and the University Management Meeting, the Bursar distributes the allocation to the Faculties, Centres or Institutes. At the Faculties, Centres or Institutes, the highest authority, which approves the expenditure is either the Deans or Directors. However, for the research grants, the project leader is responsible for the budgeting and expenditure of the project.

SM 6.38 Term of Reference for the Bursar and the Deans/Directors

6.5.4 Describe the policy on tuition fees and other payments, and the policy of refund to students who withdraw or who are dismissed from the institution. (B)

Tuition fees for undergraduate studies are fixed by MOHE. Any changes in tuition fees need approval from MOHE. With regards to tuition fees or payments by student, since the fees payable are based on credit enrolled in the semester upon registration of courses, payment is varied based on the credit and lump sum fee is only applicable of postgraduate research programmes. Subject to certain conditions, some payments or deposits may be reimbursed to the student.

SM 6.39 BPA document on payment and fees SM 6.40 PPS document on payment and fees

6.5.5 Provide information on number of students who are funded through loans, grants or scholarship. What are the major sources of student funding? (B)

Generally undergraduate students are sponsored by local agencies such as the Public Service Department, Majlis Amanah Rakyat, Perbadanan Tabung Pendidikan Tinggi Nasional, state government foundations as well as corporate companies such as PETRONAS, Sime Darby, etc. 67% are loans while 33% are scholarship. The student makes the applications for the fund with assistance from the Student Service Department, Yayasan Canselor and the Bursar’s Office.

SM 6.41 List of student funding and scholarships and postgraduate under research assistant fellowship

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For local postgraduate student, such funds are also available with addition of scholarships offers by some ministries, such as the National Science Foundation Scholarship by the Ministry of Science, Technology and Innovation. At the same time, the student including the overseas student can apply for the internal Zamalah scheme and the research assistant fellowship.

6.5.6 Describe how those responsible for a programme enjoy sufficient autonomy to allocate and utilise resources to achieve the programme objective. (E)

The Deans or Directors were empowered to manage any management and co-curriculum funds under their jurisdiction, the head of department or the programme head can liaise with them should there be additional resources required in order to achieve the programme objectives as well as to attain the specified programme learning outcomes.

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Area 7: PROGRAMME MONITORING AND REVIEW

7.1 Mechanisms for Programme Monitoring and Review

7.1.1 Describe the processes, procedures and mechanisms for monitoring and reviewing a curriculum. (B)

UKM is committed in ensuring that its academic programmes are monitored and reviewed at specified intervals in accordance to the requirements of the Malaysian Qualification Framework, quality management standard MS ISO 9001:2008 for Management of Undergraduate and Postgraduate Studies as well as accreditation by professional bodies. In accordance with its quality objective, all academic programmes are reviewed at least once in every five years. The process of programme planning and review starts with the mapping of the university’s vision, mission and educational goal which are in-line with national needs. Programme monitoring and review at every faculty follows a structured process which can be generalized as in the flow process shown in Figure 7.1. At the department and faculty levels, various committees such as the Curriculum Review Committee (CRC) and Faculty Academic Planning and Development Committee (Jawatankuasa Perancangan dan Pembangunan Akademik - JPPA) are entrusted with the responsibility of monitoring and reviewing academic programmes and to propose necessary changes for the approval of the Senate of UKM. Input for programme monitoring and review is obtained from self review procedures as well as feedback from external sources such as stakeholders and external assessors. The university has taken the initiative to monitor academic programmes through students’ feedback using the on-line Course Teaching Evaluation System (Sistem Penilaian Pengajaran Kursus - SPPK). The on-line evaluation system enables students to evaluate each course on the aspects of course content, course handling and facilities. The Exit Survey is another form of self review for the monitoring of academic programmes. Through the Exit Survey, outgoing students provide feedback on the achievement of the programme outcomes. UKM has devised several mechanisms for reviewing programmes at specified intervals. Views from stakeholders that include employer, alumni and parents of the undergraduates are obtained through surveys which are conducted every two - five year cycle. Programmes are also assessed by external examiners who are appointed by the respective departments. Input from stakeholders and external assessors are then presented to the department’s Board of Studies or Industrial Advisory Panel that meets annually to advise and suggest improvements to the academic programmes.

SM 1.5 UKM Strategic Plan: 2006-2010 Perspective SM 1.10 MS ISO9001: 2008 Quality Management System for Undergraduate and Graduate Studies Management SM 7.1 Guidelines on Academic Programme Advisory Board SM 3.54 www.ukm.my/sppk SM 7.2 Minutes of meeting of the Curriculum Review Committee SM 7.3 Exit survey report SM 7.4 Alumni survey report SM 7.5 Employer survey report SM 7.6 Industrial Training Supervisor Report SM 7.7 External Assessors Report SM 7.8 Minutes of meeting of Board of Studies/Industrial Advisory Panel SM 7.9 Employability studies

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While sources of information for programme monitoring and review may vary from one faculty to another, information are generally obtained from students, alumni, industry and external examiners who are highly experienced academicians from either local universities or abroad.

Figure 7.1 Process flow and committees involved in programme monitoring and review

The process for curriculum monitoring and review as depicted in Figure 7.1 has been implemented at various faculties including Faculty of Engineering and Built Environment, and Faculty of Science and Technology.

CRC tables results of programme monitoring and review to Department

Meeting (every 2 months)

Department tables the results and suggestions for improvements to the

Faculty JPPA

Department presents results from Faculty JPPA to the Faculty Meeting

(every 2 months)

Faculty presents results of Faculty JPPA To the University JPPA

(Every 2 months)

University Senate for Approval

No

Department/Faculty to Implement Changes

Yes

Department’s Curriculum Review Committee (CRC) monitor and review

academic programmes (on-going)

Approve?

End

Start

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7.1.2 Describe the structure and workings of programme review committees. (B)

Programme review involves various committees at the department, faculty and university level. The process starts by gathering input from self review procedures and external assessments. Feedbacks obtained from the assessment (through surveys, discussions and formal meetings) are analysed by the department and suggestions for improvement will be tabled to the Faculty Academic Planning and Development Committee (JPPA), Faculty Quality Assurance Committee and eventually to the Senate of UKM for approval and endorsement. Figure 7.1 depicts the committees involved at every stage of the programme monitoring and review processes. For professional programmes such as dentistry, medical, architecture and engineering, all programmes are subjected to accreditation by the relevant professional bodies/organisations. In addition to the existing line of approval by the various committees in UKM, as of 1 January 2009 it is mandatory for new programmes to be submitted to the Malaysian Qualification Agency for CMQR (Malaysian Qualification Register) approval, prior to endorsement by the Senate of UKM.

SM 7.10 List of professional programme (accredited)

7.1.3 Describe the nature of the relationship and the responsibilities of the parties involved in collaborative arrangements in programme monitoring and review. (B)

Programme monitoring and review require a close collaboration with the industry, alumni and external assessors. The industry as stakeholders provides feedback through the employer survey which is conducted every two years. The industry, alongside representatives from professional bodies are also represented in the Board of Studies or Industrial Advisory Panel which is entrusted with the responsibility of providing advice on ways to improve academic programmes. Suggestions from the Board of Study or Industrial Advisory Panel are based on industry and regulatory requirements as well as feedback from stakeholders and external assessors. Input from various parties involved in franchise programmes will also be taken into consideration during programme monitoring and review. UKM through its alumni, has been successful in obtaining feedback on the effectiveness of academic programmes. External assessors have been appointed by the respective departments to assist in programme review. The assessors are academicians who have vast experience in the discipline offered by the respective departments.

SM 7.11 Minutes of Senate Meeting

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7.1.4 How does a self-review process assist in identifying weaknesses and in improving academic programmes? (B)

The self-review process that involves academicians and students provides invaluable input that identifies strengths and areas for improvements to academic programmes.

Reviews conducted by students through the on-line Course Teaching Evaluation System (SPPK) provides input related to course content, course handling by the respective lecturers and adequacy of teaching and learning facilities. In cases where the evaluation report gives a rating of less than 6/10, the department will rectify the problems as part of their improvement plan. As of semester II of the 2008-2009 session, the rating used in the on-line SPPK has been further improved i.e. rating of 1-5, so that students can provide a more accurate assessment on the course content, delivery and facilities.

Students can also assist the university in identifying areas for improvement for example on time tabling, competencies of academician etc. through the on-line SPPK or the Sistem Aduan Dalaman Pelajar (SADP).

Members of the professional bodies who are represented in the Board of Studies or Industrial Advisory Panel provides inputs for improvements to academic curriculum. As an example, at the Faculty of Engineering and Built Environment, the Industrial Advisory Panel proposed the inclusion of business management components such as profit and loss into the engineering manufacturing programme in order to prepare students for entrepreneurship. Results from exit surveys have identified the level of achievement of the programme outcomes. In cases where the PO is not achieved, the department’s Curriculum Review Committee will have to review the components of the academic programme that includes the learning outcomes, teaching and learning methods, evaluation methods etc.

SM 7.12 www.ukm.my/sadp SM 7.3 Exit survey report SM 7.4 Alumni survey report SM 7.8 Minutes of meeting of faculty’s Industrial Advisory Panel/Board of Study

7.1.5 Explain how the HEP ensures that identified concerns are addressed. (B)

Concerns raised by students, academicians, alumni, industry, professional bodies and external assessors are compiled and analysed by the respective departments. The Curriculum Review Committee of every department will identify the problem areas and determine root causes for each of the concerns raised by the stakeholders. The university will also take into consideration all student feedback and comments through the on-line Sistem Aduan Dalaman Pelajar (SADP). Short and long term measures are then proposed and tabled to the faculty JPPA and the Faculty Meeting as indicated in Figure 7.1. Approved amendments to the academic programme shall be implemented and reflected in the Undergraduate and Postgraduate Prospectus.

SM 3.4 www.ukm.my/sppk SM 7.12 www.ukm.my/sadp SM 7.3 Exit survey SM 7.4 Alumni survey SM 7.5 Employer survey

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With regard to concerns on the communication skills of students, the university has taken the initiative to improve teaching and learning methods, and assessment methods aimed at enhancing the relevant generic competencies. Academicians can acquire knowledge and skills on effective teaching and learning methods through trainings organised by the Centre for Academic Advancement (PPA). Table 7.1 provides examples on some of the areas of concern and how these concerns are addressed by the university.

Table 7.1 Examples of concerns and how UKM addressed each of the concerns

Areas of concern Source of input How concerns are addressed

The 10 week duration for industrial training is too short.

Report on Halatuju Pendidikan Kejuruteraan (Faculty of Engineering and Built Environment).

As of the 2008/2009 session, the duration for industrial training has been extended to 6 months.

Difficulties with the conventional academic time tables.

Sistem Aduan Pelajar (SDAP)

On line academic time tables have been developed (currently at the pilot stage) in some faculties such as the Faculty of Engineering and Built Environment

SM 7.7 Report of External Assessor SM 7.13 Curriculum Review Committee Minutes of Meeting SM 1.7 Undergraduates and Postgraduates Faculty Manual SM 7.14 Report on Halatuju Pendidikan Kejuruteraan

7.1.6 Describe how the HEP uses the feedback from programme review in programme development. (B)

Feedback from programme reviews will be used for improvements to the course content/syllabus, course learning outcomes, enhancement to the level of Bloom Taxonomy, and assessment mechanisms as well as the development of new programmes. For example, based on feedback regarding the English Language proficiency of UKM’s graduates, the university has planned and executed a university wide programme starting with the implementation of the new English Language curriculum by the Centre for General Studies (PPU) to the implementation of the English Speaking Zones (ESZ) at students’ residential colleges. The English Speaking Zone programme is handled by the Centre for Student Advancement (Pusat Perkembangan Pelajar). Several programmes have been planned throughout the year starting with a seminar by Professor Jean McNiff, a visiting professor from the United Kingdom. The seminar was

SM 7.2 Minutes of the Curriculum Review Committee SM 1.7 Undergraduates and Graduates Prospectus SM 7.15 Report of Implementation English Speaking Zone Programme 2009

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attended by College Principals, College Fellows and student representatives from residential colleges. English Language camps and seminars that are opened to all students have been scheduled weekly throughout the year.

7.1.7 Describe how evaluation activities are being enhanced and refined to cover all important components of the programmes. (B)

UKM has taken all the initiatives to enhance and refine all the evaluation activities to cover important components of the programmes. Sources of information for initiating review are diversified to allow for a more effective evaluation. For example, the system for students’ evaluation on the course content, course handling and teaching and learning facilities has been greatly improved with the use of on-line Course Teaching Evaluation System (SPPK). The rubrics used for evaluation has been recently improved from a rating of 1-10 to 1-5 to allow for a more accurate assessment by students. Generic competencies of students are formerly evaluated through assessment methods devised by the respective faculties. In order to allow for a more accurate and consistent evaluation of generic competencies throughout the university, an on-line Sistem Penilaian Kemahiran Generik (SPKG) has been developed and implemented to the 1st year students of the 2008-2009 session. UKM ensures that all resources are available to support the effectiveness of its programme. With regard to staffing, the university has allowed sharing of votes to recruit new staff in the required area of expertise, when the need arise. The university also ensures that the 5-year Malaysian Plan and One-off budgets are allocated for the development of teaching-learning infrastructure.

SM 2.9 Course Teaching Files

7.1.8 How are student performance and progression analysed to ascertain that learning outcomes have been achieved? (B)

Various methods of assessment are used to ascertain that learning outcomes have been achieved, that includes final examinations, assessment by Problem-Based Learning, and continuous assessments (tutorials, quizzes, tests and assignments). Students’ generic competencies such as ability to work in a team and effective communication skills are assessed through their involvement in integrated projects, design projects and final year projects. Assessment tools may vary from one faculty to another for example the use of rubric methods or Likert Scale rating. Learning outcomes and methods of instruction and assessment are outlined in the Undergraduate Prospectus. Generic competencies to be achieved by students’ are outlined and assessed through presentations or performance

SM 3.6 Examination results www.ukm.my/smp SM 1.7 Undergraduates and Graduates Prospectus

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in group-based projects. Team working skills may also be assessed through peer evaluation. Each department will set a certain level of attainment that corresponds to the achievement of the learning outcomes. The overall performance and progression of each student will be reflected in their semester examination results (Grade Point Average) and overall examination results (Cumulative Grade Point Average). Graduation rate is also used as a mechanism to monitor students’ performance and progression in each academic programme.

SM 7.16 Assessment blueprint at the Faculty of Medicine SM 3.6 Examination results www.ukm.my/smp

7.1.9 Explain how the HEP utilises the analysis of student performance and progression to provide feedback to committees responsible for student selection, curriculum planning and student counselling. Provide examples. (E)

Student performance is monitored during meetings of the Coordination Committee (Jawatankuasa Penyelarasan) at the department level and Examiners Committee (Jawatankuasa Pemeriksa) at the faculty level. For instance, at the Faculty of Engineering and Built Environment, the Committee for Student Development (Jawatankuasa Pembangunan Pelajar) will monitor students who are weak in the academic performance i.e. Grade Point Average of less than 2.5. At the Faculty of Engineering and Built Environment, these students will undergo motivational and team working programmes such as the Workshop on Learning Culture (Bengkel Budaya Ilmu). The academic performance of these students will be monitored by the committee and reported during departmental meetings. Similar practice has been implemented in other faculties for example at the Faculty of Science and Technology. Results from the monitoring of students performance may also be used as input for student counseling.

UKM has devised the on-line Sistem Penilaian Kompetensi Generik (SPKG) to assist academicians in evaluating students’ generic competencies, that include competencies on communication, leadership, team working and life long learning.

The system is currently implemented on 1st year students of the 2008-2009 session. Academicians acting as mentors, will evaluate students’ generic competencies and students will be informed of the results. The evaluation results shall be used by the respective departments to plan for improvements to students’ level of competencies, where appropriate. Student assessment of courses through the Course Teaching Evaluation System enables the department to identify weaknesses in the course content and delivery that may have an effect on students’ achievement in the respective courses. The feedback is useful for future curriculum planning and development. At the Faculty of Islamic Studies for example, modules of ICT have been introduced into the academic programmes in

SM 7.17 Faculty Student Development Committee(JK Pembangunan Pelajar) SM 7.18 Minutes of meeting of the department’s Student Development Committee SM 3.4 www.ukm.my/sppk SM 1.16 On-line Sistem Penilaian Kemahiran Generik (SPKG) www.ukm.my/spkg

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view of enhancing not only dissemination of dakwah but also improving graduates’ competencies and skills in ICT. Based on the analysis of students’ performance and progression, UKM provides input for student selection to the ministry. For example, at the Faculty of Pharmacy and Faculty of Medicine, applications for both programmes via the Second Channel are no longer practiced in view of maintaining the competitiveness of the relevant programmes .

7.2 Involvement of Stakeholders

7.2.1 Which stakeholders are consulted in the monitoring and review of programmes? Describe the involvement of these stakeholders. (B)

Stakeholders that are involved in the monitoring and review of academic programmes are the industry, alumni and parents. Professional bodies such as the Board of Engineers Malaysia (BEM), the World Federation of Occupational Therapy (WFOT) are examples of stakeholders who are represented in the relevant academic Board of Studies or Industrial Advisory Panel. The stakeholders are consulted at scheduled intervals depending on each academic programme. The Alumni of UKM is consulted through the alumni survey that has been designed to determine the achievement of programme objectives and how programmes could be further improved. Similarly, the industry through the employer survey and feedback from the industrial training supervisors are consulted to evaluate the performance of students/graduates. Feedback from the industrial training supervisors and employers are used to gauge achievements of programme objectives and initiate improvements to the academic programmes. Views from parents (as stakeholders) are also obtained during social gatherings such as the Hari Mesra Graduan. In many faculties including the Faculty of Social Sciences and Humanities, Faculty of Allied Health Sciences and Faculty of Engineering and Built Environment, surveys are conducted to gauge parents’ perception of the faculty’s academic programmes and facilities. The survey is also aimed at acquiring parents’ feedback on the achievement of programme outcomes such as communication and leadership skills among graduates. An example of the survey is Soal Selidik Maklumbalas Ibu Bapa Terhadap Fakulti Kejuruteraan dan Alam Bina.

SM 7.8 Minutes of meeting/Resolution from Board of Studies or Industrial Advisory Panel SM 7.1 Guide on Academic Programme Advisory Board SM 7.4 Alumni survey report SM 7.5 Employer survey report

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7.2.2 Show how the views of these stakeholders are taken into consideration. (B)

Stakeholders are consulted through meetings and surveys held by the respective departments. Feedback from the stakeholders are analysed by the department’s curriculum review committee in view of identifying the strength and weaknesses of the current programme. Proposals for amendment to the current curriculum are tabled to the faculty JPPA, university JPPA and Senate of UKM for approval. For example, based on feedback from the industry and employer which is reported in the Halatuju Pendidikan Kejuruteraan, the Senate has approved for the duration of industrial training for the Faculty of Engineering and Built Environment to be extended to six months. The new duration for industrial training has been implemented since the 2008-2009 session.

SM 7.5 Employer survey SM 7.4 Alumni survey SM 7.14 Curiculum Review Committee Minutes of Meeting SM 7.8 Minutes of Meeting of Board of Studies/Industrial Advisory Panel SM 7.14 Report on Halatuju Pendidikan Kejuruteraan

7.2.3 Show how feedbacks obtained from stakeholders are incorporated in a programme review exercise. (E)

Feedback obtained from stakeholders are compiled and analysed by the Curriculum Review Committee. For each of the concern raised by the stakeholders, corrective measures shall be identified and proposed for approval by the Senate of UKM. The review exercise shall include reviews on the programme objectives and outcomes, learning outcomes and the overall curriculum. Upon approval, the department shall implement the proposed measures. Examples on how feedbacks obtained from stakeholders are incorporated in a programme review exercise are as follows:

• Changes to the duration for the Industrial Training programme for 3rd year students of the Faculty of Engineering and Built Environment (effective on 2008-2009 session) has been based on feedback from the industry/employer survey

• Based on the industry feedback regarding students’ proficiency in the English Language, UKM through it Pusat Pengajian Umum has since reviewed its English Language curriculum.

SM 7.13 Curiculum Review Committee Minutes of Meeting SM 7.14 Report on the Halatuju Pendidikan Kejuruteraan

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7.2.4 Do stakeholders have access to the final report of a programme review? (E)

UKM will ensure that identified stakeholders such as the Board of Studies or Industrial Advisory Panel have access to the final report of a programme review. Minutes of faculty meetings together with proposal papers will be forwarded to the Academic Management Division (BPA) and Centre for Academic Advancement (PPA) for recommendation to the Senate of UKM. As an example, all medical specialty master programmes conducted by the Faculty of Medicine involved stakeholders such as the Ministry of Health and other public universities that are not only involved in the implementation of programmes, but also curriculum review and examinations. Changes that involve concerns of the Ministry of Higher Education will be reported by the Vice Chancellor while public concerns will be reported to the professional bodies and industry through the Board of Studies or Industrial Advisory Panel.

7.2.5 How are professional bodies and associations engaged in programme monitoring and review? (E)

Members of professional bodies and associations are represented in the committee for programme monitoring and review. For example, at the Faculty of Law, the Chambers of the Attorney General and Bar Council are represented in the Board of Studies. Through the Board of Studies or Industrial Advisory Panel, representatives from professional bodies and associations provide invaluable input related to industry and regulatory requirements. Their input shall be taken into consideration during programme monitoring review and planning. Other academic programmes that have engaged professional bodies in their programme monitoring and review exercises include Chemistry, Optometry, Accountancy, Pharmacy, and Engineering and Built Environment.

SM 7.19 Minutes of meeting on programme monitoring and review SM 7.8 Minutes of Meeting of board of studies/industrial advisory panel

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Area 8: LEADERSHIP, GOVERNANCE AND ADMINISTRATION

8.1 Governance

8.1.1 Show how the policies and practices of the HEP are consistent with its statement of purpose. (B)

The policies and practices of UKM are consistent with its statement of purpose by the presence of educational policies and implementation of educational programmes at the departmental, faculty, Postgraduate centres and University levels. UKM has identified five statements of purpose as described in Area 1.1, Part B, which are:

1. To promote Bahasa Melayu as a language of knowledge nationally and internationally whilst encouraging pluriliteracy.

2. To strengthen national identity in developing a dynamic and united society with high moral values and global mentality,

3. To generate, disseminate and transfer knowledge, innovation and technology through national and global networking,

4. To internationalise the positive “UKM” image and enhance contribution to the global community,

5. To focus resources and provide quality delivery system to support the development of the niche areas that represent UKM’s research strengths with strategic importance to the country

For each if the five goals stated above, UKM has structure and mechanism to achieve these goals. These statements cover innovative research, education and quality students, internationalisation, importance of Bahasa Melayu and national identity, industrial linkages and the community supported by an excellent delivery system. The aims from these strategies were translated into implementation strategies. Promoting Bahasa Melayu as a Language of Knowledge The practices that are consistent with the policy to achieve this statement of purpose are shown by the delivery of all undergraduate programmes in Bahasa Melayu except for those stipulated by the MOHE. For postgraduate programmes, all theses have to be submitted in Bahasa Melayu. However, international students can obtain permission from the Senate to submit in English. Moreover, submission can also be in English if the thesis is to be marked by an international examiner. In addition, it is a requirement that all official communications (letters and minutes of meetings) are done in Bahasa Melayu. Monetary incentives are also given to academic staff for publishing in Bahasa Melayu.

SM 1.5 UKM Strategic Plan: 2006-2010 Perspective SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020 SM 1.4 Universiti Kebangsaan Malaysia Constitution SM 1.10 Vice Chancellor’s Speech 2009 SM 8.1 UKM Annual Report 2008

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The policy on promoting Bahasa Melayu is strengthened with the establishment of ATMA (Institute for the Malay World and Civilisation) in 1st December 1972. One of the main objectives of ATMA is to conduct research on the Malay literature and culture and its research outcomes had been used as guidance for UKM to mould her identity. In 2008, UKM has launched the Transformation Programme (see Section 9.1.8, Part B for details) and in order to further strengthen her national role for promoting Bahasa Melayu, ATMA are given a main task to lead several internal ATMA projects and the driver project (Project 3 on Bahasa Melayu) under the Transformation Programme for internationalising Bahasa Melayu as indicated in Figure 8.1.

Table 8.1 The progress achieved by ATMA through the promotion of Bahasa Melayu

Strengthening National Identity and Integrity This statement of purpose is supported in practise by making policies and mechanisms for UKM to reach the iconic status for National Identity and Integrity in the country. For this purpose, the main niche areas (Niche 1 Challenges in Building the Nation State – see Fig. 6.1) has been given a leading role in charting the identity of UKM and Research Institutes including ATMA, IKON, IKRAB, KITA, PEK, HADHARI and IKMAS to focus on research in these areas. This niche area covers 3 clusters which are further supported by 22 research groups actively researching this area. Further support is provided for students’ activities as well as activities by the faculties, institutes and centres for promoting efforts towards National Identity and Integrity. Under the UKM Transformation Programme (see Section 9.1.8, Part B), the achievement of this goal is facilitated through driver project (Project 2 on National Identity), namely Project 2.1 (KAMPA), Project 2.2 (HADHARI) and Project 2.3 (UNITY).

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Generate, Disseminate and Transfer Knowledge, Innovations and Technologies The practice mentioned in the above policy is achieved by the research activities of the University which aims at the generation of knowledge through research in the eight niche areas identified which form the strength and thrusts of the research in UKM. To ensure synergy between the governing bodies and the implementing units, UKM established the framework of the Innovation System which covers the faculties, centres and institutes for the generation, dissemination and transferring of knowledge, innovation and technologies, the Chancellery and all the DVCs’ portfolios are the policy making bodies and the industries, government agencies, the community, etc. are the receivers of the knowledge, innovations and technologies. This interaction is illustrated in Fig. 8.1. The dissemination of knowledge is achieved from the teaching learning activities as well as in the sharing of research findings via the usual channels of academic activities such as in publications and presentations at seminars and conferences. Innovations and technologies derived are evidenced by the number of patents and products obtained as outputs from the research conducted. These are managed by the Innovation and Technology Transfer Division of the Centre for Research and Innovation Management (CRIM) specially set up to handle and facilitate innovation and technologies transfers.

Figure 8.1 UKM’s System of Innovation

Some examples of UKM efforts and achievement in disseminating and transferring Knowledge, innovations and technologies to the external stakeholders (industries and community at large) are shown in Figure 8.2.

SM 1.12 The 2008 Vice Chancellor’s Address

INDUSTRIES

GOVERNMENTAGENCIES

COMMUNITYAT LARGE

ETC.

COLLEGES

PPP

PPU

RESEARCH EDUCATION SERVICES

CENTRES

FACULTIES

RESEARCH &INNOVATIONS

STUDENTS &ALUMNI AFFAIRS

ACADEMIC&

INTERNATIONA-LISATION

INDUSTRIAL LIAISONS &

COMMUNITYENGAGEMENT

CHANCELLERY

INSTITUTES

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Figure 8.2 Achievement of UKM Knowledge Ecosystem Service

Internationalisation of UKM Brand and Highlighting the Contribution of UKM to the Global Community The branding of UKM is further consolidated by the presence of the PPKK set up to enhance corporate relations and the International Office to manage these activities. The internationalisation of UKM Brand is evident by the objectives outlined in Phase 1 of the UKM transformation plan which is to build on the present strength and successes and lay a solid foundation for UKM towards world class. These include altering governance to restructure organisations if need be, solidifying niche areas and further strengthening of the delivery systems via consolidation of the Deputy Vice Chancellors’ portfolios as well as the formulation of the UKM Internationalisation Plan by the International Office. The management of the branding of UKM is illustrated in Fig. 8.3. PPKK plans and developed mechanism through a communication plan based on a reputation built from a culture of quality as shown in Fig. 8.3 (see also Section 9.1.1, Part B and Fig. 9.1). Information on achievements is disseminated through various means such as the use of a corporate video, publications about UKM and its alumni in local and international media, road shows on postgraduate programmes, the UKM website and electronic billboards on campus and on the highway. A museum on academic heritage is also set up on the 6th floor of the Chancellery building. Some examples of activities which highlight UKM’s contribution include students’ centred activities, research activities, and links with industries as well as service type of activities. UKM Governance System for teaching and learning which is supervised by the University Management and the Senate set policies to attract and send students through the implementation of exchange programmes and the Students’ Mobility Programme.

SM 4.16 UKM Internationalisation Plan

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Figure 8.3 Brand management based on reputation of a culture of quality Focussing of Resources on Niche Areas Which Represents the Strength and Strategic Priorities of the Country Based on a Quality Delivery System The evidence in relation to the governance focussing its resources on the niche areas (see Fig. 6.1) are shown by the success of the UKM Research Ecosystem shown in Table 8.2.

Table 8.2 Achievement of UKM Knowledge Ecosystem Research

The deployment of the policies and practices are through the portfolios of the four different Deputy Vice Chancellors except for the administrative matters which is implemented by the Registrar and financial matters which will be done by the Bursar. These policies are implemented at the faculty and institute level by the Deans or Directors assisted by their deputies. Monitoring is done by discussions at the various meetings such as the Senate, MKB, Faculties/Institute/Centres and Departmental levels as shown in Fig. 8.4.

UKM QUALITY CYCLE

CONTINUAL IMPROVENENT

ASSESSMENTS& BENCHMARKING

INFORMATIONSYSTEM

RESEARCHEDUCATIONSERVICES

COMMUNICATION PLANCENTRE FOR CORPORATE

PLANNING & COMMUNICATION

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Figure 8.4 Governance Framework in Exercising Autonomy

The transformation of Universiti Kebangsaan Malaysia to achieve the statements of purpose is stated in the Transformation Programme manual (see also Section 9.1.8) and is managed as shown Figure 8.5.

Figure 8.5 Management of Transfomation Programme

All the above are evidence to indicate that the policies and practices of UKM are aligned to her statements of purpose.

Clarification of source and scope of power, responsibilities, criteria and procedure

• Formulation of strategic direction, managing risks & institutional achievements,

• Building a talent & succession planning, to formulate policies & manage human resources,

• Student selection • Financial management according accountability standards, • Generating revenue to strengthen autonomy.

AUTONOMY

(empower to implement tasks with professionalism, integrity, transparency, with speed, accuracy & efficiency)

LPU, VC, MPU, MKB, Senate, Deans, Directors, etc.

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8.1.2 Describe the governance structures and functions, and the relationships between them. How are these made known to all parties involved? (B)

The governance structure of UKM follows all IPTAs, which is headed by the University Board of Directors (LPU) and is governed by UKM’s Constitution derived under AUKU. The chief executive officer is the Vice Chancellor who is a member in the LPU and exercises general supervision over the arrangements for instruction, research, finance, administration, welfare and discipline in the University. She is assisted by four Deputy Vice Chancellors, the Registrar, the Bursar, the Legal Adviser and the Chief Librarian. These form the University Management which meets every week at the University Management Meeting (Mesyuarat Pengurusan Universiti – MPU). The organisational structure of the University Management is as shown in Fig. 8.6.

Figure 8.6 The University Management

The governance for academic matters is bottom up starting from the lecturers to the Senate as the highest Academic governing body. The Management of the University is top down where strategies and policies outlined by the Vice Chancellor are communicated to the Deans and Heads of Divisions and to all Faculty members.

SM 1.4 Universiti Kebangsaan Malaysia Constitution SM 1.8 The 2009 Vice Chancellor’s Address SM 1.12 The 2008 Vice Chancellor’s Address SM1.1

http://www.ukm.my/portal/menu_welcome.html #OrganisationChart

Vice-Chancellor Prof. Tan Sri Dato' Dr. Sharifah Hapsah Syed Hasan

Deputy Vice-Chancellor (Academic Affairs and Internationalization

Prof. Ir. Dr. Hassan Basri

Deputy Vice-Chancellor (Student Affairs and Alumni)

Prof. Dato’ Dr. Mohamad Abdul Razak

Deputy Vice-Chancellor (Research and Innovation)

Prof. Dr. Rahmah Mohamed

Deputy Vice-Chancellor (Industry and Community

Partnership) Prof. Dr. Saran Kaur Gill

Registrar Mr. Ab. Aziz Othman

Bursar Tuan Haji Mohd. Abd. Rashid

Mohd. Fadzil

Chief Liberian Mr. Abu Bakar Maidin

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These are made known to all parties involved through letters of appointments and terms of reference. The roles of those involved are also clearly specified in the Vice Chancellor’s booklet documenting her 2009 speech. The responsibilities of those in management include outlining strategic directions, managing achievements and risks of the institutions, developing leaders and succession, formulating policies and managing human resource, choosing and selecting students, managing finances based on accountability, integrity, transparency and high efficiency. The governance structure is also made known to all lecturers through courses conducted by the Academic Development Centre (Induction courses and PTKs) and through the yearly Vice Chancellor lectures.

8.1.3 Describe the functions, structure, leadership, membership and reporting protocol of the major permanent decision-making bodies of the HEP. (B)

The major permanent decision-making bodies of the University includes the University Board of Directors (Lembaga Pengarah Universiti – LPU), the University Management (Mesyuarat Pengurusan Universiti – MPU), the Senate, the Divisional Heads Meeting (Mesyuarat Ketua Bahagian – MKB), and separate bodies for ICT and Quality which are the ICT Council and the Quality Council. The reporting protocols for these bodies are shown in the Fig. 8.7.

Figure 8.7 Reporting Protocols

SM 1.4 Universiti Kebangsaan Malaysia Constitution SM 1.12 The 2008 Vice Chancellor’s Address SM 1.8 The 2009 Vice Chancellor’s Address SM 8.1 UKM Annual Report 2008

Divisional Heads Meeting – MKB (Operational)

Senate (Academic)

ICT Council

Quality Council

Faculty/Institutes/Centres (Deans/Directors)

University Board of Directors - LPU

Vice-Chancellor (VC)

University Management Meeting - MPU

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8.1.4 Describe how the HEP ensures the effectiveness of relationship between the institutional leadership and the departments. (B)

The University ensures that the relationship between the institutional leadership and departments is effective through regular monthly and bimonthly meetings such as the MKB and the Senate, respectively. At the Faculty level, lecturers meet at the Faculty academic meetings held once every two months. Administratively, the Faculty management meets with all Heads of Departments at the also two monthly meetings. Faculty management has meetings every week to discuss administrative issues in the running of the faculty. At the departmental level, lecturers discuss academic as well as administrative issues at the departmental meetings attended by all lecturers. The head of department also has regular scheduled meetings with the support staff to ensure the smooth implementation of programmes. In addition, all deans of faculties and directors of institutes have meetings with all the staff at least three times a year. These meetings are scheduled at the beginning of the year and adhered to as far as possible. For example, senate meetings are scheduled to be on the third Wednesday of odd months of the year while the Faculty of Medicine has its faculty meeting on the first Wednesday of the even months of the year.

SM 8.2 Minutes Meeting Senate, MKB, Faculty and Department

8.1.5 Describe the representation and role of the academic staff, students and other principal stakeholders in the various institutional governance structures and committees. Indicate the type and frequency of meetings held during the past academic year. (B)

Students The University have regular meetings with students during the biannual meeting with the Students’ Representative Council called ‘Mesyuarat Majlis Bersama Pelajar’. These are meetings are also conducted at the Faculty level between the Dean and the representative of students’ associations to discuss issues and obtain feedback and suggestions for improvement. In several faculties, Students are also members of the faculty Curriculum Development and Planning Committee to provide input and feedback on academic matters. Stakeholder With the current structure of the LPU membership, it comprises stakeholder representatives such as those represent government, industries and community. The participation of stakeholders at the Faculty, departmental and programme levels can be seen through the establishment of the Advisory Industrial Panel or the programme advisory board. Some deans

SM 8.3 Minute from AUKU Meeting

165

and senior members of the academic staff are members of Professional/ Accreditation boards (MMC, EAC, MOH, Pharmacy Board) and Deans Council which have regular meetings and can convey and implement input from stakeholders directly into the CQI process within the Faculty, Department or programme. Academic Staff The representation of the academic staff is as members of the faculty meetings where academic matters, policy and feedback can be given and raised. Academic matters can be endorsed or provided to the Senate chaired by the Vice Chancellor. Matters pertaining to policy decided by the higher governing body are disseminated and feedback can be channelled to the MKB meetings. The Vice Chancellor also has meetings with representative of associations of academic and support staff during the ‘Mesyuarat Majlis Bersama Jabatan’ which occurs about twice a year.

8.1.6 Show evidence that the governing board is an effective policy-making body with adequate autonomy. (B)

The governing board which is the University Board of Directors is an effective policy making body with adequate autonomy through the existence of the University’s Strategic Plans and the success in its implementation. The governing board is an effective policy making body as the criteria and procedures are continuously being revised, clarified or improved such that the LPU and the University management can achieve a high level of autonomy. The autonomy includes:

• Proposing new academic programmes • Recruitment and appointment of staff according to needs • Options not to adopt or to adopt with amendment on circulars

issued by the Public Service Department of the Treasury. An example of evidence of autonomy is in the implementation of direct appointment of lecturers with PhD directly to a pay scheme of DS51. Another example is in the Faculty of Medicine criteria for confirmation of service which takes into account the previous service of compulsory houseman ship and service as a medical officer in the Ministry of Health. Staff Performance Appraisal provides an example of autonomy in terms of distribution of weights in performance evaluation for performance and promotion. The University allows the respective faculties and institutes to determine the weightage for teaching, research and services themselves according to their main activities although minimum percentages are set. Posts for

SM 1.4 Universiti Kebangsaan Malaysia Constitution SM 8.4 Education Act 1995 SM 1.8 The 2009 Vice Chancellor’s Address

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promotion are also determined internally by the University following criteria and procedures set by the University after consultation with the respective stakeholders.

8.1.7 Describe the mechanisms to ensure functional integration and comparability of educational quality in campuses that are geographically separated. (B)

UKM has two separate campuses in addition to the main campus in Bangi. However, the programmes offered on these campuses are different for instance, the Preclinical part of the Medical programme is in the Kuala Lumpur campus while the Clinical part is in the Cheras campus; Pharmacy programme is only offered in the Kuala Lumpur campus. As the programmes offered in the different campuses are different, the issue of comparability does not arise. Functional integration and comparability of educational quality of these campuses are ensured through the Meetings of the Heads of Division (MKB), the Senate, the Academic Planning and Development Committee (JPPA), ICT and Quality Council.

8.1.8 Describe the department or unit set up to assure educational quality. Describe the internal quality assurance system and mechanism. (B)

UKM has a Quality Council chaired by the Vice Chancellor and a permanent secretariat headed by the Deputy Director of PPKK whose portfolio is Quality Assurance. The Council overseas and implements all Quality activities and all Faculties are required to appoint a permanent Faculty Quality Officer who is a permanent member of the Faculty Administrative weekly meetings and Quality issues is a permanent agenda. The Quality Council has 10 items as their terms of reference. The educational quality of the University is proven when the University received the Prime Minister Quality Award in 2006 and the attainment of MS ISO9001/2008 standards for undergraduate and postgraduate degree processes. Quality activities can be summarised as in Fig. 8.8.

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Figure 8.8 UKM Quality Cycle for Continual Improvement

and Enhancement

8.1.9 Highlight the major community engagement activities of members of the HEP. How is involvement in such activities recognised? (B)

The academic staffs are engaged in many community activities led by the Vice Chancellor. For example, there were more than 100 students’ community engagement activities in the form of campaigns, seminars, exhibitions and sports in the year 2007. These student organised programmes benefitted both students and communities. Academic staffs are active members of professional and learned bodies acting as Presidents, Committee members, expert panel related to their expertise. Such an involvement contributes to the staff’s yearly performance evaluation report. A major community engagement activity involved by a large number of students is OPKIM (Operasi Khidmat Masyarakat) activities organised by the Students’ Development Centre. Groups of students go out into the community and conduct activities related to their programmes such as health screenings and promotions by the Medical students. The involvement of members of the University in the community is recognised by the weightage attributed to community services in the yearly assessment of staff.

SM 8.1 UKM Annual Report 2008 SM 2.14 HEJIM’s Annual Report

UKMQUALITY CYCLE

CONTINUAL IMPROVEMENT

ASSESSMENTS &BENCHMARKING

INFORMATION SYSTEMS

RESEARCHEDUCATIONSERVICES

QUALITY COUNCIL

QUALITY MANAGERS AT EVERY LEVEL OF UKM

REGULAR QUALITY AUDITSREPORTS TO QUALITY COUNCIL & SENATE

MONITORING OF QUALITY ENHANCEMENT ACTIVITIES

QUALITY AWARDS

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8.1.10 .Describe the committee system responsible for academic programmes in the HEP and how it utilises consultation and feedback, and considers market needs analysis and employability projections. (E)

The Senate is responsible for all academic programmes in the University. Consultation and feedback is obtained from the departments which reports to the faculty Academic Development and Planning Committee, approved at the faculty meetings before being endorsed by the Senate. The procedure is as given in Figure 2.1. Market surveys of specific employment sector for market needs known as tracer studies were done by Alumni which were used to determine employability projections. In addition, utilisation of consultation and feedback are used as in Fig. 8.9.

Figure 8.9 Utilisation of Consultation and Feedback Used

for Teaching and Learning

8.1.11 Describe the representation and role of the academic staff, students and other stakeholders in the various governance structures and committees of the HEP. (E)

In the LPU, there is representation of one Senate member who are Senior lecturers and all the Deputy Vice Chancellors are ex-officio members. The Senate is chaired by the Vice Chancellor. The four deputy Vice Chancellors, Registrar, Bursar, JPP head and Chief Librarian are permanent members. The Deans of Faculties and the Directors of Institutes are automatically Senate members. Nominations for Senate members are invited by the Vice Chancellors office from the respective faculty lecturers according to the allocation for that particular faculty. The nomination list is then given to the Dean who then gives recommendations and appointment

STUDY PROGRAMMESAll are outcome-based

Balanced & holistic

CO-CURRICULUMSports, culture & student

organisations

OPPORTUNITIES TO LEARN SEVERAL LANGUAGES

EXPOSURE TO MULTI-CULTURAL EXPERIENCES

Mobility programs, double degree, credit transfer

STUDENT ASSESSMENT SYSTEMSupports outcome-based education

EMPLOYABILITY> 70% graduates employed within 6 months in area of

education

GRADUATE COMPETENCEConfident, articulate, ethical,

resourceful, civic mindedSkilled in problem solving

QUALITY MEASURESSelf accerditing status

>70% high ranking>40% international

postgraduates10 PhD graduates/academic

UNITY & HARMONY

VARIED TEACHING & LEARNING METHODS

e-learning, community & industry based

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for a period of 3 years is done by the Vice Chancellor. Students can be invited to attend the Senate as required, as provided for by AUKU. The MKB is chaired by the Vice Chancellor. The four deputies Vice Chancellor, Registrar, Bursar, JPP director, Chief Librarian the Deans of Faculties and the Directors of Institutes are permanent members of MKB. All academic staff are permanent members of the Faculty/Institutes meetings while all lecturers of a particular department are members of Departmental meetings. The JPPA at faculty level has a student representative who is invited to be present when curriculum renewal issues are discussed.

8.1.12 Describe the role and function of the Chair of the governing board. (E)

The Chairman of the governing University Board of Directors is Tan Sri Dato' Paduka Dr. Mazlan Ahmad. His role is to chair the Board (as provided for by the University Constitution according to the Universities and University Colleges act 1971). The Board:

• functions as the governing, policy making and monitoring body of the University

• provides strategic planning-oversight of the educational character and mission of the University

• promotes efficient an effective management and provide overall review of University operations

• develops links with the community, corporate sector and industry

• fosters global linkages and internationalization in relation to higher education and research

• ensures the implementation of the University’s Constitution, laws and policies and to ensure that every Authority, Committee, Officer or committee keeps within its or his powers and terms of reference.

SM 1.4 Universiti Kebangsaan Malaysia Constitution

8.1.13 Describe how free is the governing board from undue external pressures. (E)

LPU is free from external pressures as prescribed by AUKU. Similarly the Senate is autonomous as provided by AUKU. The decisions made by LPU are by consensus thereby avoiding undue pressure on individuals.

SM 1.4 Universiti Kebangsaan Malaysia Constitution

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8.1.14 Describe the policy pertaining to conflict of interest, particularly in relation to private practice and part-time employment of its employees. (E)

Policies are present in relation to private practice and part-time employment of UKM lecturers. The conflicts of interest are minimised by the enforcement of these policies which are also in line with the guidelines set by the General Order and as stated in the UKM book on ‘Etika dan Tatatertib Akademik Edisi ke-2’. Issues pertaining to conflict of interest involving all aspects of ethical practices including professional practitioners are stated in this book. The statements address all aspects of academic activities from teaching related activities to all aspects of research and engagement in community services.

SM 5.2 Academic Ethics and Discipline 2nd Edition

8.1.15 Describe the HEP’s participation in the socio-economic activities of the community in which it is located. (E)

The main campus of UKM is located in Bangi and contribution of UKM to socio-economic activities is through Koperasi UNIKEB Bhd. and UKM Kesihatan Sdn. Bhd. as well as the Kundang Ulu and Tasik Cempaka Community Service projects. UKM is a member of the Tailoires Network and signatory to the Tailoires Declaration on the civic roles and social responsibilities of higher education which commits us to expanding and strengthening our civic engagement and social responsibility work through teaching, learning, research and service. UKM believes that partnerships with the community will enrich both parties and result in sustainability. Another project in sustainability in the campus is the preservation of the natural ecosystem around the campus as UKM’s contribution to conserving environmental treasures of the future generation. The University has a 1100 bed hospital located in Cheras together with the Faculty of Medicine which together forms the UKM Medical Centre. In addition to being a teaching hospital for UKM, this hospital also serves the public and the community in the area. UKMMC treats about 25000-35000 patients a month. The Faculty of Medicine also engages with the Tengku Budriah Orphanage located nearby. Another main community activity is the Project Permata Pintar where UKM introduced a programme for gifted children which involve introducing a camp during the school holidays with mind enhancing activities based on the Centre of Talented Youth-John Hopkins University programme. The second phase of the project is the building and setting up of a fully residential school for gifted children with individualised curriculum who will then go on to UKM.

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Another example of recent community project is the UKM-Kundang Ulu Community Engagement Programme at Ledang Johor which was launched on 8 February 2009 with its theme ‘sustainability in community service’. The event was to purify the already established relationship between UKM and the community of Kundang Ulu. The event also stood as the medium for UKM to announce all its community service activities that are progressing in the vicinity of Kundang Ulu. Kundang Ulu has been chosen as one of UKM’s own community service projects when the country was badly affected during the flood disaster that hit most states in late 2006 and early 2007. During the disaster period, UKM with its initiatives, had mobilized a volunteer group of 1000 students and staff, the Disaster Aid Brigade, by providing help to the victims of flood in Kundang Ulu. Starting from that point on, the Vice Chancellor of UKM has suggested that Kundang Ulu should be the adopted foster village of UKM in order to facilitate further planned community services by UKM in the future.

8.2 Institutional and Academic Leadership

8.2.1 Describe the selection criteria, selection process, job description, and the qualification and experience required of members of the institutional executive management team of the HEP. (B)

MPU permanent members consist of the Vice Chancellor, four Deputy Vice Chancellors, the Registrar, the Bursar, the Chief Librarian and the Legal Advisor. The Director of Jabatan Pengurusan Pembangunan can be present by invitation. The selection process for the Vice Chancellor is at the level of the Ministry of Higher Education while the Deputy Vice Chancellor is done internally through invited nominations from academic staff, filling of competency forms by those nominated, recommendations from a search committee and submission of candidates to the Ministry. The selection is based on the recommendation from the Vice Chancellor followed by appointment by the Ministry of Higher Education. Experience is the main criteria for the appointment of the Registrar, Bursar and the chief Librarian followed by the suitability and leadership qualities. The job description, qualification and experience required are stated in the Terms of Reference of these posts.

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8.2.2 Describe the current leaders of academic programmes and departments (i.e., the academic leadership) in terms of their qualifications, experience and expertise on issues of curriculum design, delivery and review. Describe the procedures and criteria for their selection, appointment and evaluation. (B)

The current leaders of all academic programmes are very capable and experienced staff. They have a minimum of 15 years experience in curriculum design, delivery and review and are respected leaders in their field of expertise. There are a total of 12 Faculties led by Deans and 14 Institutes headed by Directors in UKM. All Deans of Faculties, Directors of Institutes and Centres are listed in the Appendix 8.1. Selection of the Deans is based on invitations for nominations by the Vice Chancellor’s Deputy Registrar from the Faculty members, followed by recommendation from the existing Dean. The appointment of the Dean is done by the Vice Chancellor after recommendation by the Search Committee and evaluation by the Vice Chancellor.

Appendix 8.1 List of Dean and Director of Faculties and Institute

8.2.3 Describe the relationship between the HEP leadership and the academic leadership in matters such as recruitment and training, student admission, and allocation of resources and decision-making processes. (B)

All decisions pertaining to all matters of recruitment and training, student admission, and allocation of resources and decision-making processes made at the faculties and institutes must be endorsed by the LPU. The Senate is the highest academic body in UKM and is autonomous thereby providing check and balance with the functions of LPU.

SM 8.6 Minutes from Board and Senate Meeting

8.2.4 Describe how the performance of the academic leadership of the departments and programmes is periodically evaluated. (B)

The performance of the academic leadership of the departments and programmes is evaluated yearly using set criteria for Heads of Departments and Deans. This is seen from the higher percentage of marks assigned to administrative ability given to administrators such as Heads of Departments and Deans.

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8.2.5 Show how the HEP leadership and the academic leadership create a conducive environment to generate innovation and creativity in the institution. (E)

The University leadership provides a conducive environment through planning and improvement in infrastructure and facilities. The University invites Deans/Directors of the faculties to submit budget requests for improvements and upgrading of infrastructure and these are submitted to the Ministry. Each academic staff is also allocated a computer to further facilitate an environment to promote innovation and creativity. The University provides incentives and recognition in terms of awards for service excellence namely the Anugerah Perkhidmatan Cemerlang awards. The University is the recipient of the Prime Minister Quality Award in October 2006. The University provides incentives in the form of rewards/honorarium for publications in order to promote and further encourage publication activities. The types of quality awards that the University offers are listed in the Quality Booklet. Recently, the Innovative employee award was introduced and employees are given this award every three months in order to further encourage innovativeness and creativity amongst employees. All staff especially academic staff is required to chart their career path and to plan their development and progress with their respective heads of departments. This will ensure transparency and promotion opportunities as determined by the staff themselves.

SM 1.12 The 2008 Vice Chancellor’s Address SM 8.7 Selection Format for UKM Special Quality Award 2008

8.2.6 Describe the policies to enhance the leadership capabilities of the HEP leadership and the academic leadership. List the programmes that the HEP and the academic leadership have undergone for this purpose in the last five years. (E)

Leadership capabilities of the University are enhanced through training programmes and retreats of Deans organised by PPA. Relevancy and updating of the courses offered are ensured through periodical assessments exercises and renewal. For instance, the latest review of the courses offered and the contents of the PTKs and induction courses were done this year. The list of the training programmes is listed in the appendix as PPA activities and also on the website. All staff can choose to attend with the approval of the Head of Department. The Deans, Directors and Heads of Departments attends various workshops and retreats at University, Faculty and Departmental level to further enhance their leadership capabilities. The list of programmes that the academic leadership have undergone in the last five years is attached. These programmes are organised according to the type of leadership training required. For example, the will organise training related to academic matters, CRIM for matters related to research and others by the PPKK.

SM 2.18 PPA activities www.ukm.my/ppa SM 2.18 PTK6 Syllabus www.ukm.my/ppa SM 2.18 PPA list of courses 2005-2009 www.ukm.my/ppa

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8.3 Administrative and Management Staff

8.3.1 Describe the structure of the administrative staff which supports the educational programmes. (B)

Most educational programmes are carried out at faculty level. Each faculty is organised to ensure smooth running of day to day operations. The Dean is head of the programme and an example of such a common leadership structure at the faculty level is shown in Fig. 8.10.

Figure 8.10 Faculty level Leadership Structure

Leadership at department level The actual implementation of each programme takes place at the department or centre level. As such, each department or centre has been administratively organised to ensure that each programme under their control will be administered accordingly. An example of a leadership structure at departmental level is shown in Figure 8.11.

Dean

Deputy Dean (Academic and

Internationalisation)

Deputy Dean (Research and Development)

Deputy Dean (Students and Alumni Affairs)

Department/ Centre Heads

Programme Coordinators/Heads

Admin Officer N41/N44/N48

Quality Management

Head

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Figure 8.11 An example of a Department Structure

8.3.2 Explain how the number of the administrative staff is determined in accordance to the needs of the programmes and other activities. Describe the recruitment processes and procedures. State the terms and conditions of service. (B)

The number of administrative staff is determined by the various departments in consultation with the faculty and brought forward to the Registrar of the University. This is then presented to JPA for approval. Upon approval, the University will initiate recruitment processes and procedures. The recruitment processes, procedures, terms and conditions of service for the recruitment of administrative staff is in accordance to the procedures of the Public Service Department.

SM 8.8 Registrar’s ISO document on recruitment of support staff

8.3.3 Describe the effectiveness and efficiency of the administrative support for academic programmes. (B)

The Academic Management Division (AMD) of UKM functions to provide administrative support for academic programmes at the University level while at the faculty level; this is provided by the Academic sections of the various deans’ office. The AMD has officers assigned to assist in the management of the academic administration, at University/faculty level. The main responsibilities of the AMD officers are to coordinate:

• Students Intake • Students Registration

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• Course Registration • Lectures and Examination Scheduling • Graduation • Senate Authentication and Convocation • Student Records Safekeeping

Besides the above, there is at least one administrative officer in every faculty to assist the dean in administrative duties while at each department there is at least one science or research officer to handle laboratory or research matters. Several clerks and technicians are also assigned to departments to ensure that administration matters and laboratories are coordinated.

Effectiveness and efficiency of the administrative support is shown by the presence of the year academic calendar one year in advance, the smooth running of the programmes, the existence of MS ISO 9001:2008 certification for undergraduate and postgraduate programmes.

SM 8.9 ISO Certificate

8.3.4 State the mechanisms for training and career advancement for administrative and management staff of the HEP. Describe the achievements of this training and career advancement activity in the last five years. (B)

Mechanisms for training and career advancement for administrative and management staff are in place. Courses offered by the University is placed in the webpage and the staff can register to attend the course offered.

SM 8.10 UKM Employee Training Programme Book 2009

8.3.5 Describe how the HEP conducts regular performance review of its administrative and management staff. (B)

The University has yearly set targets which have to be stated by the administrative staff and endorsed by the head of department. The performance reviews of all staff are done at the end of the year. The staff inputs all activities into the SMPK system, reviews are done on-line and feedback is also given to the staff concerned to provide avenues for improvement.

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8.3.6 State the mechanisms and procedures for monitoring and appraising staff performance, for ensuring equitable distribution of duties and responsibilities among the staff, and for determining the distribution of rewards. (B)

Equitable distribution of duties and responsibilities among the staff is determined by the setting of SKTs by the staff themselves with discussions with departmental heads. Determination of rewards is based on achievement of SKTs and KPI and based on percentage of total staff of the faculty/cost centre.

8.3.7 Describe the processes and procedures in managing the discipline of the staff. (B)

The discipline of the staff is stated in the Etika dan Tatatertib Akademik and the Akta 605 Akta Badan-Badan Berkanun (Tatatertib dan Surcaj) 2000. The processes and procedures in managing the discipline are clearly stated. In brief, when a report is received of any discipline related issue by the head of department, the report is then forwarded to the Registrar’s Department for further action. The follow-up action will include issuance of a show cause letter, a meeting of a tribunal committee with the presence of the officer and judgement being made and implemented.

SM 5.2 Academic Ethics and Discipline 2nd Edition SM 8.11 Malaysian Law. Act 605- Statutory Body Act

8.3.8 Describe the training scheme for the administrative and management staff to fulfil the needs of the educational programmes. (E)

There are in existence many training schemes for the administrative and management staff to fulfil the needs of the educational programmes. However, these training are mainly related to administrative matters and are not quite linked to educational programmes which could be an area for further improvement.

SM 8.12 Training Unit, Registrar’s Department http://pkukmweb.ukm.my/~pendaftar/ulatihan.html

8.4 Academic Records

8.4.1 State the policies on the secure retention, retrieval and disposal of student and academic staff records. (B)

Students’ academic records are stored both in electronic form and hard copy. For the electronically stored records, the statement in the ICT policy ensures the security of the system database. The hard copies of the students’ records are ensured through limited access to the documents.

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The academic staff records are also kept electronically and in hard copy governed by the ICT policy and restricted access of the hard copy. Management of the documents is via the UKM Archiving System.

The security of all students and staffs records are also covered by the Main procedures as listed in the main quality ISO 9001/2000 document of the Registrar’s office, specifically JP-PU01 PUO7 JP-GP01. Our extensive use of ICT in managing our core processes and in administration including the hospital has gain a citation of good practise from the auditors. We have an excellent integrated information system developed in-house. A summary of the data information system and its use is shown in Fig. 8.12.

Figure 8.12 Integrated UKM Information System

8.4.2 Describe how the HEP ensures the rights of individual privacy and the confidentiality of records. How are these made known? (B)

UKM maintains online records of students and academic staff. Personal records and achievements of lecturers, students and other staff are kept online. However, only certain designated persons are able to access these records. As an example, at faculty level, only the Chief Assistant Registrar is able to read and print the students’ academic records.

Executive Information

System(SME)

Staff Information

System(SMK)

Student Information

System(SMP)

FinancialInformation

System(SKU)

Caring Hospital

Enterprise System (C-HEtS)

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Research records are kept online too. Access to records is possible only to the researchers concerned and the officer in the Research and Innovation Management Centre.

Records that are kept online are listed in Table 8.1 below.

Table 8.1 On line Records

Record Owner

1. Staff record Registrar

2. Student personal record Registrar

3. Lecturer achievement record Registrar

4. Student achievement record Registrar

5. Student generic competency achievement record PPP

6. Research record PPPI

7. Academic space usage record JPP

8. Lecturer’s evaluation and non-academic staff record Registrar

9. Financial record Bursar

8.4.3 Describe the HEP’s review policies on security of records and its plans for improvements. (E)

The electronically stored data maintained by the Centre for Information Technology (PTM). PTM is in the final stages of obtaining ISO 9001/2000 and as such the review policies are in placed as part of the ISO requirement. The plans for improvements will be stated in the ISO documents. The review policies for the hard copy are also incorporated in the ISO document as part of the back-up to the electronically stored data.

SM 8.13 PTM ISO Document

8.5 Interaction with External Sectors

8.5.1 Describe the mechanisms to ensure that the HEP interacts constructively with the external sectors, including its external stakeholders. (B)

Realising the importance of interaction between UKM and external sectors, UKM has mechanisms in place to ensure that this occurs constructively. To achieve this, UKM has created the Centre for Corporate Planning and Communication. Besides that, the post of Deputy Vice Chancellor, “Industry and Community Partnership” has been created for the purpose of building a closer and meaningful relation with industries and society.

SM 8.1 UKM Annual Report 2008 SM 8.7 UKM Annual Report 2007

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At the faculty level, the post of an Industrial Training Coordinator has been created. The main duties of the coordinator are to communicate with the industry for placement of students from the faculty for industrial training and to obtain feedback on the students’ academic skills and generic competencies. The University has Academic Advisory Panels to advise the University on academic matters. The University also has international action plan which plans, acts on establishing international relations. The linkage with external sectors including external stakeholders is lead by the Deputy Vice Chancellor (Industry and Community Partnerships) who is responsible for three offices each headed by a director. These are the Industry Liaison Office, the University-Community Partnerships Office and the Chancellor’s Foundation. Internationalization of students is achieved by students’ mobility programmes. For instance, in 2007, there were 81 programmes involving 1057 students. These programmes include students attending international seminars and conferences and student exchange programmes.

SM 8.15 PPKK, PPA for AAP, UKM Strengthening Community Engagement Document

8.5.2 Describe the effectiveness of the relationships between the HEP and the external sectors. (B)

The effectiveness of the relationships between UKM and the external sectors have been shown in the number of MOAs, MOUs and working collaborations and related in the document on Strengthening Community Engagement issued by the TNC (Industry Linkages and Community)

SM 8.16 List of MOA and MOU SM 8.17 UKM Strengthening Community Engagement issued by HEJIM

8.5.3 Describe any type of shared responsibility between the HEP and the external sectors. (B)

The shared responsibility between the UKM and the external sectors is carried through partnership programmes, joint-venture activities and equity sharing programmes. In the links with industry, business activities are invited to locate in the UKM incubator, the UKM-MTDC Technology Centre. Research collaborations are also practised widely which involved sharing of infrastructure and expertise with external sectors. Student mobility Programmes are also actively ongoing.

SM 8.18 UKM Chancellor’s Foundation Activity Report 2008

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8.5.4 Describe the formal agreements between the HEP and its external sectors. (E)

Working agreements between the University and its external sectors are formalised in the form of MOAs and MOUs. These number more than 100 from international MOUs. Some examples active collaboration with United Nations University-International Institute of Global Health, Japan, Australia, France, Italy and many other institutions of higher learning in other regions including ASEAN countries.

SM 8.16 List of MoU and MoA

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Area 9: CONTINUAL QUALITY IMPROVEMENT

9.1 Quality Improvement

9.1.1 Describe the policies and procedures for regular reviewing and updating of the internal quality assurance activities of the HEP. (B)

In order to ensure that UKM is always moving ahead while adapting herself to globalisation and dynamic environment as well as improving quality and achievement of UKM, a comprehensive 2000-2020 Strategic Plan was developed in the year 2000, which was further refined in 2006. In order to implement the plan, a new centre at the chancellery was established in February 2008, which is called the Centre for Corporate Planning and Communications (PPKK). The centre consists of the Quality Assurance Division which is intended to plan, strategise, implement and monitor all quality related activities as well as continual quality improvement. The general procedures for reviewing and updating the internal quality assurance activities for all core processes, namely education, research and services, follows the quality cycle illustrated in Figure 9.1.

Figure 9.1 UKM’s Quality Cycle for Quality Assurance

In improving teaching and learning, information systems such as the Course Teaching Evaluation System, which is one of the information systems in UKM, has been used to gather students feedback as customers perception. These inputs have been analysed and assessed in various platforms either at the Faculties/Centres or at the University level such as the ISO Management Review Meeting chaired by the Deputy Vice Chancellor (Academic and International Affairs) as well as the Meeting of Division Heads chaired by the Vice Chancellor. Actions invoked by the Faculties/Centres as well as the University Management were implemented in form of continual improvement either in every semester or on yearly basis. The whole process

SM 1.12 The 2008 Vice Chancellor’s Address SM 1.5 UKM Strategic Plan: 2006-2010 Perspective SM 6.21 Working Paper for the Restructuring of Centre for Academic Advancement SM 3.4 www.ukm.my/sppk SM 9.1 Extract of Minute of Management Review Meeting for MS ISO 9001:2000 PPP

UKM’S QUALITY CYCLE

CONTINUAL IMPROVEMENT

ASSESSMENTS &BENCHMARKING

INFORMATION SYSTEMS

EDUCATIONRESEARCHSERVICES

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is being monitored by the University’s Quality Council biannual meeting chaired by the Vice Chancellor which is the highest authority for quality affair, except for academic matters in which summary of the Council’s minute were reported to the University Senate.

Similar cyclic continual quality improvement processes can be observed in managing research and service related activities. In research, continual improvement on the policy and implementation of the Research University Grant Scheme has been practiced as the University and the staff adapting and inculcating culture towards research. The introduction of the Framework for University Research Assessment (KPPU) in 2007 is as a result of continuing process improvement in managing projects approved under the Research University Grant Scheme. The secretariat for managing and monitoring implementation of research related processes is the Centre for Research and Innovation Management (CRIM). Similarly, the implementation of the quality cycle can be seen in service sectors. For example, in order to improve students support services as well as to systematically assess students achievement towards MQF generic learning outcomes, the Students Affair Division has been restructured in 2006-07 and as a result, two cost centres were formed, namely the Department of Student Services which manages non-academic support services such as healthcare services, students counselling and transportation services, and the Centre for Academic Advancement which are in-charge of academic and co-curriculum activities contributing to students’ generic competencies.

SM 8.5 Terms of reference, Quality Council SM 9.2 Framework for University Research Assessment SM 9.3 Proposal Paper for Restructuring of Students Affair Division

9.1.2 Describe the efforts taken by the internal quality assurance unit to keep abreast with the changes and best practices in quality assurance. (B)

Through the Quality Council and the Meeting of Division Heads, sharing of best practices among cost centres in UKM ranging from faculties, centres, institutes and other service departments and students colleges is promoted throughout the university. In order to keep abreast with the changes and best practices in quality assurance, all the cost centres are required to appoint one of their staff to be a Quality Management Head or quality manager to facilitate and coordinate sharing of best practices among the cost centres. In the case where the appointment is being not made, the deputy director (or equivalent) will assume the post. All the quality managers meet in a biannual Meeting for Quality Management Heads to present and discuss report on the quality activities in their respective cost centres. The meeting is chaired by PPKK’s Director and the summary of the meeting are reported to the University’s Quality Council.

All the quality assurance activities are coordinated by the Quality Assurance Division (QAD), which is a division under PPKK and serves as the internal quality assurance unit in UKM. The division is headed by a Deputy Director, who reports to PPKK’s Director as well as the Vice Chancellor. In an effort to keep abreast with changes in the core processes including education, the division is responsible for planning and assessing requirement for improvement, strategising and executing action plans for continual quality

SM 9.4 Sample of Meeting Minute of the UKM Quality Council SM 9.5 Sample of Meeting Minute of Quality Management Heads

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improvement. In keeping up with changes, the university encourages all cost centres to carry out benchmarking, share best practices and organise or participate in seminars and conferences on quality.

To facilitate the coordination and monitoring of the core processes of UKM, the division is responsible for establishing the Executive Information System (EIS) based on the requirement stipulated by MOHE’s PSPTN 2020 and the UKM strategic plans. EIS is intended to monitor the university’s KPIs as well as progress of all transformation projects. Selection of the portfolio is based on competencies and experiences on previous quality practices and is selected among the senior academic staff of the university. Generally, working papers which give details on the planning and application of required resources will be submitted through PPKK’s Director to the weekly University Management Meeting, the monthly Meeting of Division Heads or the biannual UKM Quality Council Meeting, all chaired by the Vice Chancellor. Upon approval, QAD will strategise and deploy action plan, implement the plan as well as monitor the effectiveness of the plan execution.

Inputs which reflect the need for change may come from inside or outside UKM in the form of students, staff, external examiners or stakeholders feedback or as a result of corrective or preventive actions due to the audit exercises of the ISO 9001:2000/2008 Quality Management System. At the same time, the requirement for change also comes from the Ministries through enforcement of government policies and parliament bills as well as accreditation bodies such as Malaysian Qualification Agencies and professional bodies. Up to date, the ISO 9001:2000/2008 Quality Management System already in-place are as follows:

1. Management of Undergraduate and Graduate Studies 2. Bursar’s Office 3. Registrar’s Office 4. Development Management Department 5. UKM Library 6. UKM Medical Centre (three certificates: each for Management of

UKM Hospital, Human Resource Management and Finance Management)

SM 1.8 The 2009 Vice Chancellor’s Address SM 1.11 Example of Quality Document for MS 9001:2008 Management of Undergraduate and Graduate Programmes http://spdukm.ukm.my/ spk/ppps

9.1.3 Identify those responsible for continual quality improvement within the HEP and their qualifications and experiences. (B)

In implementing continual quality improvement policies and action plans, the Deputy Director (Quality Assurance) who heads the QAD will assess requirement for improvement, initiate planning, strategise and execute required action plans for continual quality improvement. QAD consists of four units as depicted in Figure 9.2. For the line of authority, he reports to the Director of PPKK and to the Vice Chancellor.

SM 6.21 Working paper for Restructuring of Centre for Academic Advancement

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Figure 9.2 Organisation Chart for the Quality Assurance Division, PPKK

The MQA Audit/Accreditation Unit is in-charge of any institutional audit required to be performed at the university level such as the audit required for the Prime Minister Quality Award and the MQA Institutional Audit. In addition, it also coordinates programme evaluation and accreditation exercises by external parties, such as the profesional bodies. On the other hand, the Continual Quality Improvement Unit is in-charge of processes and assessment required in order to implement and maintain the UKM Quality Cycle illustrated in Fig. 9.1, which include coordination of all online customer complaints and feedback system. The next unit serves as secretariat for the UKM Quality Council and all subcommittees under the council. The last unit is the Publicity and Training Unit which is intended to plan and coordinate quality related training for UKM staff as well as organise and coordinate internal publicity activities and awareness courses and workshop for UKM community.

For MQA Institutional Audit, QAD is in-charge of preparing the documents for the audit exercise as required by MQA and is the liaison office for the audit visit. Prior to the audit visit, the division coordinates with all faculties, institutes, centres and offices in order to assess the achievement level of the benchmark and enhanced standards set in the MQA’s COPIA and to ensure that these units conform to the stated standards. Among the unit which is assessed by QAD is the Centre for Academic Advancement (PPA) who is in-charge of maintaining the teaching and learning processes and the assessment of the academic programmes based on the MQA’s COPPA, where both processes are maintained using the MS ISO 9001:2008 Quality Management System for both undergraduate and postgraduate programmes. The way PPA handling the processes is assessed by the QAD based on the standards set by the MQA’s COPIA.

SM 1.11 Quality Document for MS 9001:2008 Management of Undergraduate and Graduate Studies http://spdukm.ukm.my/ spk/ppps

Deputy Director (Quality Assurance)

PPKK

(DS54)

MQA Audit/ Accreditation Unit

(Assistant Registrar N41)

Continual Quality Improvement Unit

(Social Research Officer N41)

Secretariat for UKM Quality Council

(Assistant Registrar N41)

Publicity and Training Unit

(Assistant Officer N27)

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9.1.4 How does the unit or department dedicated to quality assurance support the HEP’s attempt to ensure continuous quality improvement? (B)

For implementation at the faculties, institutes and centres, similar quality assurance units are established to enable coherent coordination with QAD, headed by the quality management head or the quality manager of the respective cost centres. Activities at the cost centres are reported and shared with other cost centres through mechanisms provided by the UKM Quality Council.

For this purpose, through the Secretariat for UKM Quality Council at QAD, reports and proposed actions are submitted and discussed at the UKM Quality Council, the Meeting of Quality Management Heads and committees under the council, namely the committee for the University feedback and customers’ complaint systems, the committee for the University Quality Awards and the committee for the Quality Management Systems.

Since the Deputy Director for QAD reports the PPKK Director and then to the Vice Chancellor, it is given autonomy within the scope of quality to suggest, plan and execute any quality improvement plan, subject to approval by the Vice Chancellor. Figure 9.3 shows the structure of the UKM Quality Council and all the committees under the council.

Figure 9.3 Organisation Chart for the UKM Quality Council

For continual improvement of the academic programmes, in order to ensure that the programmes offered by UKM meet or exceed the minimum standards, PPA coordinates the evaluation of all programmes including the postgraduate research programmes based on the MQA’s COPPA for every three years, except for the professional programmes such as medicine, engineering and architecture programmes which will undergo their own accreditation exercises as stipulated by the respective professional bodies. The outcome and conclusion of this evaluation process are presented to MS ISO 9001:2008 Management Review Meeting and the Senate for endorsement as well as disseminated to the respective faculties, institutes and centres for further action on continual improvement of the programmes.

SM 9.6 Working paper for the restructuring of the UKM Quality Council SM 9.7 Internal Audit Report for Undergraduate (2008) and Postgraduate (2009) Programmes

Quality Council Chairman: Vice Chancellor

Committee of Quality Management Heads

Chairman: PPKK’s Director

Committee for ISO

Coordination

Committee for Quality

Assurance

Committee for Quality Special

Awards

Committee for Academic

Audit

COORDINATING, MONITORING AND IMPLEMENTATION

QUALITY POLICY, PLANNING, KPI, QUALITY OBJECTIVE

PROCESS & SYSTEM MANAGEMENT

EDUCATION, RESEARCH SERVICES

FACULTY & INSTITUTE

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9.1.5 Describe how the HEP implement the recommendations for quality improvement and record the achievements of such implementations. (B)

The Faculties, Centres, Institutes and other cost centres are responsible in ensure that the ISO 9001 Quality Management Systems are maintained at the highest efficiency and effectiveness by observing all documented procedures. Internal audits, management review meetings and external audits by the certification bodies are being carried out every year. Through these exercises, all audit findings including non-conformity report and any opportunity for improvement will be handled with full accountability and integrity. As part of the requirement by the ISO 9001 standard, all records are well maintained as an evidence for achievement and implementation of any corrective and preventive action. To further enhance the quality, updating and reviews of quality documents and objectives are made frequently in order to adapt with the change.

For education, besides the ISO Quality Management Systems for undergraduate and postgraduate study programmes, UKM also employs academic quality assurance system as stipulated by MQA and other profesional bodies. An internal audit on quality assurance was performed throughout 2008 and 2009 using the Code of Practice for Programme Accreditation (COPPA) and Rating for Quality Assurance in Public Universities of Malaysia as references. The internal audit report was used to improve every undergraduate programme of UKM to obtain the rating of at least 4.0. Any programme which are rated below 4.0, especially in areas involving benchmark standards, are obliged to implement corrective action plans. Similar practices were also evident for professional programmes which underwent accreditation assessment by the respective professional bodies.

Based on external assessor’s report, internal and external audit reports as well as reports on accreditation exercises, the curricula are reviewed and updated as illustrated in Figure 9.4. This process is performed, executed and monitored as stipulated by the ISO 9001 Working Procedures for Design of Study Programme.

SM 9.8 Sample accreditation report from EAC SM 9.9 Sample accreditation report from MQA for Medical Doctor Programme SM 1.11 Example of Quality Document for MS 9001:2008 Management of Undergraduate and Graduate Studies http://spdukm.ukm.my/ spk/ppps

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Figure 9.4 Continual Quality Improvement Cycle for

Academic Programmes

For the other core processes, similar CQI processes have also been in practice. For example, policies for Research University Grant Scheme has been reviewed annually to keep abreast required to facilitate researchers in performing their duty with keeping on track the university’s KPIs. In services, the staff appraisal system, the staff appointment system and the staff assessment systems has been regularly revised in order to promote conducive environment and at the same time putting in place performance based assessment systems.

9.1.6 Describe the link between the quality assurance processes and the achievement of the institutional goals. (B)

In conducting the CQI process, UKM strives to fulfil the pillars of the UKM Strategic Plans which are derived to support the PSPTN 2020 as stipulated by MoHE (see also Section 1.1.2 of Part B, Area 1). These pillars has been the backbone of the UKM Transformation Programme in achieving the stated institutional goals, which are listed as follows (see also Fig. 9.5):

Pillar 1: Governance, Pillar 2: Leadership Pillar 3: Academia, Pillar 4: Teaching and Learning, Pillar 5: Research and Innovation.

1. Measurement and Assessment in every semester

2. Feedback from lecturers and students

1. Surveys at time of graduation2. Industrial Training Survey

(students and employers)3. Feedback from Programme/

Industrial Advisory Panel

1. Employer survey2. Alumni survey3. Accreditation and academic

performance audit reports

Improvement:1. Programme Educational Objectives

and Programme Learning Outcomes2. Curriculum, delivery methods,

measurement and assessment3. Intervention for lower achievers4. Policies and procedures

1-semester cycle for improvement

1-year cycle for improvement

5-year cycle for improvement

Changes in Government

Policies

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Figure 9.5 Five Pillars of UKM

Using these pillars as the basis for establishing performance indicators, UKM has developed structures and mechanism in order to achieve the stated institutional goals. The link between the quality assurance process and the achievement of the institutional goals can be best described in Fig. 9.1 as the achievement of the goals are assessed through the UKM Quality Cycle which represent the general CQI loop of UKM which is being implemented for all core processes, namely education, research and services.

For teaching and learning which is represented by the fourth pillar, the CQI process are based on the educational goal which is formulated to be in line with the University’s vision and mission as well as the related institutional goals as outlined in Section 1.1 of Part B. In meeting the educational goal, the general process as illustrated in Figure 9.6 is performed by the faculties, institutes and centres in reviewing and improving their academic programmes including their respective educational goals and programme learning outcomes. These actions ensure that the planning and delivery of academic programme are in line with the UKM goals and its performance can be measured to assess the achievement of the educational goal, which in turn continual improves the quality of teaching and learning.

NATIONAL UNIVERSITYIcon of National Identity, Pillar of National Unity,

amongst the leading universities by 2018

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Figure 9.6 Quality Assurance Process towards Achieving

the UKM Goals for Teaching and Learning

Similarly, equivalent processes are also implemented in improving research management and service related activities according to the UKM goals (see Fig. 1.3) for related to research, resources and delivery systems and all the pillars of the Transformation Programme. For examples, the framework and policy for research and innovation are put in place to support the fifth UKM institutional goal and Pillar 2. The outcomes of the processes may results in the introduction of research management, governance and administration policies which will improve the delivery systems and eventually will provide a better environment towards better teaching and learning as well as better means for inculcating research culture within UKM. This is very important in order to maintain the Research University status and at the same time to maintain the quality of academic programmes offered.

9.1.7 How prominent is the internal quality assurance unit in the organisational structure of the HEP? (E)

QAD is a division inside PPKK that acts as the authority inside UKM, which develop strategic and transformation plans for the university, and among those are quality assurance and talent management plans which can spearhead UKM to achieve excellence while maintaining the routine business. Being responsible directly under the Vice Chancellor, PPKK has given a prominent role in advising the Vice Chancellor in transforming and mobilising the whole university through these plans.

In addition, QAD also acts as the secretariat for the UKM Quality Council chaired by the Vice Chancellor and through the council, the implementation of the UKM Quality Cycle illustrated in Fig. 9.1 is monitored either by the council itself or through the committees formed under the council (see Fig. 9.3).

SM 6.21 Working Paper for the Restructuring of Centre for Academic Advancement

Mission,Stake holders,MQA criteria

Program Educational Objective (PEO)

Evaluate PEO

PEO & Evaluation

Student

Course Outcomes, Instruction, Activities, Advising

Faculty, Curriculum,

Course, Facilities

Program Outcomes

Desired Program Outcomes

Indicators of Outcomes for Achieving PEO

Actual Program

Outcomes

Assess Outcomes

Outcomes Assessment

Compare

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9.1.8 Describe the recent and projected activities undertaken by the HEP with the purpose to ensure that it remains responsive to its changing environment and in embracing the spirit of continual quality improvement. (E)

UKM is currently pursuing the Transformation Programme in order to transform UKM to be in the community of leading world class universities by 2018. Under this programme, there are nine driver projects as listed in Table 9.1, which also support with PSPTN 2020.

Table 9.1 UKM Driver Projects for the Transformation Programme

Project Core Thrust Specific Project Key Functions

Driving the Transformation

Project 1: Transformation Machinery

Changing cultural mindset and provision of delivery system and incentive scheme to build momentum

Propelling Key Niche Area

Project 2: National Identity Project 3: Bahasa Melayu

To produce direct outputs from the key UKM niche area (Niche 1) through leapfrog impact

Propelling the Eight Niche Areas

Project 4: Niche Centres of Excellence

Project 5: International Outreach Project 6: Citations Leap Project 7: World class

benchmarking Project 8: Global Language

Production of direct outputs from UKM’s eight niche areas through leapfrog impact

Facilitating and Sustaining the Transformation

Project 9: Empowerment and Management Autonomy

Leapfrogging is smoother under the world-class service scheme

In her plan to transform into a leading world class university, UKM will capitalise on its special position as Malaysia’s only national university and propel the university to greater heights based on the strong foundation it has built. The process can be illustrated in the Figure 9.7, which highlights UKM’s aim and commitment to striving to achieve a world-class excellence by 2018. The completion of the foundation building phase (referred to as Phase 1) is followed by another three transformation phases as follows:

• Phase 1 (until 2008): Building a solid foundation, • Phase 2 (2008-2010): Building momentum, • Phase 3 (2011-2013): Accelerating to be amongst the leading

universities of the world, • Phase 4 (2014-2018): Achieving 100% performance of excellence

(PoE) indicators.

In implementing the Transformation Programme, UKM has established the Knowledge Ecosystem as illustrated in Figure 9.8 in order to galvanise eight niches so that they will form strong foundation covering all three core processes, namely multidisciplinary research, education (teaching and learning) and services. Through this foundation, leapfrogging during Phase 3

SM 1.6 UKM Transformation Programme as an APEX University SM 1.8 The 2009 Vice Chancellor’s Address

193

can be guided and streamlined by the related driver projects in order to achieve the indicated target. In both diagrams, the bird symbolises the transformation machinery fuelled by efficient delivery systems which carries out agendas for the Transformation Programme. The execution of the programme is coordinated by PPKK.

Figure 9.7 UKM’s Transformation Phases in an Effort to be

Amongst the Leading Universities by 2018

Figure 9.8 UKM Knowledge Ecosystem and the Driver Projects

194

Guided by the vision and mission of the university, the niche for National Identity, Nation State, Cultural Diversity and Globalisation has been chosen to be the eye for the bird and other seven niches are distributed equally at the wings for a balanced and focused navigation. The wing movement that is always kept balanced between the right and left sides enables migration from the current phase to another phase. The movement is accelerated through the driver projects, while the body of the bird represent the core processes lying under the Deputy Vice Chancellors portfolios and the delivery systems which control administration and resource allocation of the university.

Apart from the driver projects, the strengthening of delivery systems as well as the efficiency of the transformation machinery and empowerment mechanism also play in important roles in providing momentum to consistently move forward, to quickly and effectively resolve any fallback and to facilitate the culture of change within the university. The implementation of the driver project is closely monitored by the University Management Committee through assessment exercises such as benchmarking with other universities and corporate organisations.

In conjunction with the 40th UKM’s anniversary in 2010, UKM has planned activities as listed below with aims to establish the UKM knowledge ecosystem including its aims, actions, performance indicators and target for all transformation phases:

1. Governance 2. Teaching and learning 3. Research and innovation 4. Academia 5. Leadership 6. Knowledge management 7. Students and Alumni 8. Networking 9. Infrastructure 10. Niche 11. Generation of Financial Resources

SM 9.10 MPU Paper for the Celebration of UKM’s 40th Anniversary

9.1.9 What are the attempts made by the HEP to have its internal quality assurance system accredited and recognised by a relevant, external and authoritative accreditation body? (E)

In order to ensure that all the academic programme in UKM to attain high quality standard, UKM is committed to have all the undergraduate and postgraduate programmes offered by the Faculties, Centres and Institutes fulfilling minimum level 3 on all benchmark standards in the MQA-COPPA (Code of Practice for Programme Accreditation) and the ISO 9001:2008 standard as well as keeping up with the enhance standards as much as possible. Any programme attaining level 3 and below for a particular benchmark standard or below level 3 for an enhanced standard is required

SM 1.11 Example of Quality Document for MS 9001:2008 Management of Undergraduate and Graduate Studies http://spdukm.ukm.my/ spk/ppps

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to take immediate correction and corrective actions as well as action plans in order to eliminate the concerns in a specified timeframe. In addition, programme attaining levels 4 and 5 for a particular benchmark or enhanced standard is also required to formulate a preventive action plan in order to maintain the strengths in this area.

For professional programmes, UKM are committed to maintain accreditation for its professional programmes from the relevant authorities. In addition, as part of its future plan for programme internationalisation, Faculty, Centre and Institutes are encourage to seek approval for other professional accreditation abroad, such as IChemE, as well as student-exchange programme and collaboration on academic programmes.

For the units inside UKM supporting the study programmes, UKM strives to ensure all Faculties, Institutes, Centres and Divisions towards attaining the highest score for all benchmark standards in the MQA’s COPIA as well as committed to fulfilling the requirement for the enhance standards. Organisations attaining level 3 or below in any benchmark and enhanced standards are required to perform immediate corrections and corrective actions together with action plans. By doing so, UKM is hoping to always be the leading university in the country that offers quality education for her students as well as striving towards academic excellence. The ability to win the Prime Minister’s Quality Award in 2006 is a clear recognition on the excellent quality system practiced in UKM.

SM 2.5 Internal Self-Review Portfolio for All Programmes SM 9.11 Accreditation Reports for Professional Programmes SM 9.12 Certificate of the 2006 Prime Minister’s Quality Award

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PART C: SELF-REVIEW REPORT

INTRODUCTION In Part C of the Self-Review Portfolio, the self-review report is presented which lists identified strengths and areas for improvement. The strengths are identified based on the attainment of the benchmark and enhanced standards to a level where the policies are in place and being practiced throughout UKM. In order to maintain the strengths, appropriate actions are proposed. If the standards are somehow not achieved up to levels that qualify them to be categorised as strengths, then the standards are used to as basis for areas for improvement and for each area identified, appropriate steps and action plans are proposed to address these problem areas. Hence, the layout of Part C which covers all nine areas of assessment is subdivided into five sections as follows:

1. Strengths

2. Areas for Improvement

3. Strategies for Maintaining and Enhancing the Strengths

4. Steps Taken in Addressing Problem Areas

5. Conclusions and Recommendations for Change

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STRENGTHS

Area 1: Vision, Mission, Educational Goals and Learning Outcomes The vision statement represents the future inspiration of what an institution wants to be while the mission underlines the fundamental purpose of the institutional existence. The vision statement will galvanise people to achieve institutional goals, while the mission statement provides means to achieve the vision. Upon formulation of the vision and mission, institutional goals are defined which cover core processes or business performed by the institution. For an institution of higher learning offering academic programmes, educational goals play an essential role in order to ensure coherence with the institutional vision and mission, as well as the learning outcomes of all academic programmes offered by the institution.

• UKM has formulated an educational goal highly consistent with its vision and mission. This is evident in Fig. 1.1 (Part B) as the educational goal established is completely in consonant with the University’s vision and mission. The goal is then itemised into components of graduate attributes as stated in Section 1.4.1 (Part B).

• The mission statement and educational goal of UKM as stated in Fig. 1.1 (Part B) very well reflect the crucial elements of the processes and outcomes of higher education in line with national and global developments. The UKM educational policy fully supports the 2020 National Strategic Plan for Higher Education (PSPTN 2020), particularly on Thrusts 1-7 as highlighted in Section 1.1.2 (Part B).

• When the University was required to establish the generic educational goals as stipulated by the MQA Code of Practice, preliminary discussion began in early 2007. After nearly two years discussing and assessing acceptance among the faculties, institutes and centres, it was brought to the attention of the University Management Committee, the Divisional Heads Meeting, the Senate and lastly the University Board of Directors for approval. Hence, it is customary that the vision, mission, and educational goal are approved by the governing board and bodies whose membership is made up of those highly competent to discharge the duties. These are; the University Management Committee, the Senate and the University Board of Directors.

• UKM widely disseminates its vision and mission statements to its internal and external stakeholders through various channels and engagements such as the University website, official correspondence, publications, brochures and such like, in engagements such as seminars, workshops and University events.

• The mission and educational goals of UKM encompass leadership qualities in the areas of social responsibility, research and scholarly attainment, community engagement, ethical values, professionalism, and knowledge creation. The educational goal which was established primarily to support the accomplishment of the mission has been divided into sub-domains of graduate attributes as highlighted in Section 1.4.2 which represent the eight MQF domains of learning outcomes.

• The vision, mission and goals are developed in extensive consultation with principal stakeholders which include the Faculties, Institutes, Centres, the Senate, the Divisional Heads, associations of academics, administrative and support staff (PKAUKM, PERTADI and KESUKMA) and Students Representative Council.

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• UKM has the autonomy to design the curriculum for new programmes and to allocate the necessary resources for the programme implementation to ensure attainment of the relevant learning outcomes. Once the programme approved by the Ministry, UKM has the autonomy to manage, review and make necessary changes to the programme. As being recognised as one of the research universities in Malaysia, the ministry has even granted a higher level of autonomy in return for UKM meeting all the specified key performance indicators set for a research university. Under this policy, UKM is allowed to allocate, disburse and adjust spending according to her needs in order to achieve her institutional goals even though the original funding structure approved by the government is different.

• The academic staff have a high degree of autonomy to focus on areas of their expertise, such as curriculum development and implementation, academic supervision of students, research and publication, scholarly activities, academically-related administrative duties, and community engagement. With the introduction of the more flexible University Performance Assessment System (SPPU) for UKM staff in 2009 to replace the less flexible Staff Assessment Information System (SMPK), the academic staff are given freedom to negotiate the weights of educational work, research and service related activities that they want to perform in a particular year and assessment based on these weights will be carried out accordingly.

• UKM has diligently strived to expand the boundaries of academic autonomy to reflect the progression of its intellectual maturity. Within the constraints set by the Government Guidelines, UKM has been able to exercise a high degree of autonomy in the disbursement of Research University Fund covering areas of teaching and learning, research and services as well as students’ mobility programmes.

• UKM has formulated learning outcomes and educational goals very highly consistent with its vision and mission. Since the goals are established to fulfil the mission and to accomplish the vision in the long run, the division of the goals into sub-domains of graduate attributes as highlighted in Section 1.4.2 enable the smooth dissemination and lucid implementation at the faculties, institutes and centres.

• UKM clearly defines the specific competencies that the student should demonstrate upon completion of the period of study which is embedded in the form of the Generic Competencies Assessment System (SPKG) introduced in 2008. The competencies include; mastery of body of knowledge, psychomotor skills, social responsibilities, appreciation of the environment, ethics, moral and professionalism, spirituality skills, communication skills, leadership skills, teamwork skill, group of scientific methods, critical thinking, ability to provide solution to problem solving, autonomy in decision making, information technology skill and communication, lifelong learning, globalisation skills, entrepreneurial and management skills, which can be entirely mapped to the eight MQF domains of learning outcomes.

Area 2: Curriculum Design and Delivery To ensure the attainment of all programme outcomes, the curriculum for each programme as well as the delivery method have to be designed according to the needs and requirements of the various stakeholders, accrediting bodies and national needs.

• UKM has instituted a very clear and systematic process to establish, review and evaluate the curriculum in which the faculty, the administration and the governing board play an active

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role. At UKM, academic programmes are only offered if the feasibility assessment very strongly indicates the need to do so, the resources to support clearly identified, the aims and objectives highly consistent with and supportive of the UKM vision and mission, content approach, teaching and learning methods very consistent with and supportive of the learning outcomes.

• The aims and objectives of all programmes are highly consistent with, and supportive of, UKM’s vision and mission. The formulation of aims and objectives of the programmes are based on the Teaching and Learning Policy and guidelines issued by the Centre for Academic Advancement which requires these aims and objectives to be consistent with the UKM’s vision and mission and the learning outcomes of the programmes to be congruent with the generic UKM graduates’ attributes as specified in Section 1.4.2.

• The academic programmes are conducted after their needs assessment very strongly indicates that there is a necessity for them to be carried out. They must also be viable as stipulated by the requirements set by the Ministry of Higher Education. The resources to support these academic programmes have been clearly identified in the working papers of the programmes submitted for approval to the Ministry of Higher Education.

• The teaching and learning activities are fully consistent with the curriculum, which are based on learning outcomes of the particular courses. The course learning outcomes are made to support the programme learning outcomes and are used as reference in identifying appropriate teaching and learning methods as well as assessment methods in order to instil the right outcomes into the students and to verify the level of achievement of the outcomes.

• The curriculum highly encourages multi-disciplinary approaches to enhance personal development through electives, study pathways and other means which should be monitored and appraised. With exception to several professional courses which are governed by programme standards set by the professional bodies, most academic programmes encourages personal development with elective courses and modules offered by the same or other department/faculty/institute/centre or to provide multi-disciplinary programme structure.

• The needs analysis for all programmes highly involves feedback from external sources including the market, students, alumni, peers, and international experts, whose commentaries are fully taken into account for purposes of curriculum improvement as stipulated in the UKM Quality Cycle and the Teaching and Learning Policy for academic programmes.

• The content, approach and teaching-learning methods of the curricula are very consistent with, and supportive of, their learning outcomes as stipulated by the MQF. UKM, through the Centre for Academic Advancement, has provided guidelines to ensure there is a wide variety of teaching-learning methods to achieve the eight domains of the learning outcomes and to ensure that students take responsibility for their own learning.

• There are extensive co-curricular activities that enriches students’ experiences and foster personal development and responsibility. The co-curricular activities include both within the curriculum and those extra-curricular, such as sports, cultural activities, industrial and social visits, community volunteerism and international networking.

• All academic programmes in UKM fully incorporate the core content of the discipline that are essential for understanding the concepts, principles and methods that support the programme outcomes. All these programmes highly fulfil the requirements of the discipline

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and incorporate topics of local, national and international importance, taking into account the appropriate discipline standards and international best practices for the field, as well changes in them.

• UKM has established well defined and structured mechanisms to access to real time information and to identify up to date topics of importance for inclusion in the curriculum and its delivery using the latest technology and through global networking.

• At UKM, students are often provided with the most current written information about the aims, outline, learning outcomes and method of assessment of programmes offered.

• UKM ensures that there is a highly qualified coordinator and a team of highly appropriate academic staff that are responsible for the planning, implementation, evaluation and improvement of each programme. The programme teams have a high degree of authority and well established procedures for programme planning and monitoring

• All programmes in UKM, including particular their content and delivery, are continually reviewed and evaluated based on the MQA-COPPA Guideline as required by the MS ISO 9001:2008 Management of Undergraduate and Graduate Programmes. Prior to the evaluation exercise, academic programmes are required to be assessed by external examiners (local or overseas professors) appointed based on their expertise. The assessments are coordinated by the Centre for Academic Advancement, except for the professional programmes which are conducted by the relevant professional bodies coordinated by MQA. The results fully utilised to assure quality according to the UKM Quality Cycle for teaching and learning.

• Through the UKM Sustainable Campus Policy, the whole environment in UKM enables to provide its students a very conducive learning environment in which scholarly and creative achievement are nurtured. The development in UKM is carried out with emphasis to preserve the existing environment and landscape and the facility provided by the faculties/institutes/centres complementing with those provided by service centres and academic colleges.

• UKM has a very conducive learning environment to nurture and encourage scholarly and creative achievements amongst students. In fulfilling the necessary criteria and standards of qualifications awarded, UKM has established highly effective structures and processes as described the in Part B of the self review portfolio.

• In the effort to improve teaching and learning, innovations are continually developed as well as supported, and critically evaluated in extensive consultation with a wide range of stakeholders and experts both internally and externally. Additionally, at UKM the review and evaluation processes for all academic programmes highly involve external expertise both national and international.

• UKM establishes extensive linkages with all external stakeholders at various levels as described in Part B of Area 2 for the purpose of programme planning, implementing and reviewing of its programmes. Feedback from the employers are gathered and utilised for curriculum improvement, including purposes for student placement and workplace exposure. UKM also highly facilitates its students to develop linkages with external stakeholders.

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Area 3: Assessment of Students For student assessment, to indicate achievement of learning outcomes, it is necessary for methods of student assessment to be reliable and effective, and support current practices.

• The principles, methods and practices of student assessment in UKM are very well aligned with learning outcomes and the curricula, as stipulated by the guidelines issued by the Centre for Academic Advancement on the teaching and learning process as well as the assessment method selected to measure the attainment of learning outcomes.

• Assessment is very highly consistent with the levels defined in the MQF, the eight domains of learning outcomes and the programme standards. The assessment is supported by the Students Information System (SMP) for academic assessment and the Generic Skills Evaluation System (SPKG) for assessment for generic and soft skills. Verification on the consistency between the MQF levels and the examination question of a particular course is made by the Committee for Vetting of Examination Questions conducted as required by the MS ISO 9001:2008 Management of Undergraduate and Postgraduate Programmes in all semesters.

• UKM diversifies methods of assessment appropriate for the various programmes which includes both formative and summative assessments. The grading criteria and the assessment method used in the various programmes are well documented i.e. in the Course Guide, and are distributed to the students at the beginning of the semester.

• There are comprehensive mechanisms to ensure the validity, reliability, consistency, currency and fairness of the student assessment methods. These are conducted through meetings chaired by deputy deans, heads of department or programme which analyses all the raw marks that contribute to the grades. All the grades are endorsed by the chairman of the meeting and then the Senate before being officially disseminated to students via the on-line Students’ Information System. In addition, the validity is also ensured by the external examiners of the programmes, which are Professors appointed from other universities locally and abroad.

• The assessment method is continually reviewed to ensure currency. Based on students' feedback through the on-line Course Teaching Evaluation System, reviews on the course content, delivery and assessment method are made every semester. The MS ISO 9001:2008 Quality Documents on curriculum design allows updating and modification of course learning outcomes, course content and assessment method on a semester basis. In addition, assessment of the examination questions based on students’ performance are performed by lecturers using difficulty and discrimination indices which serves as another form of continual improvement for the course delivery process. Hence, the assessment methods are highly comparable, if not better than, international best practices.

• Faculties, institutes and centres are given the autonomy to manage and implement the assessment methods and grading criteria appropriate for the respective programmes.

• Student assessment results are efficiently communicated to the students within reasonable time. Upon endorsement by the Senate, students are able to view their results online. Hard copies of the results can also be collected from the respective faculties and institutes. Results are also available via SMS. The processes for secure archiving of students assessment records and related document are subject to the MS ISO 9001:2008 requirement.

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• Changes to student assessment methods if any, clearly follow established procedures and regulations and are effectively communicated to the students prior to their implementation, via the programme prospectus and the on-line Interactive Teaching System (SPIN).

• Policies and procedures for appeal are clearly documented in the prospectus of every faculty for which every student has access to a copy.

Area 4: Student Selection and Support Services As a public university under the auspices of the Ministry of Higher Education, UKM closely adheres to the ministry’s policy on student selection. Since there is no one best method of student selection, the university is expected to have in place the policies, resources, and mechanisms for student selection and support services.

• UKM has clearly outlined the criteria and processes for student admission, including those affecting transfer and exchange students and students whose capabilities are consistent with these criteria and processes. The criteria and processes of selection are widely publicised, disseminated and publicly accessible to students via websites of the faculties and institutes as well as students’ prospectus. Prerequisite knowledge and skills for purposes of student entry into each programme are appropriate and very clearly stated.

• The selection interview process, if required by the programme standard set by the relevant professional bodies or discipline, is very well structured, highly objective and fair. In UKM, candidates considered for architecture and education programmes are required to sit for interview as prerequisite for consideration for enrolment into the programme.

• UKM offers extensive appropriate developmental or remedial support to assist students who need such support. These are provided by various service centres including the Student Services Department, the Centre for Students Advancement, the Centre for Information Technology and all academic colleges as well as the faculties, institutes and centres.

• UKM significantly takes into account visiting, exchange and transfer students to ensure the adequacy of resources to accommodate them. The general framework are set by the Senate and implemented by the faculties, institutes and centres.

• The admission policy is well monitored and comprehensively reviewed to continuously improve the selection processes as stipulated by the MS ISO 9001:2008 Management of Undergraduate and Graduate Programmes. For the undergraduate programme, the enrolment list is sent to the Students Selection and Intake Division (BPKP) at the Ministry of Higher Education.

• There is a clear relationship between student selection, programmes and the desired learning outcomes. Being implementing an OBE-based curriculum from 2007 onwards, UKM has implemented a flexible entry requirement based the specified leaning outcomes. For example, science stream candidates can apply for social science based courses provided their basic entry requirement conforms with the learning outcomes for the selected academic programmes.

• There is a very clear policy on, and structured mechanisms for, appeal as stipulated by the MS ISO 9001:2008 Management of Undergraduate and Graduate Programmes on students’ promotion and intake processes. Appeals can be submitted either through the designated UPU e-Rayuan system or via appeal letters sent to the deans or directors.

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• The number for each student intake is highly related to the resources, capacity and capability of UKM to effectively deliver its programmes. After considering feedback from all faculties, the numbers of places for the undergraduate programmes are submitted by the Academic Management Division, UKM to the Division of Students’ Selection and Intake (BPKP) at the Ministry of Higher Education before the selection process takes place. For the postgraduate programmes, the numbers of intake are set by the faculties, institutes and centres.

• Most programmes in UKM select students based on the MOHE’s admission policy and does not require an interview as a requirement for the selection process. Should interviews be required for the selection process, such as for the Architecture and Education programmes, they are very well structured, highly objective and fair.

• UKM has well documented and disseminated its policy to enable qualified students to transfer to another programme as well as credit transfer policy, within it or to another HEP with clear criteria, mechanisms and processes, both academic and non-academic. Examples are the Dual-Degree Bachelor of Engineering Programme with the Universität Duisburg-Essen, Germany and the Twining Cooperation Programme for Doctor of Medicine Degree with Universitas Padjadjaran, Indonesia as well as the Students’ Mobility Programme.

• UKM is aware and knowledgeable about the latest development and thinking about the processes of articulation, credit transfer and credit exemptions, including cross-border collaborative provisions. UKM’s participation in the European-Asian Dialogue Forum and in the ASEAN Universities Network in establishing regional credit transfer system within member countries as well as commitment for the dual degree programmes with UDE Germany, clearly indicate UKM’s extensive efforts in fostering cross-border collaboration and students mobility, as stipulated by the fifth UKM’s institutional goal for internationalisation.

• UKM offers extensive and appropriate remedial support to assist students who need such support. For example, the mentor-mentee programme is used as an early warning system to identify students who are facing academic difficulty. The Counselling Unit of the Student Services Department provides counselling services to students. At the very outset, new students are prepared for university life with a highly structured well organised orientation programme.

• UKM makes readily available appropriate and adequate support services, such as physical, social, financial and recreational facilities, and counselling and health services, as provided by the Student Services Department, the Centre for Students Advancement, the Centre for Information Technology and the academic colleges as the faculties, institutes and centres.

• There is a comprehensive mechanism for students to air grievances and make appeals relating to student support services. Through the on-line Students’ Internal Complaint System (SADP) or other on-line channels such as via Facebook, a student can submit the complaint on any matters related to services provided by the University which is handled by an independent party at the Registrar’s Office who will channel the complaint to the relevant parties for further action. Information on the status of the action is reported back to the student via the same channel.

• UKM takes into account visiting, exchange and transfer students and ensures the adequacy of resources to accommodate them. Two examples cited here are the UKM (inbound) Mobility Programme and the UKM-UDE Double-Degree Programme. In the UKM Mobility Programme, the office of the Deputy Vice Chancellor for Industrial Liaison and Community

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Engagement has drawn up a UKM Mobility Programme that took into account resources available for these students’ programme content, transportation and accommodation while in Malaysia.

• The admission policy is well monitored and comprehensively reviewed to continuously improve the selection processes. Faculties are allowed to add extra requirement to the selection process. For example, the Faculty of Medicine has reviewed and increased the minimum criteria or target for English proficiency (level of MUET) appropriate for the programme offered.

• UKM has a designated administrative unit staffed by highly qualified individuals who have vast experience consistent with their assignments responsible for planning and implementing student support services. Students support services are handled by the Departments of Student Services headed by a Deputy Registrar who reports to the Deputy Vice Chancellor for Students and Alumni Affairs.

• Induction programmes are made widely available to students and evaluated regularly with special attention given to out of state and international students as well as students with special needs. The content of the induction programmes includes initial guidance on the University functions and services provided and expectation on living culture in the University.

• Student support services are given a very prominent organisational status in UKM and a highly dominant role in supplementing programme learning outcomes that includes physical, social, financial and recreational facilities, counselling and health services.

• There is a very well structured training and development plan to enhance the skills and professionalism of the academic and non-academic counsellors. Academic counsellors or student’s mentors at the faculties, institutes and centres are instilled with skills in counselling through the induction and assessment for level of competencies (PTK) courses, while non-academic counsellors at the Counselling Unit are recruited from those having qualification and experiences in counselling.

• The jurisdiction of judicial bodies, the disciplinary responsibilities of UKM officials and all disciplinary procedures are very clearly defined and broadly disseminated in the UKM Regulations included in the undergraduate and postgraduate prospectus as well as in the official UKM websites. All students’ disciplinary cases are handled by the Department of Student Services.

• There are clearly stated policies and variety of programmes for active student participation in areas that affect their welfare, which include peer counselling provided by the Department of Student Services and co-curricular activities organised by the Centre for Students Advancement as well as community engagement coordinated by the Office of Community Engagement.

• Student and student organisations are actively facilitated to gain managerial and leadership experience, to encourage character building, to inculcate a sense of belonging and responsibility, and to promote active citizenship. All candidates nominated for the posts in the Students Representation Council are trained with such skills prior to the pooling exercise in a workshop organised by the Centre for Students Advancement.

• There are very appropriate channels to allow student participation in the formulation, management and evaluation of the curriculum, and in academic matters relevant to them.

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There are biannual meeting between student representation at the faculties with the faculty administration to discuss on matters covering from curriculum delivery and students-lecturer relation to students’ welfare and social issues at the faculties. Similar meeting is also conducted at the University level between the Students Representation Council and the Vice Chancellor pertaining to students’ welfare.

• UKM provides a very clear, formal and well-publicised policy regarding such student publications or publications in other media by the students based on the Universities and University Colleges Act (amended in 2009).

• The policy on student representation and participation widely-disseminated and in line with national policies and laws. The policy has been published and is made available to the campus community.

• UKM has abundant facilities to encourage students to be actively involved in publication activities. The printing facilities is provided and coordinated by the Student Services Department for registered students’ establishment, associations and societies.

• UKM is committed in fostering linkages with its alumni. To date, several activities have been organised such as Alumni data gathering exercise using Sistem Maklumat Alumni (SMA), UKM Graduate Effectiveness Research and various others.

• UKM highly encourages the alumni to play an effective role in preparing students for their professional future, and to provide linkages with industry and the professions. Programmes such as alumni lecture, alumni get-together with students are organised by the Alumni Office to provide platform for students interacting with the UKM Alumni.

Area 5: Academic Staff Every programme should have a sufficient number of qualified academic staff as it assures the quality of higher education. The HEP (which is UKM) is expected to have policies and mechanisms to recruit as well as retain academic staff.

• UKM has a very clear, well defined and fully documented academic staff appointment policy in which the criteria for selection are based on academic merit .There are clear procedures on the appointment of adjunct and visiting professors. The criteria and procedures apply for tutors and professors, including adjunct and visiting professors. The same also applies to the parallel appointment of fellows, senior and principal fellows.

• The staff-student ratio for each programme is appropriate to the teaching-learning methods and complies with the Public services department (JPA) standards as in indicated by lecturer to students ratio in each cluster. In fact the lecturer to students ratios in the Faculties of Social Science and Humanities, Engineering and Built Environment and Science and Technology are higher than the ratios stipulated by JPA.

• UKM has an optimum number of full-time academic staff for most of the programme. To date, 101 (2%) out of the 4581 full time academic staff are international citizens.

• UKM has a very clear policy on the roles of the academic staff in teaching, research and scholarly activities, consultancy, community services and administrative functions as stipulated in Etika dan Tata Tertib Akademik Edisi Kedua published in 2005 and further

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guided by the Teaching and Learning Policy and reinforced by the UKM assessment system SPPU.

• The distribution of responsibilities among the academic staff is ensured by Polisi pengajaran dan pembelajaran (Appendix 5.4) and yearly staff appraisal, SPPU. The SPPU system implemented in UKM ensures the equitable distribution of workload. Even though UKM provides guideline in terms of weights to teaching, research and service, the ultimate workload ratio is decided by faculties/centres or institutes based on a negotiated workload.

• Recognition and reward through promotion, salary increment or other remuneration are fully based on individual achievement. The assessment of performance is carried out by the immediate superior based on a yearly targeted performance (Sasaran Kerja Tahunan-SKT) stipulated by each individual staff and may differ from faculty to faculty based on the negotiated workload approach. The aim of the negotiated workload is to strive for maximum performance of each staff to meet faculty/centre/institute targets.

• Criteria and processes in academic appointment and promotion exercise in UKM are in line with the government policy in accordance to the government service circular (Pekeliling Perkhidmatan Bil. 20/2008). The processes for appointment and promotion are transparent and clearly stated. Promotion to the post of associate professor requires external referees while promotion to the professor’s post require international referees, as benchmarked internationally.

• The recruitment policy strikes an optimum balance between senior and junior academic staff, as well as that between academic and non-academic staff.

• Recruitment is open to local and international candidates. Decentralisation of recruitment of academic staff to be based on the actual requirements of faculties/centres and institutes has enabled good lecturer to student ratios in most faculties. While the appointment of academic staff are decentralised to faculties, the appointment of non-academic staff is handled by the registrar’s office.

• UKM provides extensive academic staff development programmes organised and conducted centrally by The Centre for Academic Advancement .Currently there are programmes for newly recruited staff as well as those for continuing profesional development.

• The policy on service, research and professional development of academic staff as well as yearly appraisal are well in place and published in the Etika dan Tata Tertib Akademik Edisi Kedua and in Manual LNP UKM – Panduan Penentuan SKT dan Penilaian Kakitangan Akademik.

• Mentoring is recognised as an important role and responsibility of senior academics in order to guide the junior academics both in teaching and research. Guidelines for mentoring are provided by the Centre for Academic Advancement. In the faculties, senior academics act as mentors in aspects such as research groups and service.

• The academic staff are provided with extensive training on teaching and pedagogy, professionalism and ICT. These are conducted by the Centre for Academic Advancement. They are also provided with computers, internet and easy access to online library.

• Student appraisal of the academic staff is now made compulsory through the on-line Course Teaching Evaluation System (Sistem Penilaian Pengajaran Kursus – SPPK).

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• UKM provides ample opportunities and encourages academic staff participation in professional, academic and other relevant activities at the national and international levels as stated in Etika dan Tata tertib Akademik . All academics are entitled to obtain funding to attend one local and one international conference each year. These activities enhanced teachers’ knowledge and skills which are then translated into teaching practice. The sizeable number of conferences conducted by UKM and that of academic staff attending conferences as well as extensive national and international linkages proves that UKM staff are greatly involved in scholarly activities that enhance their scholastic capabilities which then translated to better teaching. There is clear provision for funding for attending conferences and networking as well as for sabbaticals.

• UKM has clearly outlined policies on sabbatical and study leaves as well as facilitates staff in organising and attending conferences. Extensive linkages with national and international agencies via MoU, MoA and LoI provide ample opportunities for staff professional development.

• UKM provides an established and structured academic training scheme. In this aspect, it strives to comply to the MOHE targets of the in Pelan Strategik for the number of academic staff with PhD’s. Young academics are channelled to further their studies within 1-2 years of their appointment to the post of tutors/fellows.

Area 6: Educational Resources Teaching-learning activities has to be supported by adequate educational resources that includes finance, expertise, physical infrastructure, ICT and research facilities. These resources ensure quality enhancement in higher education. In general UKM has shown to be able to provide adequate resources and funding, build new infrastructure ,manage as well as maintain the use of facilities.

• UKM has optimum and state- of –the- art resources, including equipment and facilities for training to ensure the effective delivery of the curriculum. In response to changes, it has been able to install mechanisms and provisions for further expansion in infrastructure, in the effort to meet needs for more rooms for lecturers and laboratory spaces for teaching and learning. These requirements are forecasted based on trends established during the last 3-5 years. Among the major requirements are to upgrade lecture rooms, theatres and equipment for teaching and learning benchmarked to world class standards. The infrastructure provisions include ICT equipment such as LCD projectors, networking and internet facilities. The budget for RM7 has provided UKM with ample funds to upgrade facilities and infrastructure.

• Educational resources, including infrastructure and resources in support of academic staff development programmes are well distributed according to the educational needs. As an established university and recently awarded the research university status on 11 October 2007, the physical facilities, equipment and human resource for majority of the programmes are adequate. These facilities and support are continually improved to ensure effective teaching and learning in UKM.

• UKM has taken all the initiatives to ensure that the university is a safe place to work in. All physical facilities including those for teaching and learning conform to the Occupational Health and Safety Policy. The University Safety Committee is an important entity in ensuring that occupational health and safety is ensured on campus. It carries out its duty by regular verification of internal audits for safety and the annual MS ISO 9001:2008 Audit for both

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undergraduate and postgraduate programmes. The University also provides guidelines for sexual harassment in order to provide a safe working environment. Under the auspices of the ISO Quality Management System, any non-compliance to the safety requirements may lead to non-conformance (NCRs) and opportunities for improvement (OFIs) which may in turn initiate and mobilise further corrective and preventive actions for continual quality improvement.

• The policy involving management of libraries, provision of its services and resources are well documented in the MS ISO 9001:2000 Quality Documents where the ISO certification has been maintained since 1999. Through this system, customer feedback has been used extensively as part of a continual improvement process in order to maintain the efficiency and effectiveness of the Quality Management System. The UKM Library has also played an important role as a repository of the publications of academics as well as to provide updated reports and analyses on the state of the publications. This role has greatly assisted in strategic planning for setting targets for publications. It provides 24 hours services.

• The facilities in UKM are user friendly for people with special needs. It is already the UKM policy for new buildings to be equipped with requirements for people with special needs. Old building will be refurbished with such facilities should there be requests from the faculties, institutes and centres to do so.

• UKM has a clear policy regarding access to information and external linkages. The policy involving all ICT facilities and technologies are embodied in the ICT Policy of UKM. This policy outlines mechanisms on how the ICT infrastructure and facility is being managed as well as issues involving ICT application and tools, networking, e-mail and Internet facilities, accountability, integrity, security and e-learning. Through the implementation of this policy, the ICT infrastructure is equipped and enhanced to provide strong support for operation of academic programmes.UKM employs ICT extensively in its core business and has been recognised by MAMPU as a core ICT user for the support of its administrative functions.

• UKM is driven by the UKM Knowledge Eco System Transformation Plan for the direction in research and commercialisation. The Transformation Plan identifies eight niche areas which sets the agenda, targets and activities to be implemented in the Plan until the year 2018. The Plan will facilitate reviews of existing status and strengths, rectify weaknesses using verified and reliable tools. Research will drive Education and Service. The Transformation Plan is coordinated and monitored by the Centre for Corporate Planning and Communications though 11 Committees. The Committee for Niche Areas is chaired by the Vice Chancellor underlying the importance of this particular committee. The organisational structure for research empowerment through niche area identification is through the Committee of Niche Chairperson whose main task is to engage with DVC’s and Deans and Directors for the direction of the Niche in the core areas of Research, Education and Service. The organisational structure of niches consists of Heads of Clusters which coordinates groups of research groups, the ultimate unit where the real nuts and bolts of research are conducted. The Niche has also an expert group to work in tandem with the Chairperson for the engagement with various stakeholders for the development of the Niche and niches.

• The administration of research activities in UKM is managed by the Centre for Research Management and Innovation (CRIM). All policies and action plans regarding research including those related to Research University funding are implemented and executed by CRIM under the supervision of the Committee for Research Planning and Innovation chaired the Deputy Vice Chancellor (Research and Innovation).

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• The performance of academics in meeting targets for research is encapsulated by the KPPU. The KPPU gives ranked evaluation on a yearly basis .UKM extensively engages the relevant members (Industry and academia) in the research evaluation exercise, in an effort to ensure transparency, objectivity and fairness.

• UKM actively facilitates and provides extensive incentives for academic staff to conduct research, particularly to support UKM as a Research University. Academicians are assigned to registered research groups to conduct research and allocated resources accordingly. Internal grants are disbursed on the basis of performance whilst external grants are actively encouraged.

• The interaction between research and education is very well reflected in the curriculum in form of final year modules, electives which strongly encourages and prepares students for engagement into research and development as well as lifelong learning.

• Form time to time, UKM continually reviews research resources and facilities and takes appropriate action to significantly enhance it research capabilities and to keep up with the latest technology. This is evident through teaching and learning facilities which is considered more than adequate. Reviews are carried out either at the faculties, institutes, centres and division levels or at the university levels through MPU and MKB.

• UKM provides extensive incentives, including funding to academic staff to engage in publications, particularly in reputable refereed, indexed and high impact factor journals. The implementation of this scheme started in 2008.In addition editorial and translation services are also provided.

• UKM has a very clear policy on the use of educational expertise in planning of educational programmes and the development of new teaching and assessment methods as stipulated by the Teaching and Learning Policy and the MS ISO 9001:2008 Quality Document for Management of Undergraduate and Postgraduate Programmes.

• Through the Centre for Academic Advancement, the Faculty of Education as well as other specific units focusing on education research in many faculties, UKM has made available extensive access to educational experts whose expertise are greatly utilised for staff development and educational research in various disciplines.

• UKM is able to respond to national needs through the setting up of institutes such as the PERMATA Pintar and programmes with the community such as the Kundang Ulu Adoption Scheme. It also offers the UKM Living Laboratories such as the UKM Bangi Campus Reserve Forest and Fernarium, Tasik Chini Research Stations as well as the other Research Stations expanded in the portfolio.

• UKM has a very clear policy on students and academic staff exchange and educational resources programmes, which are widely disseminated. Policies on study and sabbatical leave are well understood by the academic staff . Student mobility and exchange programmes are also widely disseminated to students’ representatives and associations. UKM had an extremely successful students’ mobility programme in 2009 involving international students from Europe and Asia.

• UKM also has a very clear policy and future planning on educational collaboration with relevant international institutions. This is embedded in the current Internationalisation Plan as well as in one of the driver project in the Transformation Programme under the DVC for Academic and Internationalisation Affairs.

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• Through the Centre for Students Advancement and the Deputy Vice Chancellor’s portfolio for Industry Liaisons and Community Affairs, UKM provides up to date and well organised facilities and ample financial allocation for greater exchanges of academic staff, students and resources.

• UKM has comprehensive and structured budgetary procurement procedures to ensure that its resources are more than sufficient and that it is capable of utilising its finances efficiently in a responsible manner in order to achieve set objectives as well maintain high standards of quality. The University Management Meeting is used as the main platform for the disbursement of resource allocation.

• UKM has a very clear line of responsibility and authority for budgeting and resource allocation that takes into account the specific needs of each department. The departmental allocation is based on a yearly budget proposal submitted to the Bursar’s Office. The Bursar is responsible to allocate and disburse funds to departments in UKM and is authorised to review these allocations. The Bursar’s line of responsibility is to the Vice Chancellor and the University Board of Directors. Those responsible for academic programmes, who are the Deans and Directors of Institutes are given a high degree of autonomy to appropriately apportion resources to achieve programme goals and thereby maintain high educational standards. Students and staff are extensively provided with ample as well as continual support for research through entities such as the Centre for Information Technology, CRIM amongst others.

• UKM also has a well-written policy for the tuition fees, refund of tuition fees and other related payment which is widely disseminated to students. The fees are charged proportional to the credit enrolled in a particular semesters and the whole process is well documented in the MS 9001:2008 Quality Management System for Undergraduate and Graduate Programmes.

Area 7: Programme Monitoring and Review Programme monitoring and review ensure that the offered programmes are relevant to current needs. The process requires a clearly defined structure, processes and mechanisms to obtain feedback for programme monitoring and review such as from the stakeholders and the effective implementation of these feedback.

• UKM has a very clear policy on programme review, monitoring and evaluation. Policy and mechanisms to review academic programmes through self review and assessments by external assessors are in place. Through its Strategic Plan (Perspective 2006-2010) and the ISO 9001:2000 implementation that stipulates the need to review programmes at least once in every five years, all faculties should comply to the requirements for programme review and monitoring. At the faculty level, the Quality Assurance Unit and the faculty JPPA monitor the activities. At the university level approval for programme reviews go through the UKM Senate which is monitored during the annual ISO Management Review Meeting. Evaluation on the effectiveness of programme monitoring and review based on COPPA was conducted in 2008 for the undergraduate and 2009 for the postgraduate programmes respectively.

• The governing structure for programme monitoring and review is very clearly outlined. Various committees at the department, faculty and university levels are involved in the approval and endorsement of the corrective measures proposed by the programme review committee, which are headed by highly qualified staff such as the faculty deputy deans,

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deputy directors of institutes or heads of department. The highest level committee that approves all proposed measures is the UKM Senate.

• In situations involving collaborative partners, the partners involved share substantively the responsibilities of monitoring and reviewing the programme. For example, when the Faculty of Islamic Studies offered a programme containing elements of ICT, it consulted the Faculty of Information Science and Technology for input during curriculum design as well as the requirements for teaching staff for course delivery and assessment.

• The evaluation and review of programmes highly involved the relevant stakeholders that include the industry, alumni, parents/community, academicians and students. UKM extensively engages the relevant professional bodies and associations in its programme evaluation exercise, as in most professional programmes. Members of professional bodies are represented in the faculty Board of Studies or Industrial Advisory Panel.

• For professional programmes, UKM extensively engages the relevant bodies and associations in its programme evaluation exercises. For example, the Faculty of Engineering and Built Environment actively consults the Engineering Accreditation Council and the Board of Architects in the evaluation exercises of engineering and architecture programmes.

Area 8: Leadership, Governance and Administration While there can be many ways of administering an HEP, it is very crucial that leadership at the various levels provides clear guidelines and directions on governance, institutional and academic leadership, administrative and management staff, academic records and interaction with external sectors. UKM has been able to execute these functions.

• The policies and practices of UKM are highly consistent with its statement of purpose. UKM articulated its objectives through 5 institutional goals and for each goal has evolved structures and mechanisms for their implementation and achievement. These goals are given a framework of purpose by the mission and vision, particularly that of a national university promoting the use of Bahasa Melayu as a language of knowledge. One of the driver projects in the UKM Transformation Plan is to develop a language policy for UKM. This particular driver project is headed by the DVC Academic and Internationalisation Affairs.

• UKM clearly clarifies its governance structures and functions and the relationships between them were clearly communicated to all parties involved. The underlying principles of governance are based on transparency, accountability and authority. For example, the selection procedures for the nomination of academic administrative post are transparent and properly documented. The UKM organisational structure is documented and widely disseminated to its members through various channels ensuring the accountability and line of authority.

• The Governing Board of the University is a very active policy –making body as manifested by the scheduled bi-monthly meetings where decisions are made with an adequate degree of autonomy.

• Mechanisms to ensure functional integration and comparability of educational quality are very well established in UKM which have geographically separated campuses, namely Bangi, Kuala Lumpur and Cheras campuses. Although the three campuses conduct different

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programmes and courses, there is integration in the use of infrastructure and administration to maintain comparable quality.

• The University has a centre responsible for the internal quality assurance systems, which is the Centre for Corporate Planning and Communications directly responsible to the Vice Chancellor. This entity houses the Quality Assurance Division headed by a Deputy Director which coordinates all quality related activities and overseas the implementation of the UKM Quality Cycle. Quality related activities at the faculties, institutes and centres are coordinated through the respective Quality Officers who are a permanent member of the Faculty Administration.

• UKM has a policy that actively encourages connectivity between its staff and students with the local community around it, including through cultural, social and community service activities. It does so via the Office of the Deputy Vice Chancellor for Industrial Liaison and Community Affairs. Among some of the programmes carried out are community volunteer work, cultural activities and industrial internship.

• UKM has a very comprehensive, highly interconnected and well institutionalised committee system responsible for the conduct of the academic programmes that seeks feedback and takes into consideration internal and external consultation and employability projections as stipulated by the MOHE guidelines. UKM has in place policies and mechanisms to establish student activities for integration, which in turn supports the agenda of strengthening the National Committee on Integrity.

• The Chairman of the University Board of Directors exercises non-executive powers and he fully appreciates this fact, thus acting accordingly. The Vice Chancellor is the Chief Executive Officer exercising executive power through powers vested by the UKM Constitution. The UKM Constitution is derived from the University Colleges Act. The line of decision making is from the University Board of Directors, passed through the University Management Meeting which then passed on to the Heads of Division.

• The Advisory Committees in UKM are represented by stakeholders. The alumni has played an increasing role in the university through various representation using standard procedures of appointment. There is provision for alumni in the University Board of Directors, research and commercialisation activities had also involved alumni input

• UKM has a comprehensive and very clearly stated policy on conflict of interest, particularly in relation to private practice and part –time employment of its employees. Any conflict of interest in relation to part time employment and private practice are addressed in policies stating the conditions and criteria for practice , in Etika dan Tatatertib Akademik and Akta 605.

• UKM very actively participates in socio-economic activities of the community in which it is located through services provided such as by Kundang Ulu Community Service project, Permata Pintar, PPUKM and OPKIM.

• The selection criteria, process, job description, qualification and experience required for the appointment of the University Management Committee are very clearly and comprehensively stated and approved by the University Board of Directors.

• Academic programmes are led and implemented by very highly qualified and experienced staff, acknowledged authorities in curriculum design and delivery, observed from their involvement in accreditation activities at the national level. Such an involvement at the

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national level is a criterion for academic promotion as well as appointment to administrative posts.

• Well established mechanisms are in place which enables communication between the University leadership and the academic leadership of departments for all matters including faculty recruitment and training, student admission, allocation of resources and decision making processes. This is shown in the autonomy of the Senate, the regularity of MKB and the departmental meetings.

• Evaluation of the academic leadership at the department and programme levels is conducted annually using the University Performance Evaluation System to determine performance and achievement of the institutional goals of the University.

• UKM’s academic leadership takes full responsibility of creating a conducive environment to generate innovation and creativity. For example, UKM institutes the Staff Innovation Award at the faculty/centre/institute levels. There are also various categories of creativity awards at the University level coordinated by the Quality Assurance Division, Centre for Corporate Planning and Communications, which are open for submission to academics, non-academics and students.

• UKM offers extensive and continual training and staff development programmes to academics and administrators to enhance their leadership capabilities. The courses offered by PPA and AKEPT are available to all staff.

• UKM conducts yearly comprehensive performance review of its administrative and management staff. Elements of the comprehensive review include teaching, research and service , customised to the administrative position as stipulated by the SPPU.

• The administrative staff are highly appropriate and optimum to support the present level of academic activities in terms of the implementation of educational programmes and related activities, thereby ensuring good management and deployment of the resources.

• The University has in place comprehensive training programmes as well as opportunities for training and career advancement for its administrative and management staff. There are ample opportunities for postgraduate study and encouraged by the university.

• Clear policies are in place and implemented with regard to the security of students’ and academic staff records. These are supported by the presence of the ICT policy and the ISO9001:2008 procedures of the Registrar’s Office. These policies are established and disseminated accordingly, while the right of individual privacy and the confidentiality of records are assured.

• The policies pertaining to the privacy and confidentiality are reviewed regularly as required under ISO9001 procedures. The policies are supported by using electronic technologies and secured archived system as stipulated by the ICT policy.

• A well established procedure is in place for the interaction with external sectors. This includes the Office of Industrial Liaison, Office of Community Engagement, the International Office and the Alumni Office. Their main activities revolve around linkages and national and international networking. The Alumni Office focuses on alumni linkages. There is also an Office for Public and Corporate Relations at the Centre for Corporate Planning and Communications that deals with the media and national sectors.

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• UKM clearly clarifies its governance structures and functions and the relationships between them were clearly communicated to all parties involved. The underlying principles of governance are based on transparency, accountability and accessibility. There is a governance structure to implement and monitor research activities.

• UKM is able to exercise autonomy except for the introduction and implementation of new programmes, which needs approval by MOHE and, appointment of staff over the age of 65.In general in terms of finance UKM follows the Treasury Guidelines. In terms of other directives, UKM has the option not to adopt government circulars or make the necessary amendments as seen fit.

• UKM has put in place a very constructive mechanism for cooperation with external sectors including with its external stakeholders. Several instruments are available for this cooperation, namely the LoIs, MoUs, MoAs and NDAs. This activity is anchored by the Legal Unit of the Registrar’s Office.

Area 9: Continual Quality Improvement Rapid advancement in global knowledge has urged UKM to continually improve the quality of teaching-learning. Policies and procedures for reviewing and updating its internal quality assurance are in place.

• UKM has established very clear policies and procedures for regular reviewing and updating of its internal quality assurance activities to ensure continuous quality improvement (CQI). This is evident in the UKM Quality Cycle explained in Section 9.1.1.

• The unit or department dedicated to the internal quality assurance system of the UKM takes comprehensive and continuous efforts to keep abreast with the changes and best practices in quality enhancement. In order to coordinate and implement quality assurance, the Quality Assurance Division (QAD) at the Centre for Corporate Planning and Communications functions as the liaison office in all matters related to quality affairs.

• UKM has a highly dynamic mechanism to implement the recommendations for quality improvement and clearly records the achievements of such implementations. For example, many of the core processes in teaching and learning are maintained using ISO 9001:2008 Quality Management System for the Management of Undergraduate and Postgraduate Studies which emphasise on process improvement on an annual basis. At the same time, internal audits on teaching and learning has been conducted on all academic programmes in 2008-09 and audit findings are addressed through the CQI process.

• The internal quality assurance unit of UKM has a very prominent organisational status. The Quality Assurance Division (QAD) is headed by a Deputy Director (Quality Assurance) who reports to the Director of the Centre for Corporate Planning and Communications (PPKK) and to the Vice Chancellor.

• UKM fully embraces the spirit of continual quality improvement based on prospective studies and analyses that has resulted in major revisions of its current policies and practices, taking into account past experiences, present conditions, and future possibilities. Quality data related to the University’s key performance indicators are discussed at higher level platforms such as the Divisional Heads Meeting, the University Senate, the UKM Quality Council and the University Management Committee, all chaired by the Vice Chancellor. Outcomes from the meetings are disseminated and implemented directly by the heads

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(deans/directors) who also report back to the meeting on the progress of the implementation. The recognition through the Prime Minister’s Quality Award to UKM in 2006 is a testament to the robustness of the quality assurance systems in place.

• UKM actively strives to get its internal quality assurance system accredited by a relevant, external and authoritative accreditation body, such as SIRIM, MQA, NIOSH and other professional bodies as embodied in the UKM Quality Policy Statement. UKM is committed to have all professional programmes accredited by the appropriate professional bodies as stipulated by the UKM Strategic Plan: Perspective of 2006-2010. In addition, all professional and non-professional programmes are encouraged to seek other international recognition and accreditation.

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AREAS FOR IMPROVEMENT

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

• UKM’s planning and evaluation processes, educational programmes, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its stated goals. However being a Research University, UKM has to adjust its procedures so that research drives education and service.

• UKM’s mission is articulated from the aspiration of the people for a university that uses the Malay language for instruction. The vision and goals are expressed mainly by internal stakeholders. Further refinement in the future, in particular those related to the transformation plan should include external stakeholders.

• Assessment of generic competencies through SPGK has been conducted by the Centre for Students Advancement (PPP) in isolation with the generic competencies measured in the formal academic programme. This leads to redundancy and the students may be overburdened by the activities.

Area 2: Curriculum Design and Delivery

• UKM generally provides adequate resources to implement teaching and learning activities and programme evaluation. However, shortcomings during curriculum delivery and review are experienced by the Faculties in the Kuala Lumpur Campus due to limitation of space and infrastructure.

• Faculties have established an advisory panel but not all have representatives from employers and industry. Obtaining their feedback for curriculum improvement is not a widespread practice yet. Feedback on industrial internship is generally used to improve the students’ placement in the following year.

Area 3: Assessment of Students

• Learning outcomes (LO) have been established for all programmes in line with the ISO 9001:2008 procedures and MQA-COPPA However, the selection of assessments methods that are consistent with the LO’s in particular those associated with the psychomotor and affective domains need to be improved in terms of the depth and level of competencies.

• Assessment methods are currently reviewed by academic staff based on their individual exposure to international best practices in their disciplines. Not all academic staff have the privilege of having international linkages that can impact upon the methods of assessment, resulting in the usage of some non-optimal methods.

• UKM has a system of external assessors. However, the consultation on assessment methods is not uniformly practiced across the university.

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• To date, the faculties are encouraged to appoint at least one external examiner to provide independent external scrutiny and to evaluate and improve the management of student assessment. However, for faculties offering many academic programmes, the appointed examiner may not be able to review all programmes.

Area 4: Student Selection and Support Services

• The faculties and institutes have implemented some mechanisms for assessing the achievement of incoming transfer students to ensure comparable performance in their previous institutions. However, the criteria used in approving such applications are not well documented.

• UKM has an active in-coming and out-going Student Mobility Programme, either as short courses and electives or part of a dual degree programme. The International Office has a manual on offering out-going educational experience but it covers short courses only.

• Student support services are adequately given but they are not evaluated on a regular basis to ensure adequacy, effectiveness and safety for the students.

• Academic and career counselling are provided by qualified staff in the Department of Student Services and the faculties. However, the number of counsellors is inadequate in relation to the student population.

• The Alumni Office, established in 2007 provides data on graduate employability, collected during convocation. However, comprehensive curriculum reviews should also consider inputs from alumni who have long been in the job market.

Area 5: Academic Staff

• The recruitment policy does not specifically target a balance between different types and capabilities of academic and non-academic staff. This has resulted in an imbalance between senior and junior academic staff, and between academic and non-academic staff in certain faculties, institutes and centres is

• Faculties offering professional programmes and institutes are active in forging international linkages to enhance their scholarly activities. However this practice is relatively weaker in some faculties.

Area 6: Educational Resources

• The quality of ICT services in the three campuses is not even. For example, internet access in the Kuala Lumpur Campus is poorer than the main campus resulting in difficulty in implementing e-learning and assessing on-line services in KL.

• UKM’s policy for Intellectual Property has been in place since 2005. In 2009 innovation became a key focus in CRIM. UKM need to accelerate its technology transfer process.

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Area 7: Programme Monitoring and Review

• In UKM, the programme review committees are headed by coordinators who may be a deputy dean or head of department or programme head/coordinator. Whilst review exercises are conducted regularly, they may not be done by coordinators who have undergone a formal training on programme monitoring and review.

• Currently, it is not a university-wide practice to consider the alumni and employers’ feedback as formal input during a programme review exercise.

Area 8: Leadership, Governance and Administration

• The university management meets four times a year with representatives of the associations representing the academic, professional and administrative, students as well as general staff. This meetings are not echoed at the lower levels of management.

• Training programmes for staff are available and coordinated by the Training Division and PPA, which can be requested by the staff themselves. However, individuals who are appointed to a particular administrative or management position are not specifically trained prior to the appointment.

Area 9: Continual Quality Improvement

• Areas for Improvement

• UKM has established and implemented the Quality Assurance cycle for the three core processes, namely Education, Research and Services. Being a teaching university from 1970s to 2000, the quality assurance processes in education are already in place and is ISO 9001:2008 certified. However, similar processes for the other two core processes are not yet harmonised with the UKM Quality Cycle.

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STRATEGIES FOR MAINTAINING AND ENHANCING THE STRENGTHS

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

• The UKM’s strategic plans and the Transformation Programme will be continually updated to ensure it is coherent with the vision, mission and institutional goals. The currency of the plans is crucial in order to ensure the achievement.

• At the faculties, institutes and centres in UKM, the vision, mission and educational goals at the university level has to be fully embraced when formulating the vision, mission and educational goals of the faculties, institutes and centres as well as the programme learning objectives and outcomes of the academic programme. This is to ensure seamless coherence that will eventually fulfil the vision and mission of the university and the evidence of achievement of the educational goal can be visible through the attributes of UKM’s graduates and alumni.

Area 2: Curriculum Design and Delivery

• UKM must ensure that benchmarking, review and evaluation of all programmes offered are carried out at all levels and continually according to the planned cycles.

• UKM must provide adequate funding to fully carry out teaching and learning activities, programme review and monitoring according to standards set by MQA-COPPA and/or professional bodies.

• UKM must ensure that all its programmes are led by a highly qualified coordinator and a team of highly qualified academic staff.

Area 3: Assessment of Students

• The various faculties and institutes continue to seek the best and innovative methods of assessment through discussions within the faculties, networking with other educators and through feedback from professional accreditation bodies and external examiners. As the shift is taking place towards outcome–based evaluation methods of assessment that will assess not only knowledge of a body of facts but more importantly learning outcomes and competencies are emphasised.

• Academic staff will continue to be given the freedom to decide on assessment methods and grading criteria.

• UKM will continue to communicate the results of students’ assessment in a timely manner. This process has also been ISO 9001:2008 certified.

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Area 4: Student Selection and Support Services

• UKM will continue to ensure that the process of students admission, particularly transfer and exchange students are continually implemented effectively in all academic programmes.

• UKM will continue to ensure the relevant information with regards to the prerequisite knowledge and skills for student’s entry were continually updated and easily accessible through the faculty’s prospectus and websites.

• UKM will continue to ensure that the transfer policy is widely available to the students, and will continue to improve the mechanisms and processes for transfer to further encourage student mobility.

• The importance of student support services in the UKM organisational structure is reflected through the re-structuring of Student Affair Department into two separate entities, i.e. the Student Services Department and Centre for Students Advancement. To ensure the effectiveness of this structure, continuous consultation with student representatives and student bodies is necessary.

• The policy has to be continuously updated in line with national policies and laws and continuously discussed with the student representatives. These activities at the university and faculty level should continuously be encouraged and their implementation could be extended to include students’ involvement in programme implementation and review.

Area 5: Academic Staff

• UKM shall continue to promote and enhance appointment of international academic as part time or full time. In addition, UKM will monitor and ensure all staff given study leave return to serve UKM as stipulated in their study leave agreement.

• UKM will ensure that academic staff at all levels be given the booklet on Etika dan Tata Tertib Akademik as well as the Teaching and Learning Policy which is available at PPA website to be used as important reference.

• UKM will ensure that all staff determine their SKT and guided by mentor or immediate supervisor.

• UKM will increase the frequency of certain staff development programmes that directly relates to promotion exercise, for example the PTK courses which are pre-requisites for promotion.

• Published materials on policies will be disseminated to all academic staff particularly those who have just joined the university.

• Students’ evaluation will be considered as part of the appraisal in order to help academic staff development as well as improving teaching and learning.

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Area 6: Educational Resources

• UKM will continue to ensure that physical facilities are sufficient and improved from time to time according to the requirement. UKM Library will continue to increase the number of catalogue records.

• Applications for infrastructure are made according to the quantum of the Malaysian Plans. For example, the development of the existing infrastructure are carried out using budget obtained from the 9th Malaysian Plan, and for the next five years, the application for infrastructure has been submitted to the Economic Planning Unit (EPU) under the 10th Malaysian Plan.

• UKM will continue to assure that concerns are analysed and corrective as well as preventive actions are proposed and tabled to the Senate of UKM.

• UKM will continue to further enhance the requirement of the Occupational Health and Safety Policy and the ICT policy in order to keep abreast with changes in technology.

• UKM will continue to further improve UKM’s policies and action plans regarding the main three core processes, including research. Academic and industrial advisors will be consistently engage in research and development review.

• Research ethics and procedures of managing research projects will continuously be disseminated to increase awareness and understanding among all members.

Area 7: Programme Monitoring and Review

• UKM will continue to ensure that programme monitoring and review is implemented effectively by all academic programmes as stipulated in UKM Strategic Plan (Perspective 2006-2010) and the quality objectives of the ISO 9001 Quality Management Systems.

• UKM will assure concerns are analysed, and corrective as well as preventive actions are proposed and tabled to the Senate.

• UKM shall further enhance relationship with the industry and alumni through strategic partnerships and long term collaborations.

• UKM will continue to improve the mechanisms for capturing stakeholders’ inputs other than through the normal surveys or meetings for example using on-line survey, tele/video-conferencing, etc.

• UKM will continually improve the formal student feedback channel, namely the on-line Course Teaching Evaluation System (SPPK) to link students’ evaluation to the SPPU (Staff Performance Assessment System) to capture teaching and learning competency and methods used by the lecturer.

• UKM will continue to engage members of the professional bodies and associations as advisors to its academic curriculum planning and review. Representatives from the professional bodies and associations will provide invaluable input from the perspective of industry and regulatory requirements.

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Area 8: Leadership, Governance and Administration

• The transparency in the selection criteria and process for the appointment will be continued and further improved to ensure the most highly qualified and best people are appointed to the University executive management. This also applies to appointments of all leaders of academic programmes and research.

• The existing mechanisms of communication will be maintained and further improved on as on a need to basis. Efforts to maintain and further improve the education environment will be increased to further increase innovation and creativity.

• The evaluations will be conducted to ensure objectives are met. These are in built in the yearly performance appraisal exercises with the appropriate weights assigned.

• The administrative staffs’ efficiency and effectiveness will be maintained and improved on by introducing appropriate training. The link between administrative and educational activities will be enhanced by improving communication and exposure on both sides.

• The present system of records for students and staff will be maintained and improved on as required in the ISO 9001/2000 procedures.

• The procedures for interactions with external sectors will be maintained especially the three committees under the Deputy Vice Chancellor for Industry Liaisons and Community Engagement. All linkages with International and national sectors will be active and built on the premise of mutual gain. Similarly with community engagements, mutual gain will be obtained by students, staff and the community at large in UKM efforts to build an informed and holistic society.

Area 9: Continual Quality Improvement

• UKM will continue to implement the Continual Quality Improvement cycle in order to maintain academic excellence in research, education (teaching and learning) and services.

• UKM will ensure QAD operation in-line with the UKM vision, mission, institutional and educational goals as well as supporting the UKM Transformation Programme. Moreover, UKM will continue to update the current organisational structure where the person responsible plans and coordinates all quality activities.

• UKM will increase the number of cost centres handling core and support service in ISO 9001 certification. In addition, UKM will upgrade all existing Quality Management Systems from ISO 9001:2000 to ISO 9001:2008 by 2010.

• UKM will continue to strengthen the governance structure so that the line of authority and delegation of power are clear to all UKM staff and students.

• UKM will continue to comply with standards stipulated by the relevant accreditation bodies based on fields of study.

• UKM will implement and closely monitor the Transformation Programme through the Executive Management System to ensure the transformation projects are carried out as planned and all obstacles that hinder the execution of the projects are resolved effectively.

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STEPS TAKEN IN ADDRESSING PROBLEM AREAS

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

• The Niche Committee chaired by the VC has recommended that the 8 research thrust areas and the corresponding research clusters will drive the development of research projects, educational programmes and services provided to stakeholders. Working with the 4 DVCs, each niche chairperson will identify new areas for development and review existing programs to align to the thrust areas.

• The Quality Assurance division of the Centre for Strategic Planning & Corporate Communication will incorporate the inclusion of a wider range of stakeholder including the community, civil society, international peers, alumni, industry, professional bodies, funding agencies, and government in its consultation policy and procedures.

• PPP should work together with the Faculties on mechanism to ensure synchronisation in the assessment for SPGK generic competencies and learning outcomes obtained through curriculum delivery at the Faculties.

Area 2: Curriculum Design and Delivery

• UKM will give priority for the Kuala Lumpur Campus in providing resources for teaching and learning activities in its submission for the 10th Malaysian Plan budget

• UKM will institutionalise a university-wide policy which requires the programme coordinators to obtain employers’ feedback as one of the input for curriculum evaluation and review exercises, as part of the CQI loop in teaching and learning process.

Area 3: Assessment of Students

• PPA is strengthening the PTK3/4 training module for young to improve their skills in selecting the right assessment method for the course learning outcomes.

• PPA will take steps to provide training on current global development and best practices in delivering and measuring the achievement of learning outcomes, especially for those involved in the curriculum review committee.

• The policy on student assessment is being reviewed with the view to incorporate provisions for at least one external examiner to be appointed by the faculties to conduct programme evaluation as part of continuous improvement prior to a curriculum review exercise.

• PPA is looking at ways to facilitate the review by the external assessor (example by establishing guidelines on what should be covered by the external examiner.

225

Area 4: Student Selection and Support Services

• To improve transparency PPA is establishing the basic policy and mechanism for articulation, for adoption or adaptation by the faculties and institutes.

• The International Office is expanding the Student Mobility policy to cover all cross-border collaboration programmes. This would facilitate the faculties to be more proactive in supporting the Internationalisation Plan.

• JPPel has initiated processes to apply for ISO 9001:2008 certification for student support services.

• JPPel is planning to recruit more qualified counsellors to provide adequate and effective services to the students.

• The Alumni Office is planning a more comprehensive tracer studies covering not only fresh graduates, but also more established alumni.

Area 5: Academic Staff

• The Talent Management Plan outlines the appropriate ratios between junior and senior staff, academic and non-academic staff, and local and international academic staff.

• Under the Internationalisation Plan, UKM will intensify the recruitment of renowned adjunct and visiting professors as well as international external examiners to enhance international linkages.

Area 6: Educational Resources

• UKM will prioritise ICT requests from the Kuala Lumpur Campus in its budget application under the 10th Malaysian Plan.

• The Innovation and Technology Transfer Division under CRIM is beginning to establish criteria and procedures to encourage technology transfer for commercialisation. A restructuring exercise will be executed to spur commercialisation activities of the University.

Area 7: Programme Monitoring and Review

• PPA will provide specialised training for programme coordinators so that they can be highly qualified to effectively conduct programme monitoring and review.

• UKM will enact procedures to incorporate feedback from alumni and employers that can utilised in the programme review exercise.

226

Area 8: Leadership, Governance and Administration

• The Registrar’s Office sis establishing the Governance Plan which shall incorporate the representation and participation of a wider range of stakeholders.

• PPKK should incorporate training requirements for administrative or management staff in the Talent Management Plan, where the training programmes need to be customised as per requirement such as for educational programmes and risk management.

Area 9: Continual Quality Improvement

• UKM through PPKK will establish the Executive Information System as well as the Quality Assurance Plan in order to map and monitor the achievements of all core processes and the Transformation Programme in accordance to the UKM Quality Cycle.

227

CONCLUSION AND RECOMMENDATIONS FOR CHANGE At the University Kebangsaan Malaysia, policies and procedures for all nine areas outlined in the Code of Practice for Institutional Audit (COPIA) are already in place. In many areas such as student assessment, curriculum design and delivery and programme monitoring and review, policies have been streamlined to suit the requirements of the outcome based education. While some academic programmes i.e. professional programmes have advanced in their implementation of the above, other programmes are at the initiation stage. UKM has taken all the initiatives to expedite a university-wide implementation of the outcome based education. Through constructive leadership, the university is able to provide a high quality of teaching-learning in all its academic programmes, supported by highly qualified academic staff, adequate physical infrastructure and financial resources. And, through the continual quality improvement programmes, UKM will strive to review and update its policies and practices to ensure compliance to the current academic and market requirements.

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RECOMMENDATIONS FOR CHANGE

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The HEP should demonstrate that its planning and evaluation processes, educational programmes, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its stated goals.

Enhanced Standards UKM’s planning and evaluation processes, educational programmes, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its stated goals. However being a Research University, UKM has to adjust its procedures so that research drives education and service.

The Niche Committee chaired by the VC has recommended that the 8 research thrust areas and the corresponding research clusters will drive the development of research projects, educational programmes and services provided to stakeholders. Working with the 4 DVCs, each niche chairperson will identify new areas for development and review existing programs to align to the thrust areas.

The vision, mission and goals should be periodically reviewed in consultation with a wider range of stakeholders that may include the community, civil society, international peers, alumni, industry, professional bodies, funding agencies, and the government.

Enhanced Standards UKM’s mission is articulated from the aspiration of the people for a university that uses the Malay language for instruction. The vision and goals are expressed mainly by internal stakeholders. Further refinement in the future, in particular those related to the transformation plan should include external stakeholders.

The Quality Assurance division of the Centre for Strategic Planning & Corporate Communication will incorporate the inclusion of a wider range of stakeholder including the community, civil society, international peers, alumni, industry, professional bodies, funding agencies, and government in its consultation policy and procedures.

The HEP should specify the link between competencies expected at completion of studies and those required for career undertakings, further studies and good citizenship.

Enhanced Standards Assessment of generic competencies through SPGK has been conducted by the Centre for Students Advancement (PPP) in isolation with the generic competencies measured in the formal academic programme. This leads to redundancy and the students may be overburdened by the activities.

PPP should work together with the Faculties on mechanism to ensure synchronisation in the assessment for SPGK generic competencies and learning outcomes obtained through curriculum delivery at the Faculties.

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Area 2: Curriculum Design and Delivery

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

All programme teams must be given resources to implement the teaching-learning activities, and to conduct programme evaluation for quality improvement.

Benchmark Standards UKM generally provides adequate resources to implement teaching and learning activities and programme evaluation. However, shortcomings during curriculum delivery and review are experienced by the Faculties in the Kuala Lumpur Campus due to limitation of space and infrastructure.

UKM will give priority for the Kuala Lumpur Campus in providing resources for teaching and learning activities in its submission for the 10th Malaysian Plan budget

The HEP should obtain feedback from employers and utilise the information for curriculum improvement as well as for purposes of student placement, training and workplace exposure.

Enhanced Standards Faculties have established an advisory panel but not all have representatives from employers and industry. Obtaining their feedback for curriculum improvement is not a widespread practice yet. Feedback on industrial internship is generally used to improve the students’ placement in the following year.

UKM will institutionalise a university-wide policy which requires the programme coordinators to obtain employers’ feedback as one of the input for curriculum evaluation and review exercises, as part of the CQI loop in teaching and learning process.

Area 3: Assessment of Students

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The link between assessment and programme learning outcomes should be reviewed periodically to ensure its effectiveness.

Enhanced Standards Learning outcomes (LO) have been established for all programmes in line with the ISO 9001:2008 procedures and MQA-COPPA However, the selection of assessments methods that are consistent with the LO’s in particular those associated with the psychomotor and affective domains need to be improved in terms of the depth and level of competencies.

PPA is strengthening the PTK3/4 training module for young to improve their skills in selecting the right assessment method for the course learning outcomes.

The review of the assessment methods should incorporate current global developments and best practices in the discipline.

Enhanced Standards Assessment methods are currently reviewed by academic staff based on their individual exposure to international best practices in their disciplines. Not all academic staff have the privilege of having international linkages that can impact upon the methods of assessment, resulting in the usage of some non-optimal methods.

PPA will take steps to provide training on current global development and best practices in delivering and measuring the achievement of learning outcomes, especially for those involved in the curriculum review committee.

230

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The review of the assessment system should be done in consultation with external experts, both locally and internationally.

Enhanced Standards UKM has a system of external assessors. However, the consultation on assessment methods is not uniformly practiced across the university.

The policy on student assessment is being reviewed with the view to incorporate provisions for at least one external examiner to be appointed by the faculties to conduct programme evaluation as part of continuous improvement prior to a curriculum review exercise.

There should be independent external scrutiny to evaluate and improve the management of student assessment, including formal certification of the processes.

Enhanced Standards To date, the faculties are encouraged to appoint at least one external examiner to provide independent external scrutiny and to evaluate and improve the management of student assessment. However, for faculties offering many academic programmes, the appointed examiner may not be able to review all programmes.

PPA is looking at ways to facilitate the review by the external assessor (example by establishing guidelines on what should be covered by the external examiner.

Area 4: Student Selection and Support Services

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

Incoming transfer students must have comparable achievement in their previous institution of study.

Benchmark Standards The faculties and institutes have implemented some mechanisms for assessing the achievement of incoming transfer students to ensure comparable performance in their previous institutions. However, the criteria used in approving such applications are not well documented.

To improve transparency PPA is establishing the basic policy and mechanism for articulation, for adoption or adaptation by the faculties and institutes.

The HEP should have in place policies and mechanisms that facilitate student mobility between programmes and institutions, within the country or cross-border, through articulation arrangements, joint degrees, exchange semesters, advanced standing arrangements, and the like.

Enhanced Standards UKM has an active in-coming and out-going Student Mobility Programme, either as short courses and electives or part of a dual degree programme. The International Office has a manual on offering out-going educational experience but it covers short courses only.

The International Office is expanding the Student Mobility policy to cover all cross-border collaboration programmes. This would facilitate the faculties to be more proactive in supporting the Internationalisation Plan.

Student support services must be evaluated regularly to ensure their adequacy, effectiveness and safety.

Benchmark Standards Student support services are adequately given but they are not evaluated on a regular basis to ensure adequacy, effectiveness and safety for the students.

JPPel has initiated processes to apply for ISO 9001:2008 certification for student support services.

231

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

Academic and career counselling must be provided to students by adequate and qualified staff.

Benchmark Standards Academic and career counselling are provided by qualified staff in the Department of Student Services and the faculties. However, the number of counsellors is inadequate in relation to the student population.

JPPel is planning to recruit more qualified counsellors to provide adequate and effective services to the students.

The views of the alumni should be incorporated in curriculum development, the achievement of the learning outcomes and the future direction of the HEP.

Enhanced Standards The Alumni Office, established in 2007 provides data on graduate employability, collected during convocation. However, comprehensive curriculum reviews should also consider inputs from alumni who have long been in the job market.

The Alumni Office is planning a more comprehensive tracer studies covering not only fresh graduates, but also more established alumni.

Area 5: Academic Staff

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The recruitment policy should seek a balance between senior and junior academic staff, between academic and non-academic staff, between academic staff with different approaches to the subject, and between local and international academic staff with multi-disciplinary backgrounds.

Enhanced Standards The recruitment policy does not specifically target a balance between different types and capabilities of academic and non-academic staff. This has resulted in an imbalance between senior and junior academic staff, and between academic and non-academic staff in certain faculties, institutes and centres is

The Talent Management Plan outlines the appropriate ratios between junior and senior staff, academic and non-academic staff, and local and international academic staff.

The HEP should have national and international linkages to provide for the involvement of renowned academics and professionals to enhance its scholarly activities.

Enhanced Standards Faculties offering professional programmes and institutes are active in forging international linkages to enhance their scholarly activities. However this practice is relatively weaker in some faculties.

Under the Internationalisation Plan, UKM will intensify the recruitment of renowned adjunct and visiting professors as well as international external examiners to enhance international linkages.

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Area 6: Educational Resources

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The HEP must provide adequate and suitable facilities to promote research activities.

Benchmark Standards The quality of ICT services in the three campuses is not even. For example, internet access in the Kuala Lumpur Campus is poorer than the main campus resulting in difficulty in implementing e-learning and assessing on-line services in KL.

UKM will prioritise ICT requests from the Kuala Lumpur Campus in its budget application under the 10th Malaysian Plan.

There is a very strong link between research, development and commercialisation.

Enhanced Standards UKM’s policy for Intellectual Property has been in place since 2005. In 2009 innovation became a key focus in CRIM. UKM need to accelerate its technology transfer process.

The Innovation and Technology Transfer Division under CRIM is beginning to establish criteria and procedures to encourage technology transfer for commercialisation. A restructuring exercise will be executed to spur commercialisation activities of the University.

Area 7: Programme Monitoring and Review

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The areas of concern and ways to improve programmes as identified by the HEP self-review processes must be brought to the attention of the highest management level to ensure further appropriate measures.

Benchmark Standards

In UKM, the programme review committees are headed by coordinators who may be a deputy dean or head of department or programme head/coordinator. Whilst review exercises are conducted regularly, they may not be done by coordinators who have undergone a formal training on programme monitoring and review.

PPA will provide specialised training for programme coordinators so that they can be highly qualified to effectively conduct programme monitoring and review.

Student performance and progression must be analysed to ascertain the achievement of the learning outcomes of each programme.

Benchmark Standards

Student performance and progression analysis should be utilised to provide feedback to committees responsible for student selection, curriculum planning and student counselling.

Enhanced Standards

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Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

Stakeholder feedback - particularly that of the alumni and employers - should be incorporated into a programme review exercise.

Enhanced Standards Currently, it is not a university-wide practice to consider the alumni and employers’ feedback as formal input during a programme review exercise.

UKM will enact procedures to incorporate feedback from alumni and employers that can utilised in the programme review exercise.

Area 8: Leadership, Governance and Administration

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

The governance principles should reflect the representation of academic staff, students and other stakeholders.

Enhanced Standards The university management meets four times a year with representatives of the associations representing the academic, professional and administrative, students as well as general staff. This meetings are not echoed at the lower levels of management.

The Registrar’s Office sis establishing the Governance Plan which shall incorporate the representation and participation of a wider range of stakeholders.

The HEP should have an advanced training scheme for the administrative and management staff to fulfil the specific needs of educational programmes, for example, risk management, maintenance of specialised equipment, and additional technical skills.

Enhanced Standards Training programmes for staff are available and coordinated by the Training Division and PPA, which can be requested by the staff themselves. However, individuals who are appointed to a particular administrative or management position are not specifically trained prior to the appointment.

PPKK should incorporate training requirements for administrative or management staff in the Talent Management Plan, where the training programmes need to be customised as per requirement such as for educational programmes and risk management.

Area 9: Continual Quality Improvement

Benchmark/Enhanced Standards Areas for Improvement Steps Taken in Addressing Problem Areas

There must be a link between quality assurance processes and the achievement of the institutional goals

Benchmark Standards UKM has established and implemented the Quality Assurance cycle for the three core processes, namely Education, Research and Services. Being a teaching university from 1970s to 2000, the quality assurance processes in education are already in place and is ISO 9001:2008 certified. However, similar processes for the other two core processes are not yet harmonised with the UKM Quality Cycle.

UKM through PPKK will establish the Executive Information System as well as the Quality Assurance Plan in order to map and monitor the achievements of all core processes and the Transformation Programme in accordance to the UKM Quality Cycle.

Index

A Academic Leadership, 174‐176, 215‐217 Academic Management Division, 50, 65, 70‐71, 

135, 144, 155, 179, 205 Academic Performance Audit, 6 Academic Programme, 40, 43‐44, 52, 76‐77, 80, 92, 

109, 111, 129, 137, 142‐143, 145, 148‐149, 151‐153, 156, 167, 170, 174, 179, 186, 187, 190, 196, 198, 200‐202, 204, 211, 213‐214, 216, 219‐221, 224‐227, 232‐233, 235 

Academic Staff, 23, 33, 52, 57‐58, 60‐62, 65, 97, 102‐103, 105, 107‐109, 111‐113, 115‐121, 127, 130, 133, 137, 139‐140, 156, 166, 169, 170‐171, 174‐175, 181‐182, 184, 199, 201, 208‐210, 212‐213, 217, 221, 224‐226, 230, 232, 235, 237, 239 

Academic Standards, 63 Access to Information, 132, 211 Administration, 20‐21, 31, 67, 86, 108, 118, 121, 

129‐130, 136, 163, 177‐181, 190, 193, 200, 207, 211, 215, 217, 227 

Admission, 63, 67, 69, 70‐71, 73, 75, 175, 204‐206, 217, 225 

Alumni, 16, 20, 21, 24, 49, 52, 75, 103‐104, 145, 148‐149, 153, 156, 201, 207, 214, 216, 218, 221‐222, 224, 226, 229, 230‐231, 233, 236, 239 Alumni Office, 207, 218, 221, 230, 236 

AMD, see Academic Management Division Annual Work Target, 208‐209, 225 Appeal, 63, 65, 72, 88, 203‐205 Appointment, 49, 51, 58, 63, 67, 89, 102103, 105, 

108‐109, 115, 117, 130, 163, 167, 171, 174, 184, 189, 208‐210, 216, 218, 222, 225, 227, 239 

Articulation, 77‐78, 205, 230, 236 Assessment, 21, 29‐30, 33, 35‐39, 41, 43, 51‐54, 

56‐ 63, 65, 67, 72, 89, 91, 96, 107, 117‐119, 140, 147‐152, 169, 176, 186, 189, 193, 197, 199‐203, 206, 208, 212, 214, 220‐221, 224‐225, 229‐230, 232‐235 Formative Assessment, 35, 52, 56, 72 Summative Assessment, 35, 56, 203 

Association, 98, 156, 166, 199, 207, 213‐214, 222, 227, 239 

Autonomy, 18, 22, 24, 54, 67, 167, 187, 199‐200, 203, 213, 215, 217‐218 

B Bahasa Melayu, 9, 18, 22, 142, 156, 193, 215 Benchmark, see Benchmarking 

Benchmarking, 28, 43, 63, 141, 184, 186, 189, 193, 196‐197, 224 

Best Practices, 43, 61‐62, 184, 201, 203, 218, 221, 229, 235 

BPA, see Academic Management Division Budget, 31, 49, 51, 89, 94, 124, 128, 130, 136, 143, 

175, 210, 213, 226, 229, 231, 234, 238 Bursar, 6, 16, 18, 109, 124, 143‐145, 156, 163, 171, 

174, 182, 184, 213 

C Career Advancement, 111, 179, 217 Centre for Academic Advancement, 20, 36, 42, 44, 

46‐48, 55‐56, 59, 61, 110‐113, 116, 118‐119, 130‐133, 148‐149, 154‐155, 173,183, 185‐187, 193, 200‐202, 209, 212, 214, 219, 221, 224‐225, 229‐230, 232‐233 

Centre for Corporate Planning and Communications, 44, 123, 156, 166, 173, 179, 183‐185, 187, 191‐192, 211, 215, 217‐219, 226, 233 

Centre for Information Technology, 86, 116, 129, 131‐132, 179, 183, 204‐205, 213 

Centre for Research and Innovation, 44, 128, 133, 135‐136, 139, 156, 176, 183, 211, 213, 222, 231, 238 

Centre for Students Advancement, 29, 40, 87‐88, 96, 98, 133, 141, 150, 178, 183, 204‐207, 213, 217, 220, 224‐225, 228, 233 

Certificate for Minimum Qualification Requirement, 28, 147 

CLO, see Course Learning Outcomes CMQR, see Certificate for Minimum Qualification 

Requirement Co‐Curricular Activities, 40, 42, 50, 88, 201, 207 Code of Practice for Institutional Audit, 186, 196, 

232 Code of Practice for Programme Accreditation, 

186‐187, 189, 196, 201, 214, 220, 224, 234 Collaborative Arrangement, 148 Committee for Academic Development and 

Advancement, 28, 48, 63, 132, 145, 147, 149, 154, 168, 171, 214 

Commercialisation, 128, 133, 138‐139, 211, 216, 231, 238 

Commercialization of Research and Development Fund, 138 

Community Services, 107, 115‐116, 169, 172, 208, 215 Community Service Operation, 169, 216 

234 

Comparability, 168, 215 Competencies, 14, 26, 27, 29, 31, 54, 69, 76, 148, 

151‐152, 174, 182, 184, 199, 206, 220, 224, 227, 233‐234 Generic Competencies, 26, 29, 40, 51, 149, 151‐

152, 183‐184, 220, 229, 233 Compliance, 22, 50, 58, 125, 141, 210, 232 Conducive Environment, 122, 175, 189, 217 Confidentiality, 67, 89, 182, 217 Conflict of Interest, 172, 216 Connectivity, 215 Consistency, 39, 58, 203 Consultation, 20, 89, 108, 115, 167, 170, 178, 199, 

202, 216, 221, 225, 229, 233, 235 Continual Quality Improvement, 39, 48‐49, 125, 

166, 183‐184, 186, 189‐190, 193, 210, 218‐219, 229, 232, 234 

Cooperative Learning, 35, 37 COPIA, see Code of Practice for Institutional Audit COPPA, see Code of Practice for Programme 

Accreditation Counselling, 72, 89, 93‐94, 152, 183, 205‐207, 221, 

236, 238 Counselling Unit, 72, 93, 205‐206 

Course Teaching Evaluation System, 33, 58, 65, 100, 119, 145, 148, 151‐152, 183, 203, 209, 227 

CQI, see Continual Quality Improvement CRDF, see Commercialization of Research and 

Development Fund Creativity, 9, 14, 85, 175, 217, 227 Credit Exemption, 76‐78, 205 Credit Transfer, 35, 76‐78, 111, 141, 205 Cross‐Border Provisions, 78 Curriculum, 18, 20, 22, 24, 27‐31, 33, 35‐44, 47, 49, 

51‐54, 58, 60‐61, 75, 100, 102‐103, 107, 118‐119, 136‐137, 140, 145, 148, 150, 152, 154‐155, 171‐172, 174, 183, 199‐204, 207, 210, 212, 214, 216, 220‐221, 227, 229‐230, 232‐236, 238 Design, 30, 38, 118, 174, 203, 214, 216, 232 Development, 20, 28, 100, 103, 199, 236 Improvement, 52, 201‐202, 220, 234 Review, 28, 41, 51, 54, 60‐61, 107, 137, 154‐

155, 221, 230, 235‐236 

D Deputy Vice Chancellor, 16, 18, 28, 44, 48, 63, 88, 

101‐103, 133, 136, 139, 156, 163, 171, 174, 183‐184, 193, 206, 211‐213, 215‐216, 227, 229, 233 Academic and Internationalisation Affairs, 44, 

213, 215 Industrial Liaison and Community Affairs, 42, 

44, 52‐53, 143, 169, 172, 185, 206 Research and Innovations Affairs, 44, 53 Students and Alumni Affairs, 18, 53, 88, 99, 

101‐103, 206 

Development Management Department, 16, 18, 122, 124, 133, 171, 174, 182, 184 

Disciplinary, 67, 99, 117, 133, 201, 206 Dissemination, 99, 152, 156, 199 Divisional Heads Meeting, 132, 156, 164‐166,168, 

171, 198, 212, 217, 219 Documentation, 17 Driver Project, 156, 193, 213, 215 

E Educational Collaboration, 213 Educational Exchange, 142‐143 Educational Expertise, 140‐141, 212 Educational Goal, 9, 14, 16‐18, 20‐21, 24, 26, 31, 

51, 143, 145, 190, 198‐199, 224, 228 Educational Needs, 9, 124, 210 Educational Quality, 168, 215 Educational Resources, 124, 130, 132, 210, 212 Emergent Needs, 27 Enrolment, 204 Equipment, 121, 128, 210, 239 Equitable Distribution, 107, 180, 208 Ethics, 9, 14, 18, 26, 31, 51, 89, 107, 128, 135‐136, 

172, 198‐199, 226 Evaluation, 26, 35, 49, 51, 54, 58, 61, 65, 102, 119, 

128, 130, 132, 145, 148, 151‐152, 174, 182, 186‐187, 201‐202, 207, 212, 214, 220, 224, 226‐227, 229‐230, 234‐235 

External Expertise, 51, 62, 202 External Linkages, 211 External Pressures, 172 External Sectors, 184‐185, 215, 218, 227 

F Fairness, 9, 57, 58, 203, 212 Feedback, 20, 24, 28, 35, 40, 52, 53, 56‐59, 61, 65, 

67, 70, 73, 75, 88, 100, 127, 132, 145, 148‐150, 152‐155, 166, 170, 180, 183‐184, 186‐187, 201, 203, 205, 211, 214, 216, 220, 222, 224, 227, 229, 231, 234, 238‐239 

Finance, 89, 95, 129, 143, 163, 182, 193, 210, 218 FRGS, see Fundamental Research Grant Scheme Fundamental Research Grant Scheme, 121, 138 

G Geographically Separated Campuses, 86, 215 Governance, 128, 156, 163, 166, 170, 190, 215, 

218, 228, 239 Structure, 128, 163, 166, 170, 215, 218, 228 

GRA, see Graduate Research Assistant Graduate Attributes, 26, 198, 199 Graduate Research Assistant, 138 

235 

H Health and Safety, 125, 210 HRD, see Human Resource Division Human Resource Division, 102 

I ICT, see Information and Communication 

Technology Incentives, 102, 128, 139, 156, 175, 193, 212 Independent External Scrutiny, 67, 221, 235 Induction Programme, 206 Industrial Advisory Panel, 16, 156 Industry Liaison Office, 42, 184 Information and Communication Technology, 31, 

67, 85, 88, 119, 121, 129‐130, 152, 164, 168, 181, 200, 209‐211, 214, 217, 222, 226, 231, 238 

Innovation, 9, 14, 18, 24, 31, 44, 51, 133, 156, 175, 190, 193, 202, 217, 222, 227, 238 

Institutional Goals, 9, 14, 18, 21, 190, 198‐199, 205, 215, 217, 224, 240 

Intensification of Research in Priority Areas, 138 Interactive Teaching and Learning Management 

System, 59‐60, 113, 119, 203 Internal Quality Assurance System, 168, 196, 215, 

218‐219 International Office, 42, 156, 218, 221, 230, 236 Interview, 67, 69, 71, 204‐205 IRPA, see Intensification of Research in Priority 

Areas IT, see Information and Communication 

Technology 

J JPA, see Public Services Department JPP, see Development Management Department JPPA, see Committee for Academic Development 

and Advancement Judicial Bodies, 99, 206 

K Key Performance Indicators, 20, 23, 120, 144, 180, 

199, 219 KPI, see Key Performance Indicators 

L Leadership, 9, 14, 18, 26‐27, 31, 42, 51, 53, 72, 85, 

92, 101, 152‐153, 164‐165, 174‐177, 198, 200, 207, 215‐217, 232 

Learning Outcomes, 14, 22‐23, 25, 30‐31, 33‐34, 36, 38, 40‐41, 48, 51‐56, 58, 69, 75, 100, 124, 130, 138‐139, 148, 150, 153, 183, 198‐203, 220, 224, 228‐229, 231‐232 

Course Learning Outcomes, 22, 149, 200, 202, 224, 229 

Programme Learning Outcomes, 15, 18‐19, 22, 24, 31, 41, 143, 145, 148, 152, 189, 199‐200, 205, 229 

Libraries, 50, 85, 86, 125, 127, 211 LNP, see Performance Evaluation; Performance 

Evaluation Report LPU, see University Board of Directors 

M Major Stakeholders, 20 Malaysian Qualification Agency, 22, 24, 26, 28, 37, 

43, 130, 132, 147, 186‐187, 189, 196, 198, 201, 219, 220, 224, 234 

Malaysian Qualification Framework, 22, 24, 26‐27, 30‐31, 37, 41‐42, 47, 51‐52, 54, 69, 76, 89, 145, 183, 199‐202 

Market and Societal Demands, 31 Memorandum of Agreement, 143, 185 Memorandum of Understanding, 69, 143, 185 Mentoring, 97, 111, 117, 209 Ministry of Health, 75, 136, 155, 167 Ministry of Higher Education, 22, 24, 28, 67, 71‐75, 

133, 138, 144, 155‐156, 174, 184, 200, 204‐205, 210, 216, 218 

Mission, 9, 14, 16‐18, 20‐21, 24, 28, 31, 85, 87, 143, 145, 171, 190, 193, 198‐200, 215, 220, 224, 228, 233 

MKB, see Divisional Heads Meeting MOA, see Memorandum of Agreement MOH, see Ministry of Health MOHE, see Ministry of Higher Education Monitoring and Review, 145, 147‐148, 153, 156, 

213‐214, 222, 226, 231‐232, 238 MOU, see Memorandum of Understanding MPU, see University Management Committee MQA, see Malaysian Qualification Agency MQF, see Malaysian Qualification Framework Multi‐Disciplinary, 23, 40, 109, 200, 237 

N National and Global Development, 14, 21, 198 National Integrity, 9, 26 National Interest, 20 Needs Analysis, 40, 170, 201 Non‐Academic, 29, 89, 93, 97, 107, 109, 141‐142, 

182‐183, 205‐206, 209, 217, 221, 230, 237 

O OBE, see Outcome Based Education Office of International Relations, see International 

Office Online Public Access Catalogue, 125 OPAC, see Online Public Access Catalogue 

236 

Organisational Structure, 44, 93, 163, 193, 211, 215, 225, 228 

Outcome Based Education, 27, 36, 38, 51, 56, 60, 113, 204 

P PALAPES, 38, 98 Part‐Time Employment, 170 PBL, see Problem Based Learning PDCA, see Plan, Do, Check, Action PEO, see Programme Educational Objective Performance Evaluation, 20, 130, 165, 167 

Performance Evaluation Report, 106‐107, 114‐115, 167, 209 

Performance Evaluation Management System, 107, 199, 208, 217, 227 

Performance Review, 176, 214 Personal Development, 38, 40, 200 PHA, see International Office PHI, see Industry Liaison Office Philosophy, 9, 18, 86 Physical Facilities, 121 Plan, Do, Check, Action, 39 Planning and Evaluation Processes, 17, 217, 228 PLO, see Learning Outcomes; Programme Learning 

Outcomes PO, see Learning Outcomes; Programme Learning 

Outcomes PPA, see Centre for Academic Advancement PPKK, see Centre for Corporate Planning and 

Communications PPP, see Centre for Students Advancement PPUKM, see UKM Medical Centre Privacy, 178, 214 Private Practices, 114, 170, 213 Problem Based Learning, 30, 34, 36, 47, 52, 54, 

121‐122 Procurement Procedures, 211 Professional Bodies, 15, 19, 22‐23, 45, 110‐111, 

145, 147‐148, 154, 184, 187‐188, 200‐201, 203, 212, 216, 220, 222, 224, 228 

Professionalism, 14, 16, 95, 116, 198‐199, 205, 207 Programme Educational Objectives, 15, 18‐19, 22, 

24, 31 Programme Monitoring, 145, 147, 154, 211, 219, 

222, 225, 227, 232 Programme Outcomes, see Learning Outcomes; 

Programme Learning Outcomes Programme Review, 22, 30, 39, 46, 48, 147, 149, 

153‐154, 211, 219‐220, 225, 232, 233 Programme Review Committee, 147, 211, 219, 232 Promotion, 31, 107, 110, 112, 115, 138, 156, 165, 

167, 173, 203, 207, 214, 221 PSD, see Public Services Department Public Services Department, 102, 105, 107‐108, 

178, 208 

PTM, see Centre for Information Technology Publication, 20, 57, 99, 115, 125, 127, 130, 136, 

138, 156, 173, 198‐199, 206, 209‐210 

Q QAD, see Quality Assurance Division Qualification, 50, 58, 67, 69‐70, 79, 85, 92, 96, 102‐

103, 105, 111, 126, 129, 133, 138, 173‐174, 186, 202, 206, 216 

Quality Assurance, 46, 183, 184, 187, 189‐190, 193, 218‐219, 223, 240 Quality Assurance Division, 184, 186‐187, 193, 

218‐219, 228 Quality Improvement, 40, 49, 98, 107, 186‐187, 

189, 218, 234 

R RA, see Research Assistant Recognition, 9, 108, 121, 175, 196, 219 Record, 58‐59, 67, 88‐89, 92, 115, 125, 181‐182, 

189, 203, 215, 217‐218, 226‐227 Recruitment, 18, 102‐103, 109, 175, 178, 209, 217, 

221, 230, 237 Refinement, 21, 220, 233 Refund, 144, 213 Registrar, 6, 16, 18, 50, 63, 65, 88, 102, 109, 111, 

124, 129, 156, 163, 171, 174, 178, 180‐182, 184, 206, 217‐218, 231, 239 

Reliability, 57, 58, 203 Remedial Support, 204, 205 Representation, 98‐100, 166, 170‐171, 207, 216, 

231, 239 Research Activities, 94, 102, 109, 121, 128, 137, 

156, 211, 218, 238 Research and Development, 9, 128, 133, 138, 212, 

226 Research and Education, 121, 137, 212 Research Assistant, 109, 138, 145 Research Officer, 122, 179 Research University, 9, 130, 133, 199, 210 Resolving Conflicts, 48 Resource Centres, 125‐126, 130, 133 Review, 22, 28, 30, 43, 44, 47, 49, 51, 54, 58, 60‐

62, 65, 74‐75, 137, 140, 145, 147‐148, 151, 155‐156, 171, 174, 176, 183, 189, 199‐200, 202, 213‐214, 217, 220‐222, 224‐227, 229‐230, 232‐235, 238 

Review and Evaluation, 49, 51, 202, 224 

S SADP, see Student Internal Complaint System Security, 67, 129, 181, 183, 211, 217 Security of Records, 183 Selection, 63, 67, 71, 74‐76, 102, 108, 152, 173‐

174, 204‐206, 208, 215‐216, 220, 227, 234, 238 

237 

238 

Self‐Review, 148, 197, 238 SIRIM, see Standards and Industrial Research 

Institute of Malaysia Skills, 9, 14, 22, 26‐27, 29, 30‐31, 37‐38, 40‐41, 51‐

54, 61, 69, 71‐72, 89, 92, 96‐97, 103, 118, 149, 151‐153, 184, 199, 203‐204, 206‐207, 209, 225, 229, 234, 239 

SKT, see Annual Work Target Social Responsibilities, 14, 18, 75‐76, 172, 198‐199 Socio‐Economic Activities, 172, 216 Special Needs, 70, 76, 133, 206, 211 

People with Special Needs, 75, 209 SPIN, see Interactive Teaching and Learning 

Management System SPPK, see Course Teaching Evaluation System SPPU, see Performance Evaluation; Performance 

Evaluation Management System Staff Development, 111‐113, 141, 212, 217, 225 Staffing Profile, 103, 109 Stakeholders, 16, 18, 20‐21, 24, 27‐28, 31, 40, 44, 

47, 51‐53, 65, 75, 98, 140, 145, 148‐149, 153‐156, 166‐167, 170, 184, 198‐200, 202, 211, 214, 216, 218, 220, 227, 229, 231, 233, 239 

Standards and Industrial Research Institute of Malaysia, 42, 219 

Statement of Purpose, 156, 215 Student Appraisal, 119 Student Intake, 73, 76, 205 Student Internal Complaint System, 88, 148‐149, 

205 Student Mobility, 53, 80, 111, 141, 143, 225, 236 Student Organisations, 98, 101, 207 Student Participation, 98, 100, 102, 207 Student Performance, 63, 75, 151‐152 Student Publication, 102, 207 Student Rights, 99 Student Transfer, 78 Sufficient Autonomy, 22‐24, 145 SUKSIS, 40, 101 Support Services, 18, 85‐86, 88‐89, 92‐93, 183, 

204‐206, 220‐221, 225, 228, 230, 233, 236 

T Teaching and Learning, 14, 23, 30, 33, 35‐37, 39, 

44, 49, 51, 59, 98, 100, 109, 111, 120‐123, 125, 130, 132, 135, 148‐149, 151, 156, 183, 186, 

190, 193, 199‐202, 208, 210, 212, 218, 220, 224, 226‐229, 232, 234 

Training, 28, 35, 47, 50, 52‐54, 58, 69, 78, 92, 94, 97, 111, 113, 119, 141‐143, 149, 153‐154, 175‐176, 179, 181, 184, 186, 206, 209‐210, 217, 222, 227, 229, 231, 234‐235, 238‐239 

Transformation Plan, 123, 142, 211, 215 Transformation Programme, 17‐18, 73, 109, 112, 

123, 137, 142, 156, 190, 193, 213, 224, 228, 231, 240 

Transparency, 163, 175, 212, 215, 218, 227, 230, 236 

Tuition Fee, 138, 144, 213 

U UKM Medical Centre, 2, 47, 50, 124, 139, 172, 184, 

213 UKM Quality Cycle, 168, 186, 190, 193, 201‐202, 

215, 218, 223, 231, 240 UKM‐UDE Dual Degree Programme, 35, 143, 206 UNIKEB, 172 University Board of Directors, 16, 18, 20, 24, 102, 

143‐144, 163‐164, 166‐167, 171‐172, 175, 198, 213, 216 Chairman, 216 

University Management, 16, 18, 132, 139, 143‐144, 156, 163‐164, 183‐184, 193, 198, 213, 216, 219 

University Management Committee, 163‐164, 174, 193, 212 

V Validity, 39, 57‐58, 203 Verification, 63, 65, 210 Vice Chancellor, 2, 16, 18, 23, 28, 44, 46, 63, 102, 

112, 133, 135, 137, 144, 155‐156, 163‐164, 166‐169, 171‐172, 174‐175, 183‐184, 186‐187, 193, 207, 211, 213, 215‐216, 219 

Vision, 9, 14, 16‐17, 20‐21, 24, 26, 28, 31, 143, 145, 190, 193, 198‐200, 215, 220, 224, 228, 233 

W Weakness, 51, 59 Websites, 17, 70‐72, 74, 80, 85‐86, 88, 101, 113, 

118, 142, 156, 176, 198, 204, 206, 225 

 

      

Appendices     

240  

  

Part A  Details of programmes currently conducted by UKM 

3.1  UKM Rules/Regulations (Undergraduates Studies) 1990, 2009 Amendment  

3.2  UKM Rules/Regulations (Graduates Studies) 2005 

4.1  List of student admitted to undergraduate programmes for the year 2006/2007 

4.2  Qualification and experience for the post Psychology  Officers and Counselors 

4.3  Examples of the qualification of some of the post holders 

4.4  Info ringkas, Jabatan Perkhidmatan Pelajar  

4.5  Workshop and courses to strengthen counselor’s  counseling knowledge 

5.1  Lecture Service Scheme Service Circular no. 20‐2008 

5.2  Selection Format for UKM Special Quality Award 2009 

5.3  Jawatankuasa kesepakaran kenaikan pangkat‐jadual A 

5.4  List of MoA, MoU and Lol with international agencies 

5.5  Total number students involved in in‐bound and out‐bound activities both undergraduate and postgraduate 

5.6  Guidelines for sabbatical leave 

5.7  Guidelines for study leave 

6.1  List of lecture rooms and theatres 

6.2  List of research project for the past five years 

6.3  List of RD&C activities for the past five years 

6.4  List of journal articles and books for the past five years 

6.5  List student exchange activities 

6.6  List of staff attachment 

 

Organisation Chart 

FACULTY OF PHARMACY

FACULTY OF ECONOMICS AND BUSINESS

School of Economics School of Accounting School of Business Management

Faculty of Social Sciences and Humanities

School of Social, Development and Environmental Studies

• School of Media and Communication Studies School of Psychology and Human Development School of Malay Language, Literature and Culture Studies

• School of History, Political and Strategic Studies

• School of Language Studies and Linguistics

o E-Komuniti Research Centre

o Earth Observation Centre (EOC)

o Centre for Gender Research (CGR)

FACULTY OF ISLAMIC STUDIES

Department of Al-Quran and Al-Sunnah Studies Department of Dakwah and Leadership Department of Arabic Studies and Islamic Civilization

• Department of Syariah

• Department of Theology And Philosophy

FACULTY OF INFORMATION SCIENCE AND TECHNOLOGY • Computer

Science Department

• System Management and Science Department

• Information Science Department

• Industrial Computing Department

o Center for Artificial Intelligence Technology

FACULTY OF DENTISTRY • Department of

Oral and Maxillofacial Surgery

• Department of Periodontology

• Department of Clinical Oral Biology

• Department of Dental Public Health

• Department of Orthodontic

• Department of Operative Dentistry

• Department of Prosthodontic

• Department of Oral Pathology and Oral Medicine

FACULTY OF ENGINEERING AND BUILT ENVIRONMENT • Department of

Civil and Structural Engineering

• Department of Electrical, Electronic and Systems Engineering

• Department of Chemical and Process Engineering

• Department of Mechanical and Materials Engineering

• Department of Architecture

o Advanced Engineering Centre

FACULTY OF ALLIED HEALTH SCIENCES • Department of

Biomedical Sciences

• Department of Optometry

• Department of Nutrition and Dietetics

• Department of Audiology and Speech Sciences

• Clinical Psychology Unit

FACULTY OF EDUCATION • Dept. of

Foundations of Education

• Dept. of Methodology and Practices in Education

• Centre of Excellence for the Education of Learner Diversity

FACULTY OF LAW

Program of Civil Laws (including the Syariah Course)

INSTITUTE OF ENVIRONMENT & DEVELOPMENT (LESTARI) • Research

Programme • Doctor of

Philosophy and Master's Programmes

INSTITUTE OF MALAYSIAN AND INTERNATIONAL STUDIES (IKMAS) • Research

Programme • Doctor of

Philosophy and Master's Programmes

INST. OF MICROENGINEERING & NANOELECTRONICS (IMEN) • Research

Programme • Doctor of

Philosophy and Master's Programmes

UKM MEDICAL MOLECULAR BIOLOGY INSTITUTE (UMBI) • Research

Programme • Doctor of

Philosophy and Master's Programmes

INSTITUTE FOR OCCIDENTAL STUDIES (IKON) • Research

Programme • Doctor of

Philosophy and Master's Programmes

INSTITUTE OF SYSTEMS BIOLOGY (INBIOSIS) • Research

Programme • Doctor of

Philosophy and Master's Programmes

SOLAR ENERGY RESEARCH INST. (SERI) • Research

Programme • Doctor of

Philosophy and Master's Programmes

FUEL CELL INSTITUTE • Research

Programme • Doctor of

Philosophy and Master's Programmes

SOUTHEAST ASIA DISASTER PREVENTION RESEARCH INSTITUTE • Research

Programme

INSTITUTE OF ISLAM HADHARI • Research

Programme

RESIDENTIAL COLLEGES• Aminudin Baki College • Burhanuddin Helmi

College • Dato' Onn College • Ibu Zain College • Ibrahim Yaakob College • Idris Al-Marbawi College • Keris Mas College • Pendeta Za'aba College • Rahim Kajai College • Tun Dr. Ismail College • Tun Hussein Onn College • Tun Syed Nasir College • Ungku Omar College

INSTITUTE OF WEST ASIAN STUDIES (IKRAB) • Research

Programme

INSTITUTE OF ETHNIC STUDIES (KITA) • Research

Programme

CHANCELLERY • Centre for Research and

Innovation Management • Islamic Centre • Centre for General Studies • Centre for Information

Technology • Centre for Publication and

Printing • Centre for Graduate

Management • Centre for Corporate Planning

and Communications o Office of Public and

Corporate Relations o University Web Content Unit

• Academic Heritage Museum • Office of Alumni Relations • Chancellor's Foundation Office • Office of International Relations • Industry Liaison Office • Office of University-Community

Partnerships • Occupational Health and Safety

Office • Internal Audit Unit

DEPARTMENT OF REGISTRAR • Department of

Human Resources • Department of

General Administration

• Department of Academic Administration

• Department of Security

• Department of Administration, KL Health

DEPARTMENT OF BURSARY • Administrative and

Enforcement Division

• Accounts and Budgets Division

• Personnel Finance • Student Finance

Division • Receiving and

Generation • Acquisition,

Payment and Central Store Division

• Zone Research Managemnet

• Kuala Lumpur Campus Zone Management

LIBRARY• Tun Seri Lanang

Library • Institute of Malay

World and Civilisation (ATMA) Library

• Dr. Abdul Latiff Library

• Law Library • UKM Medical

Centre Library

STUDENT SERVICES DEPARTMENT • Administrative

Unit • Student Welfare

Unit • Student Housing

Unit • Counseling Unit • Sports Center • Health Center • Cultural Center

DEPARTMENT OF DEVELOPMENT MANAGEMENT • Administration and

Finance • Architecture Division • Town Planning

Division • Civil Division

(Development) • Electrical Division

(Development) • Mechanical Division

(Development) • Civil Division

(Maintenance) • Electrical Division

(Maintenance) • Mechanical

(Maintenance) • Landscape and

Infrastructure Division • Kuala Lumpur Branch

Campus

UKM Medical Centre

HUKM

Clinical Departments • Anaesthesiology and Intensive Care • Oral and Maxillofacial Surgery • Community Health • Microbiology • Obstetrics and Gynaecology • Ophtalmology • Orthopaedics • Otorhinolaryngology • Pathology • Paediatrics • Medicine • Family Medicine • Psychiatry • Surgery • Emergency Medicine • Radiology Medicine • Radiotherapy and Oncology

Clinical Support

• Nursing Management Department • Pharmacy Department • Diagnostic Laboratory Services

Department • Medical Record Department • Dietetic and Food Services Dept. • Medical Rehabilitation Services

Dept. • Medical Social Work Dept. • Medical Center Primary • Polyclinic Citizen • Infection Control Unit

Administration • Administration Department • Human Resource Department • Department of Public Relations • Department of Quality and

Customur Services • Finance Department • Building Management • Information Technology Centre • UKMMC Security Unit • Casemix Unit

FACULTY OF MEDICINE• Dept. of Anatomy • Dept. Of

Anaesthesiology and Intensive Care

• Dept. of Biochemistry • Dept. of Pharmacology • Dept. of Physiology • Nursing Department

Dept. of Community Health

• Dept. of Medical Microbiology and Immunology Dept. of Obstetrics and Gynaecology

• Dept. of Ophtalmology Dept. of Orthopaedics and Traumatology Information

• Dept. of Otorhinolaryngology

• Dept. of Parasitology Entomology

• Dept. of Pathology • Dept. of Paediatrics

Dept. of Medical Education

• Dept. of Medicine • Dept. of Emergency

Medicine Dept. of Family Medicine

• Dept. of Psychiatry • Dept. of Radiology • Dept. of Surgery

 

UKM PAKARUNDING SDN. BHD. • UKM Pakarunding

Sdn. Bhd. UKM Pakarunding Kejuruteraan dan Arkitek Sdn Bhd

• Centre for Educational Extension

• Talent Enhancement Academy (TEA)

• Private Healthcare Services

• Food Quality Research Unit (UNIPEQ)

• The Cleanliness and Safety Training Academy (ALKEM)

• Puri Pujangga

FACULTY OF SCIENCE AND TECHNOLOGY • School of Applied

Physics • School of

Environmental & Natural Resource Sciences

• School of Biosciences & Biotechnology

• School of Chemical Sciences and Food Technology

• School of Mathematical Sciences

• Center of Excellence o Centre for Gene

Analysis and Technology

o Centre for Insect Systematics

o Lake Chini Research Center

o Marine Ecosystem Research Centre

o Centre for Water Research and Analysis

o Centre for Data Analysis Research

o Research Centre for Tropical Climate Change System (IKLIM)

UKM – Graduate School of Business (UKM - GSB)

INSTITUTE FOR SPACE SCIENCE (ANGKASA) • Research

Programme • Doctor of

Philosophy and Master's Programmes

CENTRE FOR STUDENTS ADVANCEMENT • Co-Curriculum

Division • Academic

College Division • Division

Association and Internationalisation

Deputy Vice Chancellor Academics & International Affairs 

Deputy Vice Chancellor (Students' & Alumni Affairs)

Deputy Vice Chancellor Research & Innovation Affairs

Deputy Vice Chancellor Industry & Community Partnerships

Vice Chancellor

INSTITUTE OF MALAY WORLD AND CIVILISATION (ATMA) • Research

Programme • Doctor of

Philosophy and Master's Programmes

             

Appendices are available in form of hardcopies from the Secretariat.

Please contact us at:

Centre for Corporate Planning and Communications Universiti Kebangsaan Malaysia

43600 UKM Bangi Selangor Darul Ehsan

MALAYSIA

      

Editorial List     

  

     

List of Editors Che Husna Azhari (Chief Editor) 

Shahrir Abdullah Riza Atiq Abdullah O.K. Rahmat 

Aini Hussain Paraidathathu T. Thomas 

Mohd. Zaidi Omar Nabishah Mohamad Che Hassan Che Haron Dzuraidah Abd. Wahab Wan Zurinah Wan Ngah 

 

Project Editors Abdul Aziz Abu Bakar 

Ruziyah Ahmad