1. Ijazah Sarjana Muda Pengurusan Sumber Manusia Uitm
2. Sarjana Muda Kejuruteraan Mekanikal Uitm
3. Diploma Kejuruteraan Mekanikal Uitm Bukit Besi

Mathematic And Statistics,: Pn Nazuha Muda @ Yusof. Hotel (Kepujian); HM222 Ijazah Sarjana Muda Pengurusan Perkhidmatan Makanan (Kepujian).

• Johnathan Webb
• 2 years ago
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1

2 Universiti Teknologi MARA The Truly National University i

3 Message from the Vice Chancellor UiTM is an affirmative action university which started as a training unit in 1956, transformed into a college in 1965, elevated to an institute in 1967 and declared a university in Today, UiTM has 575,396 alumni, 187,000 students enrolled in 485 programmes, instructed by almost 8,771 academic staff and supported by another 9,279 administrative professionals. There are 30 campuses including 12 state campuses and the main campus in Shah Alam. Many more campuses are under construction to accommodate a target of 200,000 students. Throughout the years, UiTM has been extremely cognizant of and taken steps to assure the quality of teaching, learning and research by establishing a quality unit in 1994 which later became a Centre for Total Quality Education (CTQE) and is now an Institute with formal responsibility for assisting the University to meet all the requirements of MOE, MQA and other agencies. Realising the importance of an explicit, organised and documented quality management system (QMS), UiTM started before 2000 to develop quality management systems based on the ISO 9001 standard and remained certified until The University decided to cease external certification of faculties and campuses and resolved to do this from within. UiTM s QMS is still based on this global standard but is internally validated by Institute for Quality and Knowledge Advancement (InQKA). The feedback from all our students, graduates, alumni, staff, assessors, regulators and other stakeholders assure us that the university experience meets and, in many cases, exceeds the expectations. We are, however, not complacent. Given the rapid changes in the higher education space, the university is proactively seeking ways to improve the university experience by benchmarking it to global standards through external recognitions and accreditations, by listening intently to students (via Student Feedback Online and Research Student Feedback Online) t and graduates (via Tracer Studies), by monitoring teaching and learning processes (via peer observation ProPens), by reviewing the courses and curricula regularly (via Closing the Loop and continuous quality improvement (CDL-CQI, quality audits) and by periodic programme reviews (programme reviews), by annual review of franchise partners and by setting specific policy with targets for the use of e-learning tools to flip the classroom and to engage the Gen Y learners through the new and 21st century pedagogies. Realising that research is inextricably linked to and enhances teaching, learning and assessment at all levels and particularly necessary to drive high quality post graduate education, the university has set policies and devised new governance system to optimise its resources in attaining teaching and research excellence. UiTM since 2011 has annually secured the largest amount of research grants among Malaysian universities and is next only to research universities in ISI citations. Through the one university, two systems governance concept, UiTM will drive teaching, research and service to greater heights. To stay agile, flexible and dynamic, the University is decentralising and granting more autonomy to the state campuses. A whole suite of guidelines, policies, manuals and standard operating procedures have been developed to ensure the quality of ii

4 programmes will remain equivalent in this multi-campus university. UiTM is cognizant of the challenges in managing quality of education, research and services across multiple sites and is ever willing to try new ideas to ensure that this university does not only assure but also enhance its quality. A new Quality Assurance and Enhancement Policy approved by Senate in October 2014 provides clear and common baseline quality assurance practices for all faculties and campuses in the University. Among others, this policy calls for programme reviews of all non-professional programmes even before attaining self accreditation status. This Self Review Portfolio (SRP) outlines the policies, practices and processes of the University in discharging a very important mandate Changing Destinies of Bumiputera through human capital development. This concise SRP presents a fair and true account of the manner in which the University manages its mission and strives to enhance the learning experiences as expected of and from a transformative entrepreneurial university. Vice Chancellor Tan Sri Dato Sri Prof. Ir. Dr. Sahol Hamid Abu Bakar iii

5 Table of Contents GENERAL INFORMATION ABOUT UNIVERSITI TEKNOLOGI MARA NOTES TO THE SELF REVIEW PORTFOLIO PHILOSOPHY, VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES Statement of Vision, Mission and Educational Goals (VMG) Objectives Participation in the Formulation of Vision, Mission and Educational Goals Academic Autonomy Learning Outcomes CURRICULUM DESIGN AND DELIVERY Curriculum Design and Teaching-Learning Methods Curriculum Content and Structure Management of Programmes Linkages with External Stakeholders ASSESSMENT OF STUDENTS Relationships Between Assessment and Learning Assessment Methods Management of Student Assessment STUDENT SELECTION AND SUPPORT SERVICES Articulation Regulations, Credit Transfer and Credit Exemption Transfer of Students Student Support Services and Co-Curricular Activities Student Representation and Participation Alumni ACADEMIC STAFf Recruitment and Management Service and Development EDUCATIONAL RESOURCES Physical Facilities Research and Development Educational Experties Educational Exchanges Financial Allocation PROGRAM MONITORING AND REVIEW Mechanisms for Programme Monitoring and Review Involvement of Stakeholders LEADERSHIP, GOVERNANCE AND ADMINISTRATION Governance Institutional and Academic Leadership Administrative Staff Management Academic Records CONTINUAL QUALITY IMPROVEMENT Quality Improvement PROPOSED PROGRAMME ACCREDITATION PROCESS SELF-REVIEW REPORT Vision, Mission, Educational Goals and Learning Outcomes Curriculum Design and Delivery Assessment of Students iv

6 Student Selection and Support Services Academic Staff Educational Resources Programme Monitoring and Review Leadership, Governance and Administration Continual Quality Improvement v

7 List of Tables Table 1: The Main Campus in Shah Alam & Its Satellite Campuses Table 2: Faculties/Centre/Academies and Programmes Table 3: Details of Programmes at UiTM Table 4: No & Qualifications of Academic Staff Table 5: No. of Academic Staff by Post & Qualifications (as at 25th Jun 2014) Table 6: Academic Appointments (Jan July 2014) Table 7: Student Enrolment Table 8: Student Attrition Table 9: Administrative Staff by Professional level Table 10: Three Promotion Tracks Table 11: Autonomous State Campuses Table 12: Mapping of 21 Attributes of Model Graduates to MQF Learning Outcomes Domain Table 13: Sample Programme Outcomes of 3 Clusters Table 14: Alignment of Assessments to Programme Learning Outcomes Table 15: Student Admission ( ) Table 16: Admission Projections by Faculty/Centre ( ) Table 17: Distribution of Academic Staff (Age & Position) Table 18: Academic Awards Table 19: Academic Appointments (Jan-June 2014) Table 20: Staff Withdrawal by Campus Table 21: Scholarly and Expert Appointments Table 22: List of Major Physical Facilities available to Conduct Educational Programmes in UiTM Table 23: List of Personnel to Handle Equipment and Maintenance of the Facilities Table 24: Indicative List of Workshops and Laboratories Table 25: List of books/e-books/journal Collections at UiTM Libraries Table 26: PTAR Digital Library Portal Usage Table 27: Distribution of PCs to Staff and Students Table 28: List of System Operating Software Table 29: Senarai Perisian Aplikasi yang diguna pakai oleh Warga UiTM Table 30: Class of Service Defined in WAN Metro Table 31: Senarai Sebahagian Aplikasi IT Sedia Ada di UiTM Table 32: Senarai Aplikasi IT Semasa UiTM Table 33: ICT Staff and their Qualifications Table 34: List of Internal Dana Kecemerlangan Fund Provided ( ) Table 35: SInERGI grant recipients Table 36: Amount Spent for Intellectual Property Protection ( ) Table 37: Major Research Projects Table 38: Achievements and Awards Received by UiTM Research in Innovation Exhibitions ( ) Table 39: No. of Patent Granted and Copyright Registered ( ) Table 40: List of UiTM Projects Shortlisted by MTDC Table 41: List of Major Publications by UiTM Academic Staff in High Impact Journals Table 42: Sources of Funding of UiTM Students Table 43: Training for Administrative Staff Table 44: Operating and Development Expenditure vi

8 Table 45: Graduate Employability Tracer Study by MOE ( ) Table 46: Employability Rates for State Campuses Table 47: Faculties/Academies/Centre and the Programmes Table 48: Graduate Satisfaction Index for UiTM Facilities ( ) Table 49: UiTM s Research Grant ( ) Table 50: Total Operating Budget Allocation and Student Enrolment ( ) Table 51: ReSuFO Scores for Postgraduate by Research (Sep 2013 Sep 2014) 280 vii

9 List of Figures Figure 1: Organisational Chart of UiTM Figure 2: Core Research Areas (from RMI 29th Oct 2014) Figure 3: One University, Two Systems Figure 4: Nexus between Vision, Mission and Learning Outcomes (InQKA, 2014) Figure 5: Links between vision, mission and learning outcomes Figure 6: Web OPAC Figure 7: Library Staff Qualifications Figure 8: Design of LAN Network in UiTM Shah Alam Figure 9: Design of WAN Network in UiTM MetroE Figure 10: Rekabentuk umum rangkaian tanpa wayar (wireless) UiTM Figure 11: Model of Main Service Processes in Library QMS Figure 12 : Trend on Expenditure for Organizing / Participation in Innovation Figure 13: Grants Received ( ) Figure 14: No. of ISI and Scopus Indexed Publication Figure 15: Value of Consultancy Projects Secured ( ) Figure 16: Typical Programme Review Committee Figure 17: Curriculum Review and Approval Figure 18: One University, Two Systems Figure 19: Proposed New Programme Accreditation Process Figure 20: Final Accreditation Process Figure 21: Enrollment Growth Since Figure 22: Bachelor s Admission Quality by Clusters (Ave. CGPA) Figure 23: Admission Rating for Diploma Figure 24: Performance of MDAB students in Diploma Figure 25: Graduate Satisfaction with Curriculum ( ) Figure 26: SETARA Rating for UiTM (Shah Alam) Figure 27: Evaluation of Supervision Figure 28: Graduates' Rating of Lecturer Quality ( ) Figure 29: Graduate Satisfaction of Assessment ( ) Figure 30: Merit Score for Admission to Diploma Programmes Figure 31: Merit Score for Diploma intake by Clusters ( ) Figure 32: CGPA of Applicants for Bachelors by Clusters ( ) Figure 33: SuFO Score for Professionalism and T&L Delivery at faculties and campuses Figure 34: Tracer Studies Graduate Satisfaction Index for PTAR UiTM Shah Alam ( ) Figure 35: Comparison of UiTM s FRGS Grant with Other IPTAs ( ) Figure 36: Number of Indexed Publications ( ) Figure 37: Percentage of SuFO Scores for Lecturers Professionalism and T&L Activities Figure 38: PRO-PENS Average Scores Figure 39: Comparative Analysis of Accreditation Outcomes for Engineering Programmes between IPTA Figure 40: Graduate Satisfaction with UiTM viii

10 List of Abbreviations BHEA Bahagian Hal Ehwal Akademik BHEP Bahagian Hal Ehwal Pelajar CDL Closing the Loop CLO Course Learning Outcome CQI Continuous Quality Improvement ERR External Review Report ICAN Industry, Community and Alumni Network ILQAM Institute of leadership and Quality Management InQKA Institute for Quality and Knowledge Advancement IPSIS Institute Pengajian Siswazah JAF Jawatankuasa Akademik Fakulti JAN Jawatankuasa Akademik Negeri JKPT Jawatankuasa Pendidikan Tinggi JPT Jabatan Pendidikan Tinggi KI Kemahiran Insaniah KPT Kementerian Pendidikan Malaysia LOD Learning Outcome Domain MASMED Malaysian Academy of SME and Entreprenuership Development META Mesyuarat Timbalan Dekan (Akademik) MKU Majlis Kurikulum Universiti MOE Ministry of Education MPS Majlis Pengajian Siswazah MPU Majlis Peperiksaan Universiti MQA Malaysian Qualifications Agency OBE Outcome Based Education OIA Office of International Affairs PLO Programme Learning Outcome PROPENS Profesionalisma Pensyarah PSPTN Pelan Strategik Pengajian Tinggi Negara RESUFO Research Student Feedback Online RMI Research Management Institute RMK10 Rancangan Malaysia Ke 10 SUFO Student Feedback Online UGGI University Good Governance Indicator UHEK Unit Hal Ehwal Kurikulum UiTM Universiti Teknologi MARA ix

11 List of Appendices Appendix Screenshots of VMG from campus and faculty websites Appendix Clause 14 (1) & (2) of Act 173 Appendix Latest organizational chart Appendix Sample documents with VMG Convocation Book Appendix Induction/orientation documents with VMG in it Appendix List of international accreditations Appendix LRQA Surveillance Audit Report Appendix APA report Appendix PG Audit Report Appendix Financial Audit Reports Zero Audit Certificate Appendix Sample list of awards Awards (Entreprenuerial U, certifications Appendix QS and THE ranking details Appendix BOD membership Appendix Engagement with Dr Adnan (CD from CSPI) Appendix Garis Panduan Kenaikan Pangkat UiTM 2011 Appendix Autonomy Document Appendix Registrar s documents for autonomous campuses Appendix UGGI: UiTM 2014 Appendix LODs MQF Appendix POs MOE Appendix New Programme Template (market study) Appendix Curriculum Review Template (alumni & employer/industry consultation) Appendix ICAN s Volunteerism Programmes Appendix Garis Panduan Penulisan Program Akademik, JPT Appendix Code of Practice for Programme Accreditation, COPPA, MQA 2012 Appendix Modul Pembangunan Kemahiran Insaniah (Soft Skills) untuk IPT Malaysia Appendix Programme Standard (available online: Appendix Buku e-tadbirurusakademikuitm: edu.my Appendix Available online: Appendix Guidelines and Procedure for New Programme Appendix Guidelines and Procedure for Curriculum Review Appendix Module Outcome-based Education (7 modules) Appendix Student Learning Time Calculator Appendix Analysis of Percentage Change in Curriculum Review Appendix Findings of Market Survey Appendix Market Survey Analysis Report (MSc Green Architecture) Appendix FPHP: Round Table Dialogue Discussion and Focus Group Appendix FPHP: Feedback from Industry Appendix Example of Mapping (CO-PO Matrix) Appendix APB: Course Information EPC510 Appendix Course Information Appendix ELC 400 Course Syllabus Appendix ELC 400 Scheme of Work Appendix Lecture Maker (French) x

12 Appendix Pearson UiTM Blended Colloquium Appendix APB:(a) Laporan OBE-CDL Diploma Bahasa Inggeris Appendix Laporan OBE-CDL Bahasa Ketiga 20 Ogos 2014 Appendix INED: gramme=am228&part=all Appendix Minutes of Meeting OBE Committee Appendix OBE-SCL Appendix Institute of Leadership and Quality Management. Appendix ilearn: Appendix Understanding Plagiarism Appendix Avoiding Plagiarism Appendix Logbook Research Student Progress Supervisor Appendix Logbook Research Student Progress Student Appendix InQKA ERR Reports Appendix Manual Kemahiran Insaniah Appendix Aktiviti Kemahiran Insaniah Pelajar Appendix FPHP-Extra Co-Curricula r Activities Appendix APB: Report of Academic Advisor LG220 Appendix Report of External Examiner HTH551 & AP116 Appendix FPHP:Visiting Professor Report Appendix List of Visiting Professor Appendix Students Activities Appendix FKM: Engineering Programme Accreditation Manual 2012.(7.1 Criterion 1: Academic Curriculum) Appendix Example of Curriculum Structure Appendix Accreditation Letter: a) The Association for Chartered Certified Accountants (ACCA) b) The Chartered Insurance Institute (CII) c) CPA Australia Appendix APB: (a)sample Cross-cultural Interaction Appendix Minutes of Meeting University Curriculum council (MKU) Appendix Academic Circular at Appendix Minutes of Senate Meeting Appendix Buku Peraturan Akademik Pelajar Appendix Garis Panduan Aktiviti Pelajar Appendix Manual Ko-kurikulumPelajar Appendix FKM : Student Handbook FKM Appendix APB: (a) Appointment Letter of the Curriculum Review committeemembers Appendix Appendix Appendix Appendix Appendix Appendix Appendix Curriculum Committee Name List APB: Cabutan Minit Mesyuarat APB: CQI Report BMP647 Issues to be solved APB: Online Learning Environment i-learn APB: Training for Creative Teaching FKM: Study Area APB: Example of IID certificate xi

13 Appendix High Impact Teaching & Learning Abstract Book Appendix CAPs Teaching and Learning Appendix APB: Report Analysis-Internship Appendix APB: Analysis Employer Survey-Internship Appendix APB: Market Survey Findings Appendix Feedback From Employees Appendix FKM: Example of Students Poster Appendix APB: (a) Career Attack Appendix Faculty: Academic Students Visit Appendix Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix Module 4: Assessing Course Outcomes (2011) Appendix Module 5: Assessing Program Outcomes (2011) Appendix Peraturan Akademik Pasca Siswazah Appendix Samples of workshop/ talk/ briefing working papers/ reports Appendix Training records of RP Appendix List of external examiners against programmes Appendix JSU, JSUP, JSUB, JSP Documents Appendix SLT Matrix for all curricula Appendix SuFO Appendix CDL-CQI Report Appendix Curriculum Review Documents Appendix Student Timetable Appendix Samples of Total Learning Assessments (Holistic) Appendix Samples of community-based projects Appendix Appendix LPPPKP Modules Samples of industrial training feedback reports, employer feedback reports, viva voce for final projects/theses, students theses, project assessment, studio assessment, employer feedback and Plagiarism Appendix Detection Reports (Turnitin) Appendix PG standards for research programmes 2012 Appendix Samples of formative assessment portfolio Appendix Garis Panduan Peperiksaan UITM2012 Appendix Vetting Checklists Appendix Declaration Form (no relatives), Statutory declaration Appendix Laporan Ketua Pengawas Appendix Samples of vetted and moderated papers Appendix Borang Analisa dan Deklarasi Mesy Peperiksaan Peringkat program (Edu) Appendix Vetting Committee Appendix Workshops for JSU and Test Item Development Appendix PG Buku Panduan Appendix Minutes of JAF Meeting Appendix Turnitin report. Appendix Surat Pelantikan Pemeriksa Luar serta tanggung jawab. Appendix Professional / Accreditation Reports Appendix Examination Post Mortem Reports Appendix Result Entry System (RES) Appendix Raw score of the On-Going Assessments xii

14 Appendix Samples of class assignments with feedback / comments and marks Appendix Industrial Advisory Panel reports Appendix Training on Testing / Assessment reports Appendix Student Portal (address) Appendix Pelantikan Resource Person Appendix Examination Committee at the faculty level Appendix Examination Timetable Committee Appendix UHEK documentation on Question Banks System Appendix Appointment letters for all committees, teams and Resource Persons. Appendix Assessment parameters Appendix Minutes of meeting JAF Appendix Sample assignments from all 3 clusters Appendix Closing the Loop (CDL) and Continuous Quality Improvement (CQI) reports Appendix SuFO Appendix Strong rooms Appendix Examination consultation/tec rooms Appendix Disaster Recovery Plans Infotech Appendix Manual Prosedur Kerja Bahagian Pengambilan Pelajar (BPP) Appendix Buku Syarat Kelayakan 2014 Appendix Manual Prosedur Kerja Institute Neo Education (InED) Appendix Available online: Appendix Manual Prosedur Kerja Institut Pengajian Siswazah (IPSis) Appendix Available online: Syarat Kelayakan Appendix The Federal Constitution Appendix Pre-Council 1 dan 2 Diploma Appendix Pre-Council 1 dan 2 Sarjana Muda Appendix Available online: Appendix Available online: Appendix Available online: Appendix Available online: Appendix Skrin 9.0 Interview Selection Appendix Buku Panduan Kemasukan Pelajar ke IPTA, Politeknik, Kolej Komuniti & ILKA Lepasan SPM/Setaraf Lepasan STPM/Setaraf Lepasan SKM Appendix Available online: Appendix Advertisements Appendix Available online: Appendix Pamphlets on List of programme offer 2014 Appendix Expo Selangkah Ke UiTM Appendix Karnival Pengajian Tinggi Negara by Kementerian Pendidikan Malaysia Appendix Academic Mission Appendix Buku Syarat Kelayakan Program Pengajian 2014 Appendix Buku Panduan Pendaftaran Pelajar Baru Appendix Sistem E-Syarat Appendix Sistem Selangkah Appendix Manual Prosedur Kerja BPP Appendix xiii

15 Appendix Buku Panduan Program mengubah Destini Anak Bangsa 2013 Appendix Buku program MDS Sesi /2015 Appendix Laporan Pengambilan Pelajar Sarjana Muda dan Diploma Appendix Minit Mesyuaart Unjuran Pelajar Appendix Minit Mesyuarat Senat kertas kerja semakan syarat program Appendix Flow Chart e-syarat Appendix Flow Chart Sistem Selangkah Appendix Minit Mesyuarat Majlis Kurikulum Universiti Appendix Senate paper on Performance of MDAB Students Appendix Minit Mesyuarat Senat - Laporan MUET Appendix Minit Mesyuarat Senat Lantikan Professor Pelawat, Profesor Adjung, Pemeriksa Luar, Panel Industri Appendix IPSIS paper on Interviews in PG Programmes Appendix Appendix Fact Sheet for Non-Graduating Students Inbound Student Mobility Appendix Buku Panduan Pelajar, HEP, Universiti Teknologi MARA Appendix Educational Institutions (Discipline) Act 1976, Act 174 Appendix Meeting with MOE and Consultant at AKEPT, 2014 Appendix Appointment of Adjunct Professor Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Panduan Pengurusan Proses Pelantikan Staf Akademik Pekeling Pendaftar Bilangan 10 tahun 2014: Garis Panduan Pelantikan dan Pelantikan Semula Staf Akademik Secara Kontrak 23 June 2014 Pekeliling Akademik Bilangan 7 Tahun 2010: Dasar Peningkatan Kelayakan Pensyarah ke Peringkat PhD Perancangan Strategik Sumber Manusia Universiti Teknologi MARA Setara Rating 2009, 2011, 2013 INQKA Accreditation comparison with other IPTA New programme document staff availability section Pekeliling Akademik Bilangan 20 tahun 2011: Amanah Tugasan Pensyarah Appendix Pekeliling Akademik Bilangan 8 tahun 2013: Penambahbaikan Pelaksanaan Amanah Tugasan Pensyarah (ATP) dan Kelayakan Bayaran Syarahan Sambilan Lebih Masa Appendix Garis Panduan Anugerah Akademik UiTM. Appendix Garis Panduan Anugerah ICAN Appendix Garis Panduan Kenaikan Pangkat Staff Akademik Universiti Teknologi MARA, Pindaan 2/2011 Appendix Pekeliling Akademik Bilangan 8 Tahun 2014 : Gred 54 (Tanpa Gelaran Profesor Madya). Appendix Garis Panduan Lantikan Akademia UiTM Appendix Senarai MOU/MOA Appendix Panduan Cuti Belajar UiTM, 2014 Appendix Skim Cuti Sabatikal UiTM, 2009 Appendix Pekeliling Perkhidmatan Bil 2/2005 Pelaksanaan Pelan xiv

16 Latihan Sumber Manusia Sektor Awam), Appendix ILQAM list of programmes Appendix Rules on Professional fees Reimbursement Appendix Dasar Latihan UiTM : 42 hrs of training a year Appendix OPAL Manual Appendix Garis dan Panduan Perundingan UiTM 2013 (RMI) Appendix Garis Panduan Melakukan Pekerjaan Luar, Pekeliling Pendaftar 2/2013 Appendix Garis Panduan Urusan Pengesahan Ke Dalam Perkhidmatan Appendix Pekeliling Pendaftar 32/ Salahlaku Appendix Garis Panduan Penggunaan ICT UiTM. Appendix RESUFO Report from IPSIS Sept 2013-Jan 2014 Appendix Sampel Latihan FKM Appendix CAP Data from HEA 2013 Appendix Accommodation (SOA) Appendix Garispanduan dan Peraturan Perancangan Bangunan oleh Jawatankuasa Pengurusan Nilai, Unit Perancang Ekonomi Negara, Jabatan Perdana Menteri Appendix Database in Facility Management System (FMS), Bahagian Kualiti, Audit and FMS (BKAF) Pejabat Pengurusan Fasiliti (PPF). Appendix Minutes of Mesyuarat Prasarana Appendix Certificate of Practical Completion (CPC) Appendix Certificate of Fitness (CF) Appendix Certificate of Compliance Completion (CCC) Appendix Senarai Perpustakaan UiTM: Sistem Pentadbiran Perpustakaan UiTM (SPPU) Appendix Screenshot of the different systems and features Appendix Senarai staf: Sistem Pentadbiran Perpustakaan UiTM (SPPU) dan Fail Peribadi Staf) Appendix Senarai Resource Sharing: Web Persidangan Perpustakaan Universiti dan Negara (PERPUN) Appendix Web PTAR/ Senarai Koleksi Digital: UiTM Intitutional Repository Appendix Customer Satisfaction Survey (Customer Counter) Appendix Customer Satisfaction Survey Appendix Indeks Kepuasan Graduat Appendix Kaji Selidik Kehendak Utama Pelanggan Appendix Laporan Aduan dan Maklum Balas Pelanggan Appendix Carta organisasi Perpustakaan UiTM Appendix List of Portfolio Academic Services Department. Appendix Statistic of Research Support Blog for Research Support Appendix List of Computer Labs Appendix Senarai Perisian i-learn, Appendix Senarai/Jadual Kursus i-learn Appendix Key Performance Indicator in Dasar Pengurusan Fasiliti Appendix Building Audit Appendix Facilities Condition Audit Appendix FMS System, E-bangunan Appendix Database BKAF PPF Appendix Bendahari UiTM xv

17 Appendix Training Log, Prosidur Serahan Bangunan Appendix Perancangan Pelan Induk tahunan for 20 years Appendix Laporan Lawatan Penandaarasan Perpustakaan Appendix Library Outreach Program Appendix Kelas Kemahiran Maklumat Appendix Taklimat Orientasi dan Lawatan Berpandu Appendix Mobile Info Kiosk Appendix Statistic Number of Reference Queries Appendix Database BKAF PPF Appendix Senarai bengkel dan aktiviti yang dianjurkan oleh Unit Impak Penyelidikan 2012 Appendix UiTM ONE-STOP CENTER Terma Rujukan Appendix Surat Lantikan JKPJBPU and TOR JKPJBPU Appendix Surat Permohonan Rekod Penerbitan Yang Diragui Rekod Senarai Jurnal Yang Tidak Diambil Kira Dalam Penilaian KPM Appendix Plagiarism policy Appendix RIEU Job Scope Appendix Senarai Lantikan UiTM Care Appendix Fail Penyelidikan Harta Intelek Appendix Data Pemenang Anugerah. Appendix Fail Patent Granted and Senarai Copyright Appendix Fail MoU with MTDC Appendix Penubuhan MPU dan Kelulusan Senat Appendix Statistik Lantikan Akademia Appendix Exit Reports In-bound Experts Appendix VCSP Appendix Report on Status of Achievements (MOAs / MOUs Appendix Perancangan OIA Julai Disember 2014 Appendix CAPs Report and Aims Student Mobility Allowance Appendix MOU UiTM and Kolej Teknologi Perak Appendix Audit Findings Report, Kolej SATT Appendix Laporan Audit KKB, 2014 Appendix Academic Quality Audit Schedule 2014 Appendix Surat Pelantikan Penilai Appendix Ringkasan Penemuan Tindakan Segera (KKB) Appendix Academic Circular 4/2012, PRO-PENS Guidelines, PRO-PENS Rubrics & PRO-PENS Report Appendix Academic Circular 5/2010, SuFO Guidelines Appendix Practical training feedback analysis Appendix PROPENS - HEA Appendix RESUFO-IPSIS Appendix Tracer Study Analysis CSPI, GEM Reports Appendix Perancangan dan Pelaksanaan Rancangan Malaysia Kesepuluh (RMK10) Universiti Teknologi MARA Document Appendix Autonomy Audit by the Ministry of Education Document/Report Appendix COPIA Standard Appendix SIRIM for Registrar s Office ISO 9001:2008 ISO 9001:2008 Certificate Appendix Tadbir Urus Akademik UiTM Booklet xvi

18 Appendix Skop Tanggung Jawab Lembaga Pengarah Universiti (LPU Ke 91, 14 Julai 2008) Carta Organisasi Universiti Teknologi MARA (Universiti Negeri) Appendix (page 184 of RMK10) Appendix Struktur Fungsi Universiti Negeri (page 185 of RMK10)] Appendix Struktur Proses Pelaksanaan Dasar dan Tindakan Appendix Corporate Communication Complaints Report Appendix Faculty Academic KPIs HEA Appendix Minutes of Meeting for JawatanKuasa Kebajikan Pelajar. Appendix Minutes of Meeting for JDC & meeting schedule Appendix Minutes of Meeting for Mesyuarat Pengurusan UITM Appendix Mesyuarat Pendaftaran Pelajar Baru & Minggu Destini Siswa (MDS) Appendix Minutes of Meeting of MITASA, UTIMAS KKUiTM and PPUiTM Appendix AKTA Peraturan-Peraturan UiTM Pemilihan Jawatankuasa Perwakilan Pelajar. Appendix Senate membership Appendix Skop Tanggung Jawab Lembaga Pengarah Universiti (LPU Ke 91 pada 14 Julai 2008) Appendix BOD Minutes of Meeting sample Appendix Sistem Pengurusan Kurikulum Elektronik (SPeK v1.0) Appendix Manual Pentadbir Akademik Appendix Glosari Istilah Peperiksaan dan Penilaian Pelajar UiTM Appendix Garis Panduan e-exatt Appendix Academic Tranformation 2012 Appendix New Directions for Quality Assurance, Institute of Quality and Knowledge Advancement (InQKA) Appendix Senate Paper No.173 dated 9 January 2013 Appendix Board of Directors Meeting No.131 Minutes dated 15 January 2013 Appendix UiTM s Quality Objectives Appendix Tadbir Urus Pengurusan & Pembangunan Sumber Manusia UiTM 2013 Appendix Pengisytiharan Kepentingan oleh Pengerusi dan Ahli Lembaga Pengarah Universiti di bawah Jadual Kedua, Peraturan 9, Akta 173 Appendix Pekeliling Pendaftar 2/2012 Kerja Luar Appendix Economic Impact Study by CSPI Appendix Location Map of UiTM campuses Appendix Garis Panduan Pemilihan dan Pelantikan Peringkat Universiti oleh MoE Appendix Panduan Asas Staf Akademik Universiti Teknologi MARA Appendix Circular on Annual Performance Appraisal Form Appendix Appendix Appendix Appendix Appendix Collegiality and Congeniality Survey Norma Penandaaras Agihan Peruntukan Perjawatan Akademik & Bukan Akademik dan Jawatan Naik Pangkat (Bukan Akademik) UiTM 2000, Pekeliling Pengambilan Staf] Pekeliling Pengambilan Staf Academic Training Programme Book 2013 ilqam Dasar, Syarat dan Peraturan Pengurusan Biasiswa dan Latihan UiTM xvii

19 Appendix Laporan Nilai Prestasi Tahunan (LNPT) Appendix screenshot of the staff appraisal record in Stars Appendix List of winners for 2013 Appendix Training Calendar Appendix Sample Letters Inviting Staff to be Trainers Appendix Infotech Strategic Planning Appendix Annual Report Corporate Communications Office Appendix Bulletin ICAN for Convocation Appendix Data on Grants received - cross refer Area 6 Appendix Data on MDAB/funds raised by MDAB Appendix Campus Development Plan (PFI) - cross refer Area 6 Appendix List of Affiliated Colleges Appendix Annual Report of HiCOE ARI activities & MITRANS Appendix CTQE Handling Over Notes of CTQE Appendix Gerakan Kualiti ( ) Appendix Rangka Operasi Menyeluruh (ROKUM),CTQE, 1996 Appendix Quality Assurance and Enhancement Policy 2014 Appendix Senate 194 Minutes of Meeting Appendix Staff Training Records Appendix Staff Training File Appendix Staff Personal File Appendix Kumpulan Inovatif & Kreatif File Appendix Lean Management Courses, JBPSM Appendix AKNC File Appendix Internal Quality Audit Reports Appendix Minutes of Management Meetings Appendix Corrective & Preventive Action Files Appendix Minutes of JKE Appendix Strategic Plan & UePMO Appendix Quality Manual (Chancellory) Appendix VCSP QMS Version 2 Appendix UiTM Policy on Plagiarism, 2012 Appendix ISO 9001:2008 certificates Appendix OBE Files Appendix Entrepreneurship Award Assessment Files (2012 & 2013) xviii

20 INSTITUTIONAL & CORPORATE INFORMATION 1. Name of the Higher Education Provider (UITM): UNIVERSITI TEKNOLOGI MARA 2. Date of establishment: Reference No. of the Approval for Establishment: UNIVERSITI TEKNOLOGI MARA ACT, 1976 (Act 173) 4. Name, title and designation of the Chief Executive Officer: Y. Bhg. Tan Sri Dato' Sri Prof. Ir. Dr. Sahol Hamid Abu Bakar, FASc Vice Chancellor 5. Address: Level 6, Chancellery Syed Sirajuddin Universiti Teknologi MARA Shah Alam, Selangor Darul Ehsan, Malaysia 6. Tel.: Fax: Website: Names and addresses of Faculties/Schools/Departments/Centres (if located outside the main campus): The 27 faculties and learning centres are clustered according to three (3) areas of study; Management Science, Sciences and Technology and Social Sciences and humanities. Twenty five (25) faculties and academies are located in the main campus are located in the main campus. The Faculty of Administrative Science and Policy Studies is located in UiTM Seremban 3 satellite campus while Faculty of Plantation and Agrotechnology is located in UiTM in UiTM Jasin, Melaka. Table 1 shows the satellite campuses and their repectives addresses. Management and Business 1. Faculty of Accountancy 2. Faculty of Business Management 3. Faculty of Hotel & Tourism Management 18

21 4. Faculty of Information Management Sciences and Technology 5. Faculty of Medicine Sg Buloh Campus, Jalan Hospital Sg Buloh SELANGOR DARUL EHSAN Tel: Fax: http: //medicine.uitm.edu.my 6. Faculty of Pharmacy Level 11, FF1 Building UiTM Puncak Alam Campus Bandar Puncak Alam SELANGOR DARUL EHSAN Tel: Fax: http: //pharmacy.uitm.edu.my 7. Faculty of Health Sciences Level 17, FSK 6 UiTM Puncak Alam Campus Bandar Puncak Alam SELANGOR DARUL EHSAN Tel: Fax: Faculty of Dentistry 9. Faculty of Chemical Engineering 10. Faculty of Civil Engineering 11. Faculty of Electrical Engineering 12. Faculty of Mechanical Engineering 13. Faculty of Applied Sciences 14. Faculty of Computer Science and Mathematics 15. Faculty of Architecture, Planning & Surveying 16. Faculty of Sport Science & Recreation 17. Faculty of Plantation & Agrotechnology Universiti Teknologi MARA (Melaka) 19

22 Jasin Campus Merlimau MELAKA Tel: Social Science & Humanities 18. Faculty of Law 19. Faculty of Administrative Science & Policy Studies 20. Faculty of Mass Communication & Media Studies 21. Faculty of Art & Design 22. Faculty of Film, Theatre & Animation UiTM Puncak Perdana Campus Puncak Perdana SELANGOR DARUL EHSAN Tel: Fax: Faculty of Education UiTM Section 17 Campus Shah Alam SELANGOR DARUL EHSAN Tel: / 7411 Fax: Faculty of Music Level 4, Block F, UiTM Section 17 Campus Shah Alam SELANGOR DARUL EHSAN Tel: / 7476 Fax: Learning Centres 25. Academy of Language Studies 26. Academy of Contemporary Islamic Studies 27. Malaysian Institute of Transport 11. Names and addresses of branch campuses (if applicable): 1. Rector 20

23 UiTM Perlis Kampus Arau Arau Perlis Indera Kayangan MALAYSIA Tel : (+604) Fax (+604) Rector UiTM Sabah Beg Berkunci Kota Kinabalu Sabah MALAYSIA Tel : (+6088) / Fax: (+6088) Rector UiTM Sarawak Kampus Kota Samarahan Jalan Meranek Kota Samarahan Sarawak MALAYSIA Tel : (+6082) Fax: (+6082) Rector UiTM Terengganu Dungun Terengganu Darul Iman MALAYSIA Tel : (+609) Fax: (+609) Rector UiTM Johor Negeri Johor, Kampus Segamat Km 12, Jalan Muar Segamat Johor Darul Ta'zim MALAYSIA Tel : (+607) Fax: (+607)

24 6. Rector UiTM Pahang Jengka Campus Lintasan Semarak, Bandar Jengka, Pahang Darul Makmur MALAYSIA Tel: (+609) Fax: (+609) Rector UiTM Melaka Lendu Campus KM 26 Jalan Lendu Alor Gajah Melaka MALAYSIA Tel: (+606) Fax: (+606) Rector UiTM Perak Kampus Seri iskandar Bandar Baru Seri Iskandar Seri Iskandar Perak Darul Ridzuan MALAYSIA Tel: (+605) Fax: (+605) Rector UiTM Kelantan Machang Campus Bukit Ilmu Machang Kelantan Darul Naim MALAYSIA Tel: (+609) Fax: (+609) Rector UiTM Pulau Pinang Permatang Pauh Campus Permatang Pauh Pulau Pinang 22

25 MALAYSIA Tel: (+604) / 2778 Fax: (+604) Rector UiTM Kedah Kampus Sungai Petani Peti Surat Merbok Kedah Darul Aman MALAYSIA Tel: (+604) Fax: (+604) Rector UiTM Negeri Sembilan Kampus Kuala Pilah Kuala Pilah Negeri Sembilan Darul Khusus MALAYSIA Tel: (+606) Fax: (+606) Table 1: The Main Campus in Shah Alam & Satellite Campuses Branch Name and address UiTM Jalan Othman Jalan Othman, Seksyen 3, Petaling Jaya UiTM Section 17 Kampus Seksyen 17, Shah Alam UiTM Kampus Puncak Shah Alam (6) Perdana Jalan Pulau Angsa AU10/A, Shah Alam UiTM Puncak Alam Bandar Puncak Alam UiTM Sungai Buloh Jalan Hospital, Sungai Buloh UiTM Selayang Jalan Prima Selayang 7, Batu Caves 12. Names and addresses of branch campuses Sabah (2) Perak (3) UiTM Sabah UiTM Sabah Tawau UiTM Perak Kampus Tapah Kampus Ipoh Beg Berkunci 71, Kota Kinabalu, Saba KM 36 Apas Balung, Peti Surat 61372, Tawau, Sabah Bandar Baru Seri Iskandar, 32610, Seri Iskan Perak Darul Ridzuan Tapah Road, Perak UiTM Kampus Metro Ipoh, No. 42A & B, Jalan Pengkalan Barat 36, Seksyen 18, Pasi Puteh Perak. 23

26 Sarawak (3) UiTM Samarahan 1 UiTM Samarahan 2 UiTM Kampus Mukah Peti Surat 1258, Kota Samarahan, Sarawak Kota Samarahan, Sarawak PO BOX 162, Jln Boulevard Setiaraja Mukah, Mukah Sarawak. Perlis (1) UiTM Perlis Peti Surat 41, Arau, Perlis Terengganu (3 UiTM Terengganu Sura Hujung, Dungun, Terengganu UiTM Kampus Kuala Chendering, Kuala Terengganu, Terengganu Terengganu UiTM Kampus Bukit Besi Kampus Bukit Besi, Dungun, Terengganu Johor (2) UiTM Johor Km. 12, Jalan Muar, Segamat, Johor Jalan Purnama, Bandar Seri Alam, Pasir UiTM Kampus Pasir GudaGudang Johor Malaysia Melaka (3) UiTM Melaka Km. 26, Jalan Lendu, Alor Gajah, Mela Kampus Bandaraya Mela 110 Off Jalan Hang Tuah, Melaka Kampus Jasin Merlimau, Jasin Melaka Sabah (2) UiTM Sabah Beg Berkunci 71, Kota Kinabalu, Saba KM 36 Apas Balung, Peti Surat 61372, UiTM Kampus Tawau Tawau, Sabah Pahang (3) UiTM Pahang UiTM Kampus Kuantan UiTM Kampus Raub Lintasan Semarak, Bandar Pusat Jeng Pahang Kampus Kuantan, Jalan Bukit Sekilau, Kuantan Kampus Raub, Jalan TRAS, Raub Kelantan (2) UiTM Kelantan Kampus Kota Bharu Jalan UiTM Pulau Pinang Pulau Pinang (2 UiTM Kampus Bertam Bukit Ilmu, Km.8, Jalan Machang / Pasir Putih Machang, Kelantan Kampus Kota Bharu, Wisma KUB, Jalan Sulta Ibrahim, Kota Bharu, Kelantan Permatang Pauh, Permatang Pa Pulau Pinang Pesiaran Pendidikan Bertam Perdana, Kepala Batas, Penang Kedah (1) UiTM Kedah Merbok, Kedah UiTM Negeri Sembilan Negeri Sembilan Kampus Kuala Pilah Kampus Seremban Pekan Parit Tinggi, 72000, Kuala Pilah, Nege Sembilan Melang, 72000, Kuala Pilah, Negeri Sembilan Persiaran Seremban Tiga / 1, Seremban 3, 70 Seremban, Negeri Sembilan 24

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27 13. List of Faculties and Centres in UiTM (and its branch campuses) and no. of programmes offered: Table 2: Faculties/Centre/Academies and Programmes No. Name of Faculties/Schools/Departments/ Centres No. of programmes offered Accountancy 16 Business Management 35 Hotel & Tourism Management 16 Information Management 11 Applied Sciences 41 Architecture Planning & Surveying 32 Chemical Engineering 9 Civil Engineering 13 Computer & Mathematical Sciences 37 Dentistry 4 Electrical Engineering 12 Health Sciences 44 Mechanical Engineering 6 Medicine 28 Pharmacy 48 Sport Science & Recreation 7 Administrative Science & Policy Studies 10 Art & Design 25 Film, Theatre and Animation 11 Communication & Media Studies 15 Education 14 Law 15 Music 8 Plantation & Agrotechnology 11 Academy of Language Studies (APB) 5 Academy of Contemporary Islamic Studies (ACIS) 5 Center of Foundation Studies 5 Malaysian Institute of Transport (MITRANS) 2 TOTAL (Source: Bahagian Hal Ehwal Akademik (HEA) 24 September 2014)

28 14. Details of all programmes currently conducted by UITM (and its branch campuses): No. Code of programm e Name of programme Table 3: Details of Programmes at UiTM Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 1 Faculty of Medicine MBBS220 / 240 Bachelor of Medicine and Bachelor of Surgery BACHELOR UiTM 2 MD661 Post Graduate Diploma in Obstretrics Ultrasonography POST-GRAD DIP 3 MD771 Masters in Internal Medicine MASTER UiTM UiTM 07/11/ /04/ /6/ MD772 Master of Medicine (Pschiatry) MASTER UiTM 8/9/ MD773 Master of Medicine (Family Medicine) MASTER UiTM 10/12/ /4/ /04/2008 homegrown In progress homegrown 0 In progress 6/12/2011 homegrown 14 In progress 6/12/2011 homegrown 10 In progress 6/12/2011 homegrown 13 6 MD774 Master of Pathology MASTER UiTM 2012 New programme homegrown 0 7 MD765 Masters in Medical Ethics & Medical Jurisprudence MASTER UiTM 2014 New programme homegrown 0 8 MD780 Master of Science (Medicine) MASTER UiTM 2004 In progress homegrown 56 9 MD750 Master of Medical Science (Microbiology) MASTER UiTM 2004 In progress homegrown 0 10 MD751 Master of Medical Science (Biochemistry) MASTER UiTM 2004 In progress homegrown 3 11 MD752 Master of Medical Science (Pathology) MASTER UiTM 2004 In progress homegrown 1 12 MD753 Master of Medical Science (Epidemiology) MASTER UiTM 2004 In progress homegrown 0 13 MD754 Master of Medical Science (Physiology) MASTER UiTM 2004 In progress homegrown 1 14 MD755 Master of Medical Science (Parasitology) MASTER UiTM 2004 In progress homegrown 0 15 MD756 Master of Medical Science (Genetics) MASTER UiTM 2004 In progress homegrown 0 16 MD757 Master of Medical Science (Anatomy) MASTER UiTM 2004 In progress homegrown 0 17 MD758 Master of Medical Science (Pharmacology) MASTER UiTM 2004 In progress homegrown 0 18 MD990 Doctor of Philosophy (Medicine) PhD UiTM 2004 In progress homegrown MD950 Doctor of Philosophy (Medical Microbiology) PhD UiTM 2004 In progress homegrown 0 20 MD951 Doctor of Philosophy (Biochemistry) PhD UiTM 2004 In progress homegrown 0 26

29 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 21 MD952 Doctor of Philosophy (Pathology) PhD UiTM 2004 In progress homegrown 0 22 MD953 Doctor of Philosophy (Epidemiology) PhD UiTM 2004 In progress homegrown 0 23 MD954 Doctor of Philosophy (Physiology) PhD UiTM 2004 In progress homegrown 1 24 MD955 Doctor of Philosophy (Medical Parasitology) PhD UiTM 2004 In progress homegrown 0 25 MD956 Doctor of Philosophy (Medical Genetics) PhD UiTM 2004 In progress homegrown 1 26 MD957 Doctor of Philosophy (Anatomy) PhD UiTM 2004 In progress homegrown 0 27 MD958 Doctor of Philosophy (Pharmacology) PhD UiTM 2004 In progress homegrown 0 28 MD959 Doctor of Philosophy (Family Medicine) PhD UiTM 2004 In progress homegrown 0 Faculty of Pharmacy 29 PH110 Diploma in Pharmacy DIPLOMA UiTM 30 PH210/240 Bachelor of Pharmacy (Hons) BACHELOR UiTM 31 PH771 Master of Clinical Pharmacy MASTER UiTM 32 PH772 Master of Pharmacy Practice MASTER UiTM 01/10/ /06/ /11/ /11/20 09 Deemed accredite d prior to /11/ /8/1998 homegrown /11/2005 homegrown 693 In progress homegrown 5 In progress homegrown PH780 Master of Science MASTER UiTM 2003 In progress homegrown PH750 Master of Science (Pharmacogenomik) MASTER UiTM 2003 In progress homegrown 8 35 PH751 Master of Science (Pharmacoinformatics) MASTER UiTM 2003 In progress homegrown 2 36 PH752 Master of Science (Pharmacognosy) MASTER UiTM 2003 In progress homegrown 0 37 PH753 Master of Science (Community Pharmacy) MASTER UiTM 2003 In progress homegrown 0 38 PH754 Master of Science (Pharmacoeconomy) MASTER UiTM 2003 In progress homegrown 0 39 PH755 Master of Science (Pharmacoepidemiology) MASTER UiTM 2003 In progress homegrown 1 40 PH756 Master of Science (Microbiology) MASTER UiTM 2003 In progress homegrown 6 41 PH757 Master of Science (Biochemistry) MASTER UiTM 2003 In progress homegrown 1 42 PH758 Master of Science (Nuclear Pharmacy) MASTER UiTM 2003 In progress homegrown 0 43 PH759 Master of Science (Veterinar Pharmacy) MASTER UiTM 2003 In progress homegrown 0 27

30 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 44 PH760 Master of Science (Pharmacy Education) MASTER UiTM 2003 In progress homegrown 0 45 PH761 Master of Science (Neuroscience) MASTER UiTM 2003 In progress homegrown 3 46 PH762 Master of Science (Social Pharmacy) MASTER UiTM 2003 In progress homegrown 1 47 PH763 Master of Science (Public Health Pharmacy) MASTER UiTM 2003 In progress homegrown 0 48 PH764 Master of Science (Pharmaceutics) MASTER UiTM 2003 In progress homegrown 7 49 PH765 Master of Science (Cosmetics) MASTER UiTM 2003 In progress homegrown 0 50 PH766 Master of Science (Pharmacology) MASTER UiTM 2003 In progress homegrown PH767 Master of Science (Physiology) MASTER UiTM 2003 In progress homegrown 0 52 PH768 Master of Science (Toxicology) MASTER UiTM 2003 In progress homegrown 0 53 PH769 Master of Science (Pharmaceutical Chemistry) MASTER UiTM 2003 In progress homegrown 8 54 PH770 Master of Science (Clinical Pharmacy) MASTER UiTM 2003 In progress homegrown 3 55 PH950 Doctor of Philosophy (Pharmacogenomics) PhD UiTM 2003 In progress homegrown 7 56 PH951 Doctor of Philosophy (Pharmacoinformatics) PhD UiTM 2003 In progress homegrown 0 57 PH952 Doctor of Philosophy (Pharmacognosy) PhD UiTM 2003 In progress homegrown 0 58 PH953 Doctor of Philosophy (Community Pharmacy) PhD UiTM 2003 In progress homegrown 0 59 PH954 Doctor of Philosophy (Pharmacoeconomy) PhD UiTM 2003 In progress homegrown 0 60 PH955 Doctor of Philosophy (Pharmacoepidemiology) PhD UiTM 2003 In progress homegrown 1 61 PH956 Doctor of Philosophy (Microbiology) PhD UiTM 2003 In progress homegrown 1 62 PH957 Doctor of Philosophy (Biochemistry) PhD UiTM 2003 In progress homegrown 0 63 PH958 Doctor of Philosophy (Nuclear Pharmacy) PhD UiTM 2003 In progress homegrown 0 64 PH959 Doctor of Philosophy (Veterinary Pharmacy) PhD UiTM 2003 In progress Homegrown 0 65 PH960 Doctor of Philosophy (Pharmacy Education) PhD UiTM 2003 In progress Homegrown 0 66 PH961 Doctor of Philosophy (Neuroscience) PhD UiTM 2003 In progress Homegrown 1 67 PH962 Doctor of Philosophy (Social Pharmacy) PhD UiTM 2003 In progress Homegrown 0 68 PH963 Doctor of Philosophy (Health Pharmacy) PhD UiTM 2003 In progress Homegrown 0 69 PH964 Doctor of Philosophy (Pharmaceutics) PhD UiTM 2003 In progress Homegrown 7 28

31 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 70 PH965 Doctor of Philosophy (Cosmetics) PhD UiTM 2003 In progress Homegrown 0 71 PH966 Doctor of Philosophy (Pharmacology) PhD UiTM 2003 In progress Homegrown 3 72 PH967 Doctor of Philosophy (Physiology) PhD UiTM 2003 In progress Homegrown 0 73 PH968 Doctor of Philosophy (Toxicology) PhD UiTM 2003 In progress Homegrown 0 74 PH969 Doctor of Philosophy (Pharmaceutical Chemistry) PhD UiTM 2003 In progress Homegrown 0 75 PH970 Doctor of Philosophy (Clinical Pharmacy) PhD UiTM 2003 In progress Homegrown 1 76 PH990 Doctor of Philosophy PhD UiTM 2003 In progress Homegrown 41 Faculty of Dentistry 77 DS220/240 Bachelor of Dental Surgery BACHELOR UiTM 05/04/ jpa.gov. my/online_ progs/esisr af/ Homegrown DS780/750 Master of Dental Science MASTER UiTM 2008 In progress Homegrown 7 79 DS990/950 Doctor of Philosophy (Dentistry) PhD UiTM 2008 In progress Homegrown 7 80 DS931 Doctor in Clinical Dentistry (Orthodontics) PhD UiTM Faculty of Health Sciences 81 HS110 Diploma in Nursing DIPLOMA UiTM 82 HS111 Diploma in Medical Laboratory Technology DIPLOMA UiTM 83 HS112 Diploma in Medical Imaging DIPLOMA UiTM 84 HS113 Diploma in Environmental Health DIPLOMA UiTM 85 HS114 Diploma in Physiotherapy DIPLOMA UiTM 86 HS115 Diploma in Occupational Therapy DIPLOMA UiTM 87 HS220/240 Bachelor of Nursing (Hons) BACHELOR UiTM 88 HS221/241 Bachelor of Medical Laboratory Technology (Hons) BACHELOR UiTM 9/1/ /01/ /01/ /01/ /11/ /01/ /01/ /10/ /10/200 4 New programme Homegrown 5 Deemed accredite d prior to /8/2000 Homegrown /8/2000 Homegrown /8/2000 Homegrown /8/2000 Homegrown 187 7/8/2001 Homegrown 153 7/8/2001 Homegrown /06/2008 Homegrown / Homegrown

32 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 89 HS222/242 Bachelor of Medical Imaging (Hons) BACHELOR UiTM 90 HS223/243 Bachelor of Health and Environmental Safety (Hons) BACHELOR UiTM 91 HS224/244 Bachelor of Physiotherapy (Hons) BACHELOR UiTM 92 HS225/245 Bachelor of Occupational Therapy (Hons) BACHELOR UiTM 93 HS226/246 Bachelor of Optometry (Hons) BACHELOR UiTM 23/10/ /07/ /10/ /10/ /06/20 06 Deemed accredite d prior to /5/ /10/2004 Homegrown /07/2005 Homegrown /10/2004 Homegrown /10/2004 Homegrown jpa.gov. my/online_ progs/esisr af/ Homegrown HS227/247 Bachelor of Nutrition and Dietetics (Hons) / Bachelor of 26/02/2 12/10/20 BACHELOR UiTM Dietetics (Hons) /10/2012 Homegrown HS770/700 Master of Nursing in Critical Care MASTER UiTM 30/04/20 07 In progress Homegrown HS771/701 Master of Nursing in Women s Health MASTER UiTM 30/04/20 07 In progress Homegrown HS772 Master of Medical Imaging MASTER UiTM 6/11/20 12 New program Homegrown HS780 Master of Science MASTER UiTM 2006 In progress Homegrown 5 99 HS750 Master of Science (Physiology) MASTER UiTM 2006 In progress Homegrown HS751 Master of Science (Anatomy) MASTER UiTM 2006 In progress Homegrown HS752 Master of Science (Health Education and Promotion) MASTER UiTM 2006 In progress Homegrown HS781 Maste rof Health Science MASTER UiTM 2006 In progress Homegrown HS761 Master of Health Science (Medical Imaging) MASTER UiTM 2006 In progress Homegrown HS762 Master of Health Science (Medical Laboratory Technology) MASTER UiTM 2006 In progress Homegrown HS763 Master of Health Science (Physiotherapy) MASTER UiTM 2006 In progress Homegrown HS764 Master of Health Science (Health and Environmental Safety) MASTER UiTM 2006 In progress Homegrown HS765 Master of Health Science (Occupational Therapy) MASTER UiTM 2006 In progress Homegrown HS766 Master of Health Science (Nutrition) MASTER UiTM 2006 In progress Homegrown HS767 Master of Health Science (Dietetics) MASTER UiTM 2006 In progress Homegrown 3 30

33 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 110 HS768 Master of Health Science (Optometry) MASTER UiTM 2006 In progress Homegrown HS782 Master of Nursing MASTER UiTM 2006 In progress Homegrown HS990 Doctor of Philosophy PhD UiTM 2006 In progress Homegrown HS950 Doctor of Philosophy (Medical Imaging) PhD UiTM 2006 In progress Homegrown HS951 Doctor of Philosophy (Medical Laboratory Technology) PhD UiTM 2006 In progress Homegrown HS952 Doctor of Philosophy (Physiotherapy) PhD UiTM 2006 In progress Homegrown HS953 Doctor of Philosophy (Environmental Health and Safety) PhD UiTM 2006 In progress Homegrown HS954 Doctor of Philosophy (Occupational Therapy) PhD UiTM 2006 In progress Homegrown HS955 Doctor of Philosophy (Nutrition) PhD UiTM 2006 In progress Homegrown HS956 Doctor of Philosophy (Optometry) PhD UiTM 2006 In progress Homegrown HS957 Doctor of Philosophy (Dietetics) PhD UiTM 2006 In progress Homegrown HS958 Doctor of Philosophy (Nursing) PhD UiTM 2006 In progress Homegrown HS959 Doctor of Philosophy (Physiology) PhD UiTM 2006 In progress Homegrown HS960 Doctor of Philosophy (Anatomy) PhD UiTM 2006 In progress Homegrown HS961 Doctor of Philosophy (Health Education and Promotion) PhD UiTM 2006 In progress Homegrown 1 Faculty of Chemical Engineering 125 EH110 Diploma in Chemical Engineering DIPLOMA UiTM 126 EH220 Bachelor of Engineering (Hons) Chemical BACHELOR UiTM 127 EH221/241 Bachelor of Engineering (Hons) Chemical and Process BACHELOR UiTM 128 EH222/242 Bachelor of Engineering (Hons) Chemical and Bioprocess BACHELOR 129 EH223/243 Bachelor of Engineering (Hons) Oil and Gas BACHELOR UiTM 130 EH224 Bachelor of Engineering (Hons) Chemical with Environmental BACHELOR 131 EH785 Master of Science in Chemical Engineering MASTER UiTM UiTM UiTM 29/4/ /01/ /07/ /06/ /09/ /3/ /12/20 06 Deemed accredite d prior to /04/2003 Homegrown /03/ /05/1999 Homegrown jpa.gov.m Homegrown y/online_pro gs/esisraf/ Homegrown 324 In progress Homegrown 349 New programme 16 In progress Homegrown 4 31

34 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 132 EH780/750 Master of Science (Chemical Engineering) MASTER UiTM 2003 In progress Homegrown EH990/950 Doctor of Philosophy (Chemical Engineering) PhD UiTM 2003 In progress Homegrown 24 Faculty of Civil Engineering 134 EC110 Diploma in Civil Engineering DIPLOMA UiTM /5/1986 Homegrown 2, EC111 Diploma in Civil Engineering (Construction) DIPLOMA UiTM /11/1996 Homegrown 14 Diploma in Civil Engineering (Building Services and Deemed 136 EC112 DIPLOMA UiTM 1983 accredite 18/11/1996 Homegrown 10 Maintenance) d prior to 137 EC220 Bachelor of Engineering (Hons) Civil BACHELOR UiTM /12/1974 Homegrown 1, /2/20 2.jpa.gov.m 138 EC221 Bachelor of Engineering (Hons) Civil (Infrastructure) BACHELOR UiTM Homegrown y/online_pro gs/esisraf/ 28/7/ EC771/701 Master of Science in Structural Engineering MASTER UiTM In progress Homegrown /7/ EC772/702 Master of Science in Geotechnical Engineering MASTER UiTM In progress Homegrown /7/ EC773/703 Master of Science in Water Resources Engineering MASTER UiTM In progress Homegrown /7/ EC774/704 Master of Science in Environmental Engineering MASTER UiTM In progress Homegrown /7/ EC775/705 Master of Science in Construction Engineering MASTER UiTM In progress Homegrown EC706 Master of Science in Highway Engineering MASTER UiTM 8/7/2012 New programme Homegrown EC780/750 Master of Science (Civil Engineering) MASTER UiTM 146 EC990/950 Doctor of Philosophy (Civil Engineering) PhD UiTM Faculty of Electrical Engineering 147 EE110 /113 Diploma in Electrical Engineering (Control and Instrumentation) 26/1/ /1/199 9 DIPLOMA UiTM 1983 In progress Homegrown 120 In progress Homegrown /09/1986 Homegrown EE111 Diploma in Electrical Engineering (Electronic) DIPLOMA UiTM 1983 Deemed 14/05/1986 Homegrown 1, EE112 Diploma in Electrical Engineering (Power) DIPLOMA UiTM 1983 accredite 14/05/1986 Homegrown 645 d prior to Bachelor of Engineering (Hons) Electric and Electronic 150 EE220/ 200 BACHELOR UiTM /12/1974 Homegrown 388 Engineering 151 EE210/241 Bachelor of Engineering (Hons) Electronics Engineering BACHELOR UiTM 26/02/ jpa.gov.m Homegrown

35 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s y/online_pro gs/esisraf/ 152 EE221/242 Bachelor of Engineering (Hons) Electrical Engineering BACHELOR UiTM /12/1974 Homegrown EE230/ EE240/ EE250/ EE770/700 Bachelor of Engineering (Hons) Electronics Engineering (Instrumentation) Bachelor of Engineering (Hons) Electronics Engineering (Communication) Bachelor of Engineering (Hons) Electronics Engineering (Computer) Master of Science in Telecommunication and Information Engineering BACHELOR BACHELOR BACHELOR MASTER 157 EE780/750 Master of Sceince (Electrical Engineering) MASTER UiTM 158 EE990/950 Doctor of Philosophy (Electrical Engineering) PhD UiTM Faculty of Mechanical Engineering 159 EM110 Diploma in Mechanical Engineering DIPLOMA UiTM 1983 UiTM UiTM UiTM UiTM 26/02/20 08 Deemed Homegrown /02/20 accredit.jpa.gov.my/ Homegrown ed prior online_prog 26/02/20 to 2008 s/esisraf/ Homegrown /09/20 06 In progress Homegrown /01/19 99 In progress Homegrown /01/19 99 In progress Homegrown /05/1986 Homegrown 2, EM220 Bachelor of Engineering (Hons) Mechanical BACHELOR UiTM 1970 Deemed 20/09/1974 Homegrown 1,649 accredit ed prior Bachelor of Engineering (Hons) Mechanical 24/08/ EM221/241 BACHELOR UiTM to 2008.jpa.gov.my/ Homegrown 365 (Manufacturing) 06 online_prog s/esisraf/ 162 EM774/704 Masters in Engineering Management MASTER UiTM 17/10/20 06 In progress Homegrown EM780/750 Master of Science (Mechanical Engineering) MASTER UiTM 26/01/19 99 In progress Homegrown EM990/950 Doctor of Philosophy (Mechanical Engineering) PhD UiTM 26/01/19 99 In progress Homegrown 72 Faculty of Applied Sciences 165 PD008 Pre- Diploma in Science PRE- DIPLOMA UiTM 1996 NA NA Homegrown AS113 Diploma in Polymer Technology DIPLOMA UiTM /03/1978 Homegrown AS114 Diploma in Microbiology DIPLOMA UiTM 1975 Deemed 13/03/1978 Homegrown 378 accredit 168 AS115 Diploma in Industrial Chemistry DIPLOMA UiTM /03/1978 Homegrown 279 ed prior 169 AS116 Diploma in Food Technology DIPLOMA UiTM 1975 to /03/1978 Homegrown AS117 Diploma in Wood Technology DIPLOMA UiTM /03/1978 Homegrown

36 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 171 AS118 Diploma in Textile Technology DIPLOMA UiTM /03/1978 Homegrown AS120 Diploma in Science DIPLOMA UiTM /05/1986 Homegrown 2, AS201 Bachelor of Science (Hons) Biology BACHELOR UiTM /01/2007 Homegrown AS202 Bachelor of Science (Hons) Chemistry BACHELOR UiTM 2004 Deemed 26/01/2007 Homegrown 575 accredit 175 AS203 Bachelor of Science (Hons) Physics BACHELOR UiTM 2004 ed prior 26/01/2007 Homegrown AS223/243 Bachelor of Science (Hons) Polymer Technology BACHELOR UiTM 12/12/19 to /08/2005 Homegrown AS224/244 Bachelor of Science (Hons) Biomolecular Science BACHELOR UiTM 04/10/ /07/2010 Homegrown AS225/245 Bachelor of Science (Hons) Applied Chemistry BACHELOR UiTM AS226/246 Bachelor of Science (Hons) Food Science and Technology BACHELOR UiTM 21/04/20 00 Deemed accredit ed prior to /07/1994 Homegrown /07/2010 Homegrown AS227/247 Bachelor of Science (Hons) Furniture Technology BACHELOR UiTM /01/1999 Homegrown AS228/248 Bachelor of Science (Hons) Textile Technology BACHELOR UiTM 182 AS229 Bachelor of Science (Hons) Environmental Technology BACHELOR UiTM 183 AS230 Bachelor of Science (Hons) Materials Technology BACHELOR UiTM 184 AS231/251 Bachelor of Science (Hons) Industrial Physics BACHELOR UiTM 185 AS232 Bachelor of Science (Hons) Bio-composite Technology BACHELOR UiTM 186 AS233/253 Bachelor of Science (Hons) Chemistry (Forensic Analysis) BACHELOR 187 AS234/254 Bachelor of Science (Hons) Marine Technology BACHELOR UiTM 188 AS730 Master of Science in Applied Biology MASTER UiTM 189 AS728 Master of Scince in Environmental Technology MASTER UiTM 190 AS780 Master of Science MASTER UiTM 191 AS750 Master of Science (Biology) MASTER UiTM UiTM 24/04/ /04/ /06/ /03/ /11/ /05/ /03/ /7/ /9/ /1/ /1/ /10/2003 Homegrown /10/2004 Homegrown /08/2009 Homegrown /08/2009 Homegrown /05/2009 Homegrown /07/2010 Homegrown online_prog s/esisraf/ Homegrown 180 New programme Homegrown 0 New programme Homegrown 0 In progress Homegrown 335 In progress Homegrown 8 34

37 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 192 AS751 Master of Science (Applied Biology) MASTER UiTM 193 AS752 Master of Science (Food Science and Technology) MASTER UiTM 194 AS753 Master of Science (Molecular Biology) MASTER UiTM 195 AS754 Master of Science (Wood Science and Technology) MASTER UiTM 196 AS755 Master of Science (Bioresources Technology) MASTER UiTM 197 AS756 Master of Science (Chemistry) MASTER UiTM 198 AS757 Master of Science (Applied Chemistry) MASTER UiTM 199 AS758 Master of Science (Environmental Science and Technology) MASTER 200 AS759 Master of Science (Physics) MASTER UiTM 201 AS760 Master of Science (Applied Physics) MASTER UiTM 202 AS761 Master of Science (Polymer Science and Technology) MASTER UiTM 203 AS762 Master of Science (Material Science and Technology) MASTER UiTM 204 AS763 Master of Science (Textile Sceinece and Technology) MASTER UiTM 205 AS990/950 Doctor of Philosophy (Science) PhD UiTM Faculty of Computer Science and Mathematics UiTM 25/1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ /1/ CS110 Diploma in Computer Science DIPLOMA UiTM 1977 In progress Homegrown 14 In progress Homegrown 8 In progress Homegrown 1 In progress Homegrown 12 In progress Homegrown 3 In progress Homegrown 17 In progress Homegrown 14 In progress Homegrown 8 In progress Homegrown 12 In progress Homegrown 13 In progress Homegrown 7 In progress Homegrown 5 In progress Homegrown 4 In progress Homegrown /12/1979 Homegrown 2, CS111 Diploma in Statistics DIPLOMA UiTM /03/1978 Homegrown 502 Deemed 208 CS112 Diploma in Acturial Science DIPLOMA UiTM /11/1978 Homegrown 344 accredit 16/06/ CS113 /143 Diploma in Mathematical Sciences DIPLOMA UiTM ed prior 20/10/2003 Homegrown 2, to CS220/240 Bachelor of Information Technology (Hons) BACHELOR UiTM /11/1996 Homegrown CS222/242 Bachelor of Science (Hons) Actuarial Science BACHELOR UiTM /11/1996 Homegrown CS221/241 Bachelor of Science (Hons) Statistics BACHELOR UiTM 1978 Deemed 21/10/1982 Homegrown

38 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 213 CS223/243 Bachelor of Information Technology (Hons) Intelligent System Engineering BACHELOR 214 CS224/244 Bachelor of Science (Hons) Business Computing BACHELOR UiTM 215 CS225/ CS226/246 Bachelor of Computer Science (Hons) Data Communication and Networking Bachelor of Information Technology (Hons) Information System Engineering BACHELOR BACHELOR 217 CS227/247 Bachelor of Science (Hons) Computational Mathematics BACHELOR UiTM 218 CS228/248 Bachelor of Science (Hons) Management Mathematics BACHELOR UiTM UiTM UiTM UiTM 16/06/ /06/ /06/ /06/ /09/ /10/20 02 accredit ed prior to /04/2003 Homegrown /04/2003 Homegrown /04/2003 Homegrown /04/2003 Homegrown /03/2006 Homegrown /03/2006 Homegrown CS229/249 Bachelor of Science (Hons) Mathematics BACHELOR UiTM /03/2006 Homegrown 615 Deemed 26/06/ CS230 Bachelor of Computer Science (Hons) BACHELOR UiTM accredit 12/06/2008 Homegrown ed prior to CS231/251 Bachelor of Science (Hons) Netcentric Computing BACHELOR UiTM 222 CS233/253 Bachelor of Computer Science (Hons) Multimedia Computing 223 CS770 Master of Science in Information Technology MASTER UiTM 224 CS771 Master of Science in Quantitative Sciences MASTER UiTM 225 CS772/702 Master of Science in Applied Statistics MASTER UiTM 226 CS773 Master of Science in Applied Mathematics MASTER UiTM 25/10/ /06/2008 Homegrown 373 BACHELOR UiTM /11/2010 Homegrown /08/ /02/ /05/ /12/ /06/2 013 In progress Homegrown 306 In progress Homegrown 94 In progress Homegrown 83 online_prog s/esisraf/ Homegrown CS777/707 Master of Computer Science MASTER UiTM 2003 In progress Homegrown CS778/708 Master of Science in Computer Networking MASTER UiTM 229 CS780 Master of Science in Information Technology and Quatitative Sciences MASTER 230 CS750 Master of Science (Computer Science) MASTER UiTM 231 CS751 Master of Science (Information Technology) MASTER UiTM 232 CS752 Master of Science (Mathematics) MASTER UiTM UiTM 10/11/20 05 In progress Homegrown /01/19 99 In progress Homegrown 59 26/01/19 99 In progress Homegrown 17 26/01/19 99 In progress Homegrown 0 26/01/19 99 In progress Homegrown 4 36

39 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 233 CS753 Master of Science (Statistics) MASTER UiTM 234 CS754 Master of Science (Decision Science) MASTER UiTM 235 CS755 Master of Science (Actuarial Science) MASTER UiTM 236 CS990 Doctor of Philosophy in Information Technology and Quantitative Sciences 237 CS950 Doctor of Philosophy (Compuer Science) PhD UiTM 238 CS951 Doctor of Philosophy (Information Technology) PhD UiTM 239 CS952 Doctor of Philosophy (Mathematics) PhD UiTM 240 CS953 Doctor of Philosophy (Statistics) PhD UiTM 241 CS954 Doctor of Philosophy (Decision Science) PhD UiTM 242 CS955 Doctor of Philosophy (Actuarial Science) PhD UiTM Faculty of Architecture, Planning and Survey 243 AP111 Diploma in Urban and Regional Planning DIPLOMA UiTM 244 AP114 Diploma in Quantity Surveying DIPLOMA UiTM PhD UiTM 26/01/19 99 In progress Homegrown 2 26/01/19 99 In progress Homegrown 3 26/01/19 99 In progress Homegrown 0 26/01/19 99 In progress Homegrown /01/19 99 In progress Homegrown 14 26/01/19 99 In progress Homegrown 11 26/01/19 99 In progress Homegrown 8 26/01/19 99 In progress Homegrown 7 26/01/19 99 In progress Homegrown 1 26/01/19 99 In progress Homegrown 0 08/01/ /03/ /05/1986 Homegrown online_prog s/esisraf/ Homegrown 1, AP115 Diploma in Estate Management DIPLOMA UiTM 1980 Deemed 14/01/1983 Homegrown AP116 Diploma in Building DIPLOMA UiTM 1983 accredit 14/05/1986 Homegrown 936 ed prior to /12/19.jpa.gov.my/ 247 AP117 Diploma in Interior Designer DIPLOMA UiTM Homegrown online_prog s/esisraf/ 248 AP118/148 Diploma in Landscape Architecture DIPLOMA UiTM 09/10/ /12/1991 Homegrown AP119 Diploma in Building Surveying DIPLOMA UiTM 29/04/19 21/06/2000 Homegrown AP120 Diploma in Geomatic Sciences DIPLOMA UiTM 97 22/07/19 96 Deemed accredit 10/04/1998 Homegrown

40 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 251 AP121 Diploma in Geomatic Sciences (Geographic Information System) DIPLOMA 252 AP122 Diploma in Geomatic Sciences (Natural Resources) DIPLOMA UiTM 253 AP213/243 Bachelor of Science (Hons) Architecture BACHELOR UiTM UiTM 26/03/ /03/ /12/20 06 ed prior to online_prog s/esisraf/ Homegrown /04/1998 Homegrown online_prog s/esisraf/ Homegrown AP220 Bachelor of Surveying Science and Geomatics (Hons) BACHELOR UiTM /03/1984 Homegrown AP221 Bachelor of Town and Regional Planning (Hons) BACHELOR UiTM 24/11/19 Deemed 78 accredit 30/11/1978 Homegrown AP223 Bachelor of Architecture (Hons) BACHELOR UiTM 20/04/19 ed prior 78 to /04/1978 Homegrown AP224 Bachelor of Quantity Surveying (Hons) BACHELOR UiTM AP225 Bachelor of Estate Management (Hons) BACHELOR UiTM 259 AP226 Bachelor of Construction Management (Hons) BACHELOR UiTM 260 AP227/247 Bachelor of Interior Architecture (Hons) BACHELOR UiTM 261 AP228/248 Bachelor of Landscape Architecture (Hons) BACHELOR UiTM 20/04/ /01/ /11/ AP229 Bachelor of Building Surveying (Hons) BACHELOR UiTM AP230 Bachelor of Parks and Amenities Management (Hons) BACHELOR UiTM 264 AP236/246 Bachelor of Sciences (Hons) Construction Management BACHELOR UiTM 13/03/ /12/ /04/ /11/ /09/ /07/ /01/ /12/ /06/2 004 Deemed accredit ed prior to online_prog s/esisraf/ NA Homegrown 1,015 Homegrown /04/1999 Homegrown 10 01/04/1999 Homegrown online_prog s/esisraf/ Homegrown 261 Homegrown /04/2001 Homegrown online_prog s/esisraf/ Homegrown AP763 Master of Science in Green Architecture MASTER UiTM 17/07/20 14 New programme Homegrown AP771 Master of Science in Urban Development and 09/04/20 MASTER UiTM Management 09 In progress Homegrown AP772/720 Master of Science in Geographical InformationScience MASTER UiTM 30/04/20 07 In progress Homegrown AP773 Master of Architecture MASTER UiTM In progress Homegrown

41 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 269 AP775/725 Master of Property Investment MASTER UiTM 270 AP AP777 Master of Science in Integrated Construction Project Management Master of Science in Heritage and Conservation Management MASTER MASTER 272 AP779 Master of Science in Facilities Management MASTER UiTM 273 AP780/781 Master of Science (Built Environment) MASTER UiTM 274 AP990/991 Doctor of Philosophy (Built Environment) PhD UiTM Faculty of Sport Science and Recreation 275 SR111 Diploma in Sports and Recreational Management DIPLOMA UiTM 276 SR113/115 Diploma in Sports Studies DIPLOMA UiTM 277 SR221/241 Bachelor of Sports Management (Hons) BACHELOR UiTM 278 SR223/243 Bachelor of Sports Science (Hons) BACHELOR UiTM 279 SR770 Masters in Sports Sciences MASTER UiTM UiTM UiTM 2010/ /04/ /05/ /05/ /04/ /04/ /12/ /07/ /08/ /08/ /09/20 01 Deemed accredit ed prior to 2008 In progress Homegrown 57 In progress Homegrown 181 In progress Homegrown 29 In progress Homegrown 123 In progress Homegrown 122 In progress Homegrown online_prog s/esisraf/ Homegrown 90 09/11/2000 Homegrown 1,677 07/12/1995 Homegrown /06/2004 Homegrown 616 In progress Homegrown SR780/750 Master of Science (Sporst Science and Recreation) MASTER UiTM 2006 In progress Homegrown SR990/950 Doctor of Philosophy (Sporst Science and Recreation) PhD UiTM 2006 In progress Homegrown 7 Faculty of Agriculture and Agrotechnology 282 AT110 Diploma in Planting Industry Management DIPLOMA UiTM 283 AT220 Bachelor of Science (Hons) Plantation Technology and Management BACHELOR UiTM 29/06/ /10/ online_prog s/esisraf/ Homegrown 2,908 25/10/2004 Homegrown 1, AT770 Masters in Plantation Industry Management MASTER UiTM 5/2/2006 In progress Homegrown 23 25/03/ AT732 Master of Science (Agronomy) MASTER UiTM 13 New programme Homegrown 2 25/03/ AT733 Master of Science (Agribusiness) MASTER UiTM 13 New programme Homegrown 5 39

42 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 287 AT736 Master of Science (Plant Biotechnology) MASTER UiTM 25/03/20 13 New programme Homegrown AT735 Master of Science (Plantation Industy Managent) MASTER UiTM 25/03/20 13 New programme Homegrown AT731 Master of Science (Soil Science) MASTER UiTM 25/03/20 13 New programme Homegrown AT734 Master of Science (Crop Protection) MASTER UiTM 25/03/20 13 New programme Homegrown AT780/750 Master of Science MASTER UiTM 2011 In progress Homegrown AT990 Doctor of Philosophy PhD UiTM 2011 In progress Homegrown 18 Faculty of Law 293 LW213 Bachelor of Law Studies (Hons) BACHELOR UiTM 26/06/20 07 Deemed accredit ed prior 20/02/2008 Homegrown LW222/224 Bachelor of Law (Hons) BACHELOR UiTM /09/1985 Homegrown 869 to 2008 In POST GRAD. 16/12/ LW601 Postgraduate Diploma in Shariah and Practice UiTM progres 25/08/2009 Homegrown 130 DIPLOMA 03 s 296 LW770/700 Master of Law MASTER UiTM 27/04/20 04 In progress Homegrown LW771/701 Master of Law (Intellectual Property Law) MASTER UiTM 2004 In progress Homegrown LW772/702 Master of Law (Corporate Law) MASTER UiTM 299 LW773/703 Master of Law (Legal Aspects of Marine Affairs) MASTER UiTM 300 LW774 Master of Law (Public Law and Public Interests) MASTER UiTM 301 LW775/705 Master of Law (Commercial Law) MASTER UiTM 27/04/ /04/ /04/ /04/20 04 In progress Homegrown 32 In progress Homegrown 6 In progress Homegrown 8 In progress Homegrown LW781/751 Master of Law MASTER UiTM 2003 In progress Homegrown LW790/706 Master of Law Studies MASTER UiTM 304 LW791/707 Master of Law Enforcement MASTER UiTM 305 LW792 Master of Comparative Commercial Law MASTER UiTM 306 LW793 Master of Islamic Family Law MASTER UiTM 26/06/ / / /08/20 07 In progress Homegrown 6 In progress Homegrown 24 In progress Homegrown 0 In progress Homegrown 0 40

43 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 307 LW991/951 Doctor of Philosophy (Law) PhD UiTM 2003 In progress Homegrown 23 Faculty of Administrative Science and Policy Studies 308 AM110 Diploma in Public Administration DIPLOMA UiTM 309 AM120 Diploma in Corporate Administration DIPLOMA UiTM 25/04/ AM225 Bachelor of Corporate Administration (Hons) BACHELOR UiTM AM228 Bachelor of Administrative Sciences (Hons) BACHELOR UiTM 12/12/ AM550 Institute of Chartered Secretaries and Administrators BACHELOR ICSA AM700 Master of Corporate Administration MASTER UiTM 314 AM701 Masters in International Relations and Diplomacy MASTER UiTM 315 AM770 Executive Master of Administrative Sciences MASTER UiTM 25/04/ /04/ /05/ /10/ /05/1986 Homegrown 5,730 New programme Homegrown 0 Deemed accredit ed prior to /08/2 009 In progres s 13/10/1995 Homegrown /08/2002 Homegrown 3,434 09/03/2007 External 208 New programme Homegrown 11 New programme Homegrown 0 In progress Homegrown AM780 Master of Adminsitrative Sciences MASTER UiTM 2003 In progress Homegrown AM990 Doctor of Philosophy (Adminsitrative Sciences) PhD UiTM 2003 In progress Homegrown 19 Faculty of Mass Communication 318 MC110 Diploma in Communication and Media DIPLOMA UiTM 319 MC111 Diploma in New Media Communication and Contentpreurship DIPLOMA 320 MC221/241 Bachelor of Mass Communication (Hons) Journalism BACHELOR UiTM 321 MC222/242 Bachelor of Mass Communication (Hons) Public Relations BACHELOR 322 MC223/243 Bachelor of Mass Communication (Hons) Broadcasting BACHELOR UiTM UiTM UiTM 04/01/ /02/ /12/ /12/ /12/19 98 Deemed accredit ed prior to /10/2002 Homegrown 1,458 New programme Homegrown 36 Deemed accredit ed prior to 2008 Deemed accredit ed prior to /01/2002 Homegrown /01/2002 Homegrown /01/2002 Homegrown

44 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 323 MC224/244 Bachelor of Mass Communication (Hons) Advertising BACHELOR UiTM 324 MC225/245 Bachelor of Mass Communication (Hons) Publication BACHELOR UiTM 325 MC226/ MC227/ MC228/248 Bachelor of Communication (Hons) Instructional Communication and Training Bachelor of Communication (Hons) Interpersonal Communication Bachelor of Communication (Hons) Communication Management and Policy BACHELOR BACHELOR BACHELOR 328 MC770 Master of Mass Communication MASTER UiTM 329 MC771/701 Master of Arts in Media and Information Warfare Studies MASTER UiTM 330 MC780/750 Master of Arts (Communication and Media Studies) MASTER UiTM 331 MC990/950 Doctor of Philosophy (Communication and Media Studies) 332 MC991 Doctor of Philosophy (Media and Information Warfare Studies) Faculty of Arts and Design 333 AD111 Diploma in Arts and Design (Graphic Design and Digital Media) PhD PhD DIPLOMA 334 AD112 Diploma in Arts and Design (Textile Design) DIPLOMA UiTM 335 AD113 Diploma in Arts and Design (Fine Metal Design) DIPLOMA UiTM 336 AD114 Diploma in Arts and Design (Industrial Design) DIPLOMA UiTM 337 AD115 Diploma in Arts and Design (Ceramic) DIPLOMA UiTM 338 AD116 Diploma in Arts and Design (Fashion Design) DIPLOMA UiTM 339 AD117 Diploma in Photography and Creative Image DIPLOMA UiTM 340 AD118 Diploma in Fine Arts DIPLOMA UiTM 341 AD120 Diploma in Printing Technology DIPLOMA UiTM UiTM UiTM UiTM UiTM UiTM UiTM 21/12/ /12/ /08/ /08/ /08/ /05/ /02/ / /01/ /02/ /04/ /04/ /04/ /04/ /04/ /04/ /10/ /04/ /04/20 00 Deemed accredit ed prior to 2008 Deemed accredit ed prior to /01/2002 Homegrown /01/2002 Homegrown online_prog s/esisraf/ Homegrown 147 Homegrown 185 Homegrown 161 In progress Homegrown 181 In progress Homegrown 60 In progress Homegrown 4 In progress Homegrown 29 In progress Homegrown 6 22/10/2003 Homegrown 1,106 22/10/2003 Homegrown /10/2003 Homegrown /10/2003 Homegrown /10/2003 Homegrown /10/2003 Homegrown /11/1984 Homegrown /10/2003 Homegrown /10/2003 Homegrown

45 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 342 AD221/241 Bachelor of Arts and Design (Hons) Graphic Design BACHELOR UiTM 343 AD222/242 Bachelor of Arts and Design (Hons) Textile Design BACHELOR UiTM 344 AD223/243 Bachelor of Contemporary Metal Design (Hons) BACHELOR UiTM 345 AD224/244 Bachelor of Arts and Design (Hons) Industrial Design BACHELOR UiTM 346 AD225/245 Bachelor of Arts and Design (Hons) Ceramic Design BACHELOR UiTM 347 AD226/246 Bachelor of Arts and Design (Hons) Fashion Design BACHELOR UiTM 348 AD227/247 Bachelor of Photography and Creative Image (Hons) BACHELOR UiTM 349 AD228 Bachelor of Fine Arts (Hons) BACHELOR UiTM 350 AD230 Bachelor of Printing Technology (Hons) BACHELOR UiTM 351 AD232 Bachelor of Visual Cultura Studies (Hons) BACHELOR UiTM 352 AD771/701 Master of History in Arts and Cultural Management MASTER UiTM 353 AD772/702 Master of Fine Arts and Technology MASTER UiTM 354 AD773/703 Master of Visual Communication and New Media MASTER UiTM 355 AD774/704 Master of Design Technology MASTER UiTM 356 AD780/750 Master (Arts and Design) MASTER UiTM 357 AD990/950 Doctor of Philosophy (Arts and Design) PhD UiTM Faculty of Education 358 ED220/241 Bachelor of Education (Hons) Teaching English as Second Language BACHELOR 359 ED222/242 Bachelor of Education (Hons) Arts and Design Education BACHELOR UiTM UiTM 05/03/ /03/ /07/ /03/ /03/ /03/ /07/ /07/ /10/ /03/ / / / / /07/ /07/ /12/ /08/19 99 Deemed accredit ed prior to 2008 New programm e In progress In progress In progress In progress Deemed accredit ed prior to /12/2003 Homegrown /12/2003 Homegrown online_prog s/esisraf/ Homegrown /12/2003 Homegrown /12/2003 Homegrown /12/2003 Homegrown /05/2003 Homegrown /12/2003 Homegrown /05/2003 Homegrown 211 homegrow n homegrow n 22 homegrow n 21 homegrow n 94 homegrow n 70 In progress Homegrown 134 In progress Homegrown 66 15/08/2000 Homegrown /08/2000 Homegrown ED225 Bachelor of Education (Hons) Education Management BACHELOR UiTM 05/12/20 In 18/11/2008 Graduate package

46 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 361 ED226/246 Bachelor of Education (Hons) Physical and Health Education BACHELOR 362 ED227/247 Bachelor of Science Education (Hons) Biology BACHELOR UiTM 363 ED228/248 Bachelor of Science Education (Hons) Physics BACHELOR UiTM 364 ED229/249 Bachelor of Science Education (Hons) Mathematics BACHELOR UiTM 365 ED230/260 Bachelor of Science Education (Hons) Chemistry BACHELOR UiTM 366 ED ED720/ ED722/772/ 701 ED725/775/ 705 Bachelor of Education (Primary School Education) with Honours (KPM) Master of Education in Teaching English as Second Language UiTM 06 progres s 19/09/ /05/ /05/ /05/ /05/20 03 Deemed accredit ed prior to 2008 BACHELOR UiTM 2010 In progress MASTER UiTM Master of Education (Visual Arts Education) MASTER UiTM Master of Education in Educational Management and Leadership MASTER UiTM 20/07/ /05/ /05/20 08 for Head masters by Education Ministry 15/08/2000 Homegrown /12/2006 Homegrown /12/2006 Homegrown 57 05/06/2003 Homegrown /06/2003 Homegrown 93 Graduate package for Teachers by Education Ministry 1,259 In progress Homegrown 257 In progress Homegrown 64 In progress Homegrown ED780/750 Master (Education) MASTER UiTM 2003 In progress Homegrown ED990 Doctor of Philosophy (Education) PhD UiTM 2003 In progress Homegrown 55 Faculty of Film, Theatre and Animation 372 CT111 Diploma in Creative Technology (Screen) DIPLOMA UiTM 373 CT112 Diploma in Creative Technology (Artistic Writing) DIPLOMA UiTM 374 CT113 Diploma in Creative Technology (Theatre) DIPLOMA UiTM 375 CT CT223/FF2 23 Diploma in Creative Technology (Creative Industry Management) DIPLOMA UiTM Bachelor of Creative Technology (Hons) Screen BACHELOR UiTM 12/01/ /01/ /01/ /01/ /07/20 07 Deemed accredit ed prior to /04/2003 Homegrown /04/2003 Homegrown /04/2003 Homegrown /04/2003 Homegrown /07/1999 Homegrown

47 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 377 CT224/FF2 24 Bachelor of Creative Technology (Hons) Artistic Writing BACHELOR UiTM 21/07/ /08/1999 homegrown CT225/FF2 25 Bachelor of Creative Technology (Hons) Theatre BACHELOR UiTM 09/11/ /09/2007 homegrown CT226/FF2 26 Bachelor of Creative Technology (Hons) Creative Industry Management BACHELOR UiTM 09/11/ /09/2007 homegrown CT227/FF2 27 Bachelor of Creative Technology (Hons) Animation and Screen Technology BACHELOR 381 CT780/750 Master of Artistic and Creative Technology MASTER UiTM 382 CT990/950 Docotr of Philosophy (Artistic and Creative Technology) PhD UiTM Faculty of Music 383 MU110 Diploma in Music DIPLOMA UiTM 384 MU220 Bachelor of Music Education (Hons) BACHELOR UiTM 385 MU221 Bachelor of Music Composition (Hons) BACHELOR UiTM 386 MU222 Bachelor of Music Performance (Hons) BACHELOR UiTM UiTM 09/11/ /10/ /10/ /08/ /07/ /08/ /08/19 99 Deemed accredit ed prior to /09/2007 homegrown 123 In progress homegrown 15 In progress homegrown 8 27/09/1988 homegrown /01/2002 homegrown /08/2007 homegrown 43 online_prog s/esisraf/ homegrown MU223 Bachelor of Music Business (Hons) BACHELOR UiTM 28/02/20 13 New programme homegrown MU770 Master of Music (Music Education) MASTER UiTM 04/05/20 02 In progress homegrown MU780/750 Master (Music) MASTER UiTM 23/4/200 7 In progress homegrown MU990/950 Doctor of Philosophy (Music) PhD UiTM 23/04/20 07 In progress homegrown 7 Faculty of Accountacy 391 AC110/111 Diploma in Accountancy DIPLOMA UiTM 1983 Deemed 14/05/1986 homegrown 6,758 accredit 18/03/ AC120 Diploma Accounting Information System DIPLOMA UiTM ed prior 08/09/2007 homegrown 1, to AC150 Certified Accounting Technicians (UK) CERTIFICAT ACCA Not In progress External

48 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s E Availabl e 394 AC220 Bachelor of Accountancy (Hons) BACHELOR UiTM AC AC551 Chartered Institute Of Management Accountants (CIMA) (UK) Association Of Chartered Certified Accountants (ACCA) (UK) BACHELOR CIMA 1983 BACHELOR ACCA 1983 Deemed accredit ed prior to 2008 In progres s In progres s 17/01/1983 homegrown 5,709 14/05/1986 External /05/1986 External 1, AC553 Certified Public Accountants (CPA) (Australia) - CPA 2000 In progress External AC770/700 Master of Accountancy MASTER UiTM 05/07/19 99 In progress homegrown AC772/702 Masters in Corporate Governance MASTER UiTM 2010/20 11 In progress homegrown AC773/703 Master in Forensic Accounting and Financial Criminology MASTER UiTM 27/12/20 05 In progress homegrown AC780/750 Master of Science (Accountancy) 27/12/20 MASTER UiTM 05 In progress homegrown AC751 Master of Science (Islamic Finance & Muamalat) MASTER UiTM 403 AC752 Master of Science (Financial Criminology) MASTER UiTM 404 AC990/950 Doctor of Philosophy (Accountancy) PhD UiTM 405 AC951 Doctor of Philosophy (Islamic Finance & Criminology) PhD UiTM 406 AC952 Doctor of Philosophy (Financial Criminology) PhD UiTM Faculty of Business Management 27/12/20 05 In progress homegrown 0 27/12/20 05 In progress homegrown 1 21/04/20 02 In progress homegrown /04/20 02 In progress homegrown 0 21/04/20 02 In progress homegrown PD002/003 Pre-Diploma (Commerce) PRE DIPLOMA UiTM 1996 NA NA homegrown 1, BM111 Diploma in Business Studies DIPLOMA UiTM /05/198 Deemed 6 homegrown 6, BM112/119 Diploma in Banking Studies DIPLOMA UiTM 1983 accredited 14/05/198 prior to 6 homegrown 4, BM114 Diploma in Investment Analysis DIPLOMA UiTM /04/198 6 homegrown

49 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 04/12/ BM115 Diploma in Business Studies (Insurance) DIPLOMA UiTM homegrown BM117 Diploma in Business Studies (Transport) DIPLOMA UiTM 29/07/20 24/11/ homegrown BM118 Diploma in Office Management and Technology DIPLOMA UiTM 28/08/1 30/06/ homegrown 4, BM216/247 Bachelor of Busniess Administration (Hons) Transport BACHELOR UiTM 29/07/20 30/06/ homegrown BM220/240 Bachelor of Busniess Administration (Hons) Marketing BACHELOR UiTM /05/198 6 homegrown 3,259 15/12/ BM221/241 Bachelor of Busniess Administration (Hons) Insurance BACHELOR UiTM 1982 homegrown Deemed 12/10/ BM222/242 Bachelor of Busniess Administration (Hons) Finance BACHELOR UiTM 1989 accredited homegrown 4,676 3 prior to Bachelor of Busniess Administration (Hons) Human 06/05/ BM223/243 BACHELOR UiTM homegrown 2,412 Resource Management BM224/244 Bachelor of Busniess Administration (Hons) Operations 02/10/199 BACHELOR UiTM 1991 Management 5 homegrown BM225/245 Bachelor of Busniess Administration (Hons) Retail 16/02/199 BACHELOR UiTM 1992 Management 6 homegrown BM226/246 Bachelor of Busniess Administration (Hons) International 25/08/199 BACHELOR UiTM 1994 Business 8 homegrown 1, BM229/249 Bachelor of Busniess Administration (Hons) Islamic 20/06/20 Deemed 17/10/200 BACHELOR UiTM Banking 01 accredited 2 homegrown 1, BM230/250 Bachelor of Busniess Administration (Hons) Business 29/04/20 prior to 25/08/200 BACHELOR UiTM Economy homegrown 1, BM231 Bachelor of Busniess Administration (Hons) 4/12/20 BACHELOR UiTM Entrepreneurship 11 New programme homegrown BM251 Bachelor of Business Administration (Hons) Investment Management BACHELOR UiTM 426 BM232 Bachelor of Office System Management (Hons) BACHELOR UiTM 427 BM234 Bachelor of Customer Service Management (Hons) BACHELOR UiTM 428 BM235 Bachelor of Health Administration (Hons) BACHELOR UiTM 429 BM236 Bachelor of Event Management (Hons) BACHELOR UiTM 28/11/ /03/ /10/ /10/ /10/2 006 New programme homegrown 0 Deemed accredited prior to /01/ /08/ /08/ /08/20 09 homegrown 2,871 homegrown 371 homegrown 407 homegrown

50 No. Code of programm e Name of programme Level Awarding body Approv al Date Accredit ation Date Recognitio n (by PSD/JPA) Date Types of Programme (Collaboration/ Homegrown) No. of student s 430 BM551 Chartered Instiitute Of Marketing (CIM) (UK) - CIM Not Availabl e 431 BM552 Chartered Institute Of Transport (CIT) (UK) - CIT BM770/700 BM771/701 /703 Master of Business Administration MASTER UiTM 433 BM774 Master of Business Economy MASTER UiTM 434 BM706 Master in Islamic Banking and Finance MASTER UiTM 435 BM721 Master of Applied Entrepreneurship MASTER UiTM 436 BM775 Master of Office System Management MASTER UiTM 18/02/ /04/ /03/ /03/ /03/20 06 In progress In progress External 22 04/03/198 0 External 25 In progress homegrown 1,080 New programme homegrown 17 New programme homegrown 69 New programme homegrown 14 In progress homegrown BM780/750 Master of Science (Business Management) MASTER UiTM 1998 In progress homegrown BM990/950 Doctor of Philosophy (Business Management) PhD UiTM 439 BM991/901 Doctor of Business Administration PhD UiTM 26/01/ /01/20 04 In progress homegrown 192 In progress homegrown BM992 Doctor of Philosophy (Office Systems Management) PhD UiTM 2008 In progress homegrown BM995 Doctor of Philosophy in Business Management PhD UiTM Faculty of Hotel Management and Tourism 442 HM110 Diploma in Hotel Management DIPLOMA UiTM 443 HM111 Diploma in Tourism Management DIPLOMA UiTM 07/08/ /08/ /08/ HM112 Diploma in Foodservice Management DIPLOMA UiTM HM115 Diploma in Culinary Arts DIPLOMA UiTM HM220/240 Bachelor of Science (Hons) Hotel Management BACHELOR UiTM 20/12/1 996 New programme homegrown 39 Deemed accredited prior to /10/ /04/ /10/ /04/ /08/1 997 homegrown 1,106 homegrown 1,277 homegrown 606 homegrown 1,064 homegrown

51 447 HM221/241 Bachelor of Science (Hons) Tourism Management BACHELOR UiTM 448 HM222/242 Bachelor of Science (Hons) Foodservice Management BACHELOR UiTM 20/12/ /12/ HM225/245 Bachelor of Science (Hons) Culinary Arts Management BACHELOR UiTM HM770 Master of Hospitality Management MASTER UiTM 451 HM771 Master of Tourism Management MASTER UiTM 452 HM772 Master of Foodservive Management MASTER UiTM 453 HM775/705 Master of Gastronomy MASTER UiTM 454 HM780/750 Master of Science (Hotel Management) MASTER UiTM 455 HM781/751 Master of Science (Tourism Management) MASTER UiTM 456 HM782/752 Master of Science (Foodservice Management) MASTER UiTM 457 HM990/950 Doctor of Philosophy (Hotel and Tourism Management) PhD UiTM Faculty of Information Management 458 IM110 Diploma in Information Management DIPLOMA UiTM 459 IM120 Diploma in Library Management DIPLOMA UiTM IM220/224/ IM221/225/ IM222/226/ IM223/227/ Bachelor of Science (Hons) Library and Information Management Bachelor of Science (Hons) Information System Management 20/08/ /02/ /02/ /12/ / /02/ /02/ / /04/ /02/2 013 BACHELOR UiTM 1990 BACHELOR UiTM Bachelor of Science (Hons) Records Management BACHELOR UiTM Bachelor of Science (Hons) Information Resources Management BACHELOR 464 IM770 Master of Science in Information Management MASTER UiTM 465 IM771/701 Master of Science in Knowledge Management MASTER UiTM 466 IM772 Master of Library Sciences MASTER UiTM 467 IM780 Master of Science (Information Management) MASTER UiTM UiTM 21/01/ /01/ / /05/ /07/ /06/ /01/1 997 Deemed accredited prior to /08/ /08/ /08/2 009 homegrown 846 homegrown 521 homegrown 613 In progress homegrown 73 In progress homegrown 92 In progress homegrown 59 In progress homegrown 154 In progress homegrown 10 In progress homegrown 9 In progress homegrown 9 In progress homegrown 41 05/07/2 002 homegrown 2,341 New programme homegrown 48 Deemed accredited prior to /08/ /05/ /05/ /05/2 007 homegrown 1,216 homegrown 1,199 homegrown 812 homegrown 428 In progress homegrown 132 In progress homegrown 50 In progress homegrown 32 In progress homegrown IM990/950 Doctor of Philosophy (Information Management) PhD UiTM 01/04/1 In progress homegrown 68 49

52 999 Academy of Language Studies 469 LG220/ LG221/ LG222/242 Bachelor of Applied Language Studies (Hons) English for Professional Communication Bachelor of Applied Language Studies (Hons) Malay for Professional Communication Bachelor of Applied Language (Hons) Arabic for Professional Communication BACHELOR BACHELOR BACHELOR 472 LG780/750 Master (Applied Language Studies) MASTER UiTM 473 LG990/950 Doctor of Philosophy (Applied Language Studies) PhD UiTM UiTM UiTM UiTM 27/12/2 005 Deemed 05/04/ /08/ /02/ /02/2 009 accredited prior to /05/ /12/2 009 homegrown 292 homegrown 387 New programme homegrown 35 In progress homegrown 20 In progress homegrown 20 Academy of Contemporary Islamic Studies 20/06/2 474 IC120 Diploma in Halal Management DIPLOMA UiTM /09/2 475 IC110 Diploma in Muamalat DIPLOMA UiTM /09/2 476 IC210 Bachelor of Muamalat (Hons) BACHELOR UiTM IC780 Masters in Contemporary Islamic Studies MASTER UiTM 23/02/ IC990 Doctor of Philosophy in Contemporary Islamic Studies) PhD UiTM 23/02/2 012 Malaysia Institute of Transports 479 LT780 Master of Science (Transport and Logistics) MASTER UiTM 480 LT990 Doctor of Philosophy (Transport and Logistics) PhD UiTM Centre of Foundation Studies 08/11/ /11/2 011 New programme homegrown 0 New programme homegrown 0 New programme homegrown 0 New programme homegrown 16 New programme homegrown 17 20/02/2012 In progres s homegrown 23 pending homegrown PI009 Foundation in Engineering FOUNDATION UiTM 2005 NA NA homegrown PI080 Foundation in Science FOUNDATION UiTM 2005 NA NA homegrown 2, PI005 Foundation in Law (UiTM) FOUNDATION UiTM 2005 NA NA homegrown PI007 Foundation in Law (KPM) FOUNDATION UiTM 2005 NA NA homegrown PI020 Foundation in TESL FOUNDATION UiTM 2001 NA NA homegrown 330 NOTE: [1] Programme 135,136, 256 and 226 are being phased off and are no longer offered. NA not applicable. No. of students are data from session 2013/

53 15. Number and qualification of academic staff: Table 4: No & Qualifications of Academic Staff Status Academic Number of staff Qualification Local Foreign Total Full-time PhD 1, ,127 Masters 6, ,314 Bachelors Diploma Professional Others Sub-total 7, ,971 Part-time PhD Masters Bachelors Diploma Professional Others Sub-total Total 8, ,771 Source : Bahagian Pengurusan Maklumat Sumber Manusia and CSPI as of 01 September Desi gnation of academic staff: Table 5: No. of Academic Staff by Post & Qualifications (as at 25th Jun 2014) JAWATAN WARGA BUKAN WARGA JUMLAH PROFESOR PROFESOR MADYA PENSYARAH KANAN PENSYARAH PENSYARAH MUDA & PENOLONG PENSYARAH TOTAL JAWATAN WARGA BUKAN WARGA JUMLAH PHD MASTERS BACHELORS DIPLOMA PROFESIONAL OTHERS TOTAL Source :JPSM, Pendaftar 51

54 List others who are involved in teaching and learning, for example, adjunct professors, visiting professors, exchange professors, fellows, etc. Table 6: Academic Appointments (Jan July 2014) BIL JAWATAN LURA NEGARA DALAM NEGARA 1. Profesor Pelawat Tersohor Profesor Pelawat Pemeriksa Luar Sarjana Kreatif Tersohor Sarjana Kreatif Profesor Adjung Penasihat Akademik Post Doctoral Panel Industri 0 6 Jumlah Jumlah Keseluruhan 83 Source : BHEA 17. Total number of students: Table 7: Student Enrolment Number of students Total Local Foreign Male 60, ,545 Female 109, ,409 Total 169, ,954 (CSPI : 05 Sept 2014) 18. Student attrition rate: Table 8: Student Attrition Session Number of students leaving the institutio Reasons for leaving Sesi II 2013/2014 7,717 Berhenti - 4,898 Diberhentikan - 2,819 Sesi I 2013/2014 5,349 Berhenti - 2,706 Diberhentikan - 2,643 Sesi II 2012/2013 6,781 Berhenti - 3,887 Diberhentikan - 2,894 Session Number of students leaving the institutio Reasons for leaving Sesi I 2012/2013 6,662 Sesi II 2011/2012 6,468 Sesi I 2011/2012 4,627 (CSPI : 05 Sept 2014) Berhenti (withdrawal) : MD (Menarik diri) Diberhentikan (terminated) : D1 D7 Berhenti - 3,103 Diberhentikan - 3,559 Berhenti - 1,655 Diberhentikan - 4,813 Berhenti Diberhentikan - 4, Total number of administrative and support staff: 52

55 Table 9: Administrative Staff by Professional level No Job Designation Number of staff required 1. Pengurusan Tertinggi 3 2. Pengurusan & Profesional 1, Sokongan 1 5, Sokongan 11 2,574 JUMLAH 9,279 Source: Pendaftar 53

56 20. Provide the organisational chart of the UITM: Figure 1: Organisational Chart of UiTM 54

57 21. State the purpose of this audit: / Comprehensive Institutional Audit for Self-Accreditation Status 22. Provide details of the purpose of this audit: This audit is carried out pursuant to an invitation by the Minister of Education to UiTM to be considered for Self Accredittation Status. 23. Contact person: Name (Title): Prof. Dr. Haji Hazman Shah Abdullah Designation: Assistant Vice Chancellor, Institute of Quality & Knowledge Advancement, UiTM Tel.: Fax:

58 NOTES TO THE SELF REVIEW PORTFOLIO The descriptions of UiTM s approaches, policies, practices, process and procedures pertaining to the 9 areas in Code of Practice for Institutional Audit (COPIA) are provided in the following sections. The descriptions are guided by the questions provided in MQA-03 for the preparation of Self Review Portfolio (SRP). The questions relating to the benchmark standards are in light blue while enhanced standards are in light red for easy identification. The descriptions are intended to provide a concise but a true and fair account of how UiTM plans, implements, monitors, reviews and improves practices subsumed under the 9 areas of quality assurance. The descriptions start with relevant policies followed by the practices pursuant to the policies in the faculties, campuses and other academic centres. Where a requirement is substantially similar to an earlier one, appropriate cross reference is made to avoid duplication. Tables and figures which are originally in Bahasa Malaysia are left in their original form but with English table captions. All references to units and divisions within UiTM are in Bahasa Malaysia. For evidences relating to practices at the faculties and/or the campuses, samples representing the 3 clusters and one campus are provided. Where the records or evidences are system-based, screenshots of the system are provided. The evidences are stated at the end of the description of policies and practices regarding a requirement. All evidences are appropriately index to the questions for easy reference. Where evidence is cited again, the same index is retained. A full presentation of the systems will be provided or available during the visit. This will provide the panel with a good sample of the practices in the various academic centres. During site audit, the panel can view the evidences from all faculties and campuses. This approach, we hope will provide the panel with a good picture of UiTM s practices before the visit. 56

59 1 PHILOSOPHY, VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES Overview UiTM was set up in 1956 as RIDA, renamed as Maktab MARA in 1965 before it was established as Institut Teknologi MARA (ITM) in In 1976, ITM was placed under the Ministry of Education and in 1996 it was given all powers of a university but officially called Universiti Teknologi MARA (UiTM) in UiTM is an 18 year old university ( ). ITM and now UiTM has maintained its philosophy and core mission of spearheading Bumiputera human capital development in all professions and fields to support their equitable participation in the economy with necessary adaptations by successive university leaders to national plans (New Economy Masterplan, PSPTN1, PSPTN 2, RMK10) and industry needs. As a public university and in the context of an innovation-led economy, entrepreneurship, research and industry-community service have risen as important complement to the educational mission of the university. The university s motto, philosophy, vision, mission and educational objectives as listed below underpin its transformative role as aptly reflected in the tagline Mengubah Destini Anak Bangsa (Changing Destinies). 1.1 Statement of Vision, Mission and Educational Goals (VMG) Benchmarked Standards State or provide a copy of UiTM s vision and mission and the general educational goals. Motto Endeavour, Religious, Dignity (Usaha, Taqwa, Mulia) Philosophy Every individual has the ability to attain excellence through the transfer of knowledge and assimilation of moral values so as to become professional graduates capable of developing knowledge, self, society and nation. 57

60 Vision To establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputera s dynamic involvement in all professional fields of world-class standards in order to produce globally competitive graduates of sound ethical standing. Mission To enhance the knowledge and expertise of Bumiputera in all fields of study through professional programmes, research work and community service based on moral values and professional ethics. Objectives 1. To provide maximum opportunities for Bumiputera to pursue professionallyrecognised programmes of study in science, technology, industry, business, arts and humanities. 2. To provide quality and innovative programmes of study relevant to current market needs and customer demands, and in line with policies of national development. 3. To establish a human resource development programme as a tool for the assimilation of a value system within the university community. 4. To ensure that UiTM graduates are adequately prepared to join the local as well as the global workforce. 5. To establish UiTM as a centre of excellence that is accountable for the effective and efficient management of its human resources, finances and assets in order to achieve its educational objectives, while playing its role as a catalyst in community development. Appendix : Screenshots of VMG from campus and faculty websites 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. The university s VMG underscores the importance of and the need to provide and broaden educational access to Bumiputera to empower their transformation and inclusion in the wealth of the nation. This transformation is guided through programmes which are locally appropriate (MQF, MQA, MOE, MITI), globally competitive (international recognitions & attestations) and entrepreneurial (knowledge and business creation) aimed at producing graduates with good communication and leadership skills, competent, ethical and socially responsible and responsive. 58

61 Appendix : Screenshots of VMG from campus and faculty websites Describe the appropriate body and membership responsible for approving the vision, mission and educational goals of UiTM. The creation and the revisions to the VMG of the university are finally approved by the 12 member BOD and further endorsed by the MOE through its acceptance of the 5 year development and strategic plans which are guided and underpinned by these strategic statements of purpose. Appendix : Clause 14 (1) & (2) of Act 173 Appendix : Latest organizational chart Describe how the vision, mission and educational goals are made known to the relevant parties. The VMG of the universities are featured in all important university publications (RMK10, Convocation Book etc.). The university website displays the VMG for the benefit of students, staff and visitors. Staff and students are provided with information about these statements of purpose and direction while undergoing induction or orientation as news members of the university, and by the VC (e.g. annual address) and DVCs (various functional committees) in the planning and evaluation sessions. The faculties, centres and campuses (FCCs) help to convey the university s VMG to their staffs and students. The faculties interpret and develop their own VMG within the context of the university s VMG but are defined more specifically to their respective areas of responsibility which are often required by professional bodies. The state campuses which host programmes from different faculties display the same VMG as the university. Further, all the websites are linked to the main university website which provides a central point of reference to all units. Appendix : Screenshot of VMG on websites Appendix : Sample documents with VMG Convocation book Appendix : Induction/orientation documents with VMG Appendix : Three sample faculty website with its VMG Enhanced Standards 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. See

62 1.1.6 State that UiTM s planning and evaluation processes, [educational programmes (Institutional Profile), educational support services, financial and physical resources (Area 6), and administrative processes (Area 8) are adequate and appropriate to fulfil its stated goals]. The university establishes, operates, reviews and continually improves the planning and evaluation systems and processes necessary to carry out its mission consistent with the requirements of the regulating bodies (JPA, MAMPU, MOE, MOF, MQA, Professional bodies etc.) and the expectations of the community. These arrangements and provisions are periodically and externally evaluated by JPA (through MYPost, HRMIS,), MOE (autonomy audit, research audits, centres of excellence audits, PSTPN audit), MQA (programme audits, institutional audits, Setara 2011/2013, D-Setara 2011), Auditor General (financial audits), SIRIM and LRQA (quality systems audit) and professional bodies (accreditation audits). Additionally, the international ranking bodies and international accreditation bodies form the second layer of external evaluation to ensure the University s systems and processes are fit for purpose and on par with international good practices. These evaluations have shown (through positive audit or review outcomes) that the systems and processes are appropriate and effective in meeting the needs of a large comprehensive university. Further, through the CQI and innovation programmes, the University mobilises the energies of all staff to improve the systems and processes in departments, faculties, centres and campuses. The many awards and accolades that the university has received testify to the commitment and efforts to innovate and improve the university s capacity to meet its goals and expectations of its stakeholders. The University s systems and processes as checked and validated through the multiplicity of audits assure the university leadership and the stakeholders that the university continues to meet its obligations to provide the expected learning opportunities and serve the industry and community through its research and community service. More information on provision and adequacy of educational programmes, financial and physical resources and administrative processes in meeting the university s goals are provided in Areas 2, 6 and 8 respectively. Appendix : List of international accreditations Appendix : LRQA Surveillance Audit Report Appendix : APA report Appendix : PG Audit Report Appendix : Financial Audit Reports Zero Audit Certificate Appendix : Sample list of awards Awards (Entreprenuerial U, certifications Appendix : QS and THE ranking details 60

63 1.2 Participation in the Formulation of Vision, Mission and Educational Goals Benchmarked Standards Describe how UiTM involves major stakeholders in the formulation and renewal of the mission and educational goals as well as the educational programmes. The VMG is typically discussed and debated in small working groups comprising senior academics and administrative staff who then propose changes to the existing VMG and the rationale for such changes. These proposals are discussed in the Senate and Executive Committee (EXCO) meetings before eventually tabled to the BOD for final consideration and decision. The BOD is also unique in that it comprises members who represent a wide cross section of stakeholders representing the ministries, alumni and businesses. Significant changes to the VMG are brought to the attention of the regulators especially if they involve major re-alignment of purpose and direction. Enhanced Standards Describe how UiTM consults and involves a wide range of stakeholders in the ongoing refinement of the vision, mission and goals. The major stakeholders are directly involved in the conception and refinement of the VMG on an ongoing basis. Key stakeholders and interested Bumiputera NGOs are consulted periodically by the VC on strategic changes to the university. Additionally, the BOD itself comprises members who represent a cross section of key stakeholders both from the government (MOE), industry (corporations and entrepreneurs) and community (NGO). Appendix : BOD membership Appendix : Engagement with Dr Adnan 1.3 Academic Autonomy Benchmarked Standards Describe how the curriculum is designed and the resources allocated to show sufficient autonomy in such functions. UiTM is empowered under the Universiti Teknologi MARA Act, 1976 (Act 173) to design and deliver curricula at all levels based on the needs of the nation and industry guided by the VMG, moderated by the Senate and BOD and subject to policies, rules and regulations applicable to universities in general. The curricula are developed and designed following a standard process established by the Academic Office which ensures that all requirements of MQA, MQF and MOE and other applicable bodies are met. The faculties are encouraged to develop futuristic programmes incorporating newer pedagogies (e.g. Problem-based Learning & 61

64 Blended learning) and approaches (joint degrees & split programmes), offering multidisciplinary experiences (major, minor & electives) and internships within the framework established by the regulators. UiTM also has the autonomy to restructure or terminate non-viable and non-competitive curricula which it has exercised from time to time. The university through its budgeting and expenditure processes allocates and expends resources as appropriate and in compliance with all internal and external financial regulations to ensure achievement of specified educational and learning outcomes. In the case of new curriculum development, all new resources needed to deliver the programme are identified and when approved, resources are requested and allocated through the budgeting process. Further information on the curriculum development and resource allocation are provided in Area 2 (Curriculum Design and Delivery) and Area 6 (Educational Resources). Appendix : Clause 2 of Act How does UiTM ensure that the members of the academic staff have sufficient autonomy to focus on areas of their expertise? The planning for and the recruitment of academic staff are based on needs of faculties, disciplines and programmes for expertise. Academic staff are assigned to areas of study and research as needed and based on their expertise in keeping with MQA standards. Within their area of expertise, academic staff select specialisation or concentration consistent with faculty s future plans and their own professional interests. The academic staff have wide autonomy in focusing their research efforts on areas of interest. More recently, UiTM has guided the research efforts to several nationally aligned research niches as shown in Figure 2. More information on research is provided in Area 6. 62

65 Figure 2: Core Research Areas (from RMI 29th Oct 2014) UITM, as part of its leadership and management planning, identifies and appoints staff with expertise and experience in appropriate areas to lead and manage specific functions and processes of the university. More importantly, academic staff can choose one of the three career tracks namely research, teaching and learning, and academic leadership as they progress in the academic career in UiTM (see Table 10). 1. Pengajaran dan/atau Penyeliaan dan Penyeliaan pasca Siswazah 2. Penyelidikan, Penerbitan dan Persidangan 3. Perundingan dan/atau Kepakaran Table 10: Three Promotion Tracks Track I Track II Track III General Criteria Inovasi/Pengkomersilan/Keusahawanan Khidmat (Universiti/Masyarakat/Pelajar) Sanjungan dan Anugerah Akademik 7. Kepimpinan Akademik dan Kualiti Keperibadian Jumlah Note: Track I : Teaching & Learning Track II : Research (Fellow/Researchers/Scientist) Track III : Academic Leadership Appendix : Garis Panduan Kenaikan Pangkat UiTM

66 Enhanced Standards What are UiTM s plans to expand the boundaries of academic autonomy? UiTM is a half century old academic institution. It has evolved from a training centre to become the largest comprehensive public university offering programmes at all levels and in many disciplines through 24 faculties and 3 academic centres. A network of 30 state and satellite campuses delivers these programmes nationwide. Institutional maturity and managerial efficiency necessitates granting of administrative autonomy to campuses and faculties. To govern the large university system within the framework of Act 173 and affording the state campuses adequate managerial autonomy to operate efficiently and effectively, the University has developed a unique governance concept called One University, Two Systems (see Figure 3) to rationalise the development and delivery of the programmes among and between the network of state campuses 1. Figure 3: One University, Two Systems This approach calls for a planned and systematic granting of academic, human resource, financial and development autonomy to state campuses within the framework of Act 173. Through a rigorous process of governance audits using a modified version of MOE s University Good Governance Instrument (UGGI), UiTM has identified and granted defined management autonomy to state campuses (Campus Good Governance Instrument (CGGI) and Audit report). The recent MOE University Autonomy Audit carried out by MPC affirmed the systematic manner in 1 Approved by BOD on 20 th June

67 which the University managed the process of devolution. As shown in Table 11, the 10 autonomous state campuses have been approved by the BOD but only 7 have been formally bestowed the status. Table 11: Autonomous State Campuses No State Campus Date of BOD Approval 1 Sarawak Jan Terengganu Jan Perlis Jan Perak Jan Pahang Jan Melaka Jan Penang May Johor Jun 2014* 9 Sabah Jun 2014* 10 Kelantan Jun 2014* 11 Kedah - 12 Negeri Sembilan - *Approved but not declared. Source: Registry Eventually, all campuses will be granted autonomous status upon attaining the threshold scores in the CGGI. This autonomy is granted within the context of Act 173 and all other applicable laws. Campuses can, upon receiving autonomy, develop their own curriculum, eventually manage their own assessments and make academic decisions as stipulated in the academic regulations via their Jawatankuasa Akademik Negeri (JAN), plan, select and appoint their staff with JKKN and JJKK, sign MOUs etc. 2 More autonomy is planned to ensure institutional flexibility and agility as the BOD becomes more confident in the ability of the state campuses to locally manage matters previously centralised. Further, the Academic Office and the Postgraduate Institute have in 2014 granted more autonomy to the faculties in the management of postgraduate programmes. Thirteen faculties are empowered to conduct Defence of Proposal (DRP) and viva for masters and PhD students 3. Eventually, all faculties will carry out the DRP and viva themselves based on a set of clear and common policies, processes and procedures which will be monitored by the Post Graduate Institute (IPSIS). Under the outcome-based education, Faculties and academics have autonomy to develop and use newer methods and approaches to teaching, learning and assessment provided such changes are coordinated with all involved and where necessary, after obtaining required approvals. The policy of blended learning enjoins faculties to offer greater flexibility to students and staff in their teaching and learning endeavours as a complement to the conventional face to face methods. As of the 3 rd quarter of 2014, 1618 courses 4 have been formally registered to use the blended mode and more courses will join this mode as required by the university policy. 2 Minutes of BOD Meeting A 2089 (114) held on 27 th Dec MPS Bil. 2/ & MPS Bil.10/ Data provided by i-learn via [21 st Oct. 2014) 65

68 Appendix : Autonomy Document Appendix : Registrar s documents for autonomous campuses Appendix :UGGI - UiTM Learning Outcomes Prior to the formulation of MQF and the 8 learning outcomes domain (LOD) in 2008, UITM developed a 21 Attributes Model of its Graduate which reflected the university s ideal of a complete graduate (Ciri-Ciri Model Graduan UiTM, 2004). Since 2009, UiTM has adopted the MQF LODs and the MOE LOs as primary reference to its graduate attributes at the university and the programme levels. The generic LOs as spelled out by MQF and MOE are not inconsistent with the 21 Attributes Model of UITM Graduate. Table 12 shows the congruence between these two sets of graduate attributes. Table 12: Mapping of 21 Attributes of Model Graduates to MQF Learning Outcomes Domain No 21 Attributes (2004) MQF Learning Outcomes Attributes of UiTM Domains (2008) Graduates (2011) 1 Berpengetahuan & Berkemahiran Knowledge of discipline areas Practical skills 2 Berkecerdasan & Ketahanan 3 mental serta fizikal yang These attributes are berpanjangan addressed at programme Bersifat jati diri, patriotik, levels as specified in the berterima kasih, dan bersyukur programme outcomes 4 Beretika, bertakwa & berakhlak mulia serta mempunyai ciri-ciri personaliti yang seimbang, harmonis & holistik 5 Berdikari, berdaya saing, kepemimpinan, keusahawanan & kemahiran pengurusan yang tinggi 6 Rasional, terbuka, berpandangan jauh, berketrampilan bebas & yakin, progresif, saintifik & berkemahiran 7 Kreatif, konstruktif, kritikal, analitikal Values, attitudes and professionalism Social skills and responsibilities Managerial and entrepreneurial skills Communication, leadership and team skills Information management and lifelong learning skills Problem solving and scientific skills 1. Communication skills 2. Leadership skills 3. Entrepreneurial skills 4. Critical thinking skills 5. Creativity and innovation However, since 2010 with the slogan Professional and Versatile Graduates, UiTM has ben focusing on five generic and key graduate attributes namely, communications skills, leadership skills, entrepreneurship, creativity and innovation and critical thinking 5 in line with industries call for more depth in these soft skills. These university level graduate attributes are incorporated into all programme level outcomes consistent with the needs of the programme standards and professional bodies (as applicable). The mandatory co-curricular activities and the soft skills module (Kemahiran Insaniah) managed by the Student Affairs Department (SAD) 5 Pelan Halatuju Akademik ( ), pg. 6 66

69 systematically expose, reinforce and develop these attributes in UiTM students. There is also an intensified inculcation of entrepreneurship on a university wide basis by Malaysian Academy of SME and Entrepreneurship Development (MASMED) to increase business venturing and self employment among UiTM graduates which, among others, were duly recognised through the Entrepreneurial University award in 2012 and UiTM continues to monitor the achievement of these graduate attributes/outcomes through MOE s Tracer Studies, MY3S and also UiTM s in-campus employers interviews and other occasional studies by ICAN and CSPI. Under RMK 11, these attributes will be further refined to align with needs of RMK 11 and Ministry of Education s five year plan to be launched in mid 2015 and the impending Higher Education Blueprint. The programme accreditations (MQA) and reaccreditations (by professional bodies), and institutional audits by MQA (e.g. APA audit, 2009; Postgraduate Audit 2013) have found good mapping of the course outcomes to the programme outcomes and also the university graduate attributes. Benchmarked Standards Show how the learning outcomes and educational goals are in line with, and supportive of, the vision and mission of UiTM. Figure 2 shows the relationship between the vision and mission of the University and the learning outcomes. UiTM aims to be a premier university with outstanding scholarship through the programmes of study, research and service in variety of fields required to support the present and future needs of the nation. The learning outcomes articulated by UiTM are aimed at producing graduates who are nationally and globally competitive i.e. can find a place in the local, regional and other related markets (see Figure 4). To achieve this, UiTM encourages all programmes to go beyond the mandatory national accreditation but to obtain international recognition towards the global relevance. So far, about 30 programmes have been internationally recognised and accredited. UiTM gives attention to five key graduate attributes which are in line with MQF and MOE learning outcomes to be systematically and systemically included in all UiTM programmes irrespective of levels. Under the RM 11, UiTM is relooking at these outcomes to further align with national needs with special emphasis on entrepreneurial mindset and entrepreneurship. 67

70 Figure 4: Nexus between Vision, Mission and Learning Outcomes (InQKA, 2014) Specify the broad competencies and attributes expected of students upon completion of a period of study. The UiTM graduate attributes and MQF learning outcomes as specified in Table 10 are incorporated in all the academic programmes. These broad competencies are articulated appropriately in the programme outcomes together with the programme specific outcomes pertaining to knowledge, methods and skills of the discipline. All UiTM graduates are expected to have and demonstrate at a minimally required level the broad competencies listed below at the conclusion of their programme of study. 1. Leadership skills 2. Team skills 3. Social skills 4. Information management skills 5. Entrepreneurship skills 6. Time Management skills 7. Communication skills Table 13 shows samples of programme outcomes from the 3 clusters of faculties namely Humanities and Social Science, Management Science and Science and Technology in UiTM. 68

71 No Table 13: Sample Programme Outcomes of 3 Clusters Science &Technology Humanities & Soc Sc Management Science Electrical Administrative Science Information Management Engineering 1 Ability to acquire and apply science and engineering fundamentals. 2 Communication ability to express ideas effectively, in written and oral forms. 3 Acquiring in-depth technical knowledge in one or more specialization. 4 Ability to identify, formulate and solve engineering problems. 5 Ability to utilize systems approach to design and evaluate operational performance. 6 Ability to use the techniques, skills, and modern engineering tools necessary for engineering practices. 7 Ability to recognize and appreciate importance of ethical standards in professional work. 8 Ability to acquire lifelong learning. 9 Ability to apply managerial or entrepreneurship skills. 10 Ability to work as both an individual and a team on electrical engineering or multidisciplinary projects. 11 Knowledge of contemporary issues and appreciation of diversity in the world and intellectual areas. Source: UHEK, HEA, 2014 Ability to acquire and apply basic knowledge of management and environmental administration; Ability to identify and clarify environmental issues; Ability to communicate effectively with clients and stakeholders; Ability to act as a leader and a team member effectively; Ability to discern and apply professional standard and ethics in his/her work; Ability to formulate strategies in solving environmental problems using scientific techniques Ability to gather information for sound decision making; Ability to continuously improve knowledge through life-long Apply knowledge of information systems management. Communicate effectively, with information professionals, colleagues and the public. Apply current information and communications technology in managing information and information systems. Identify the ethics and social responsibilities of information professionals in terms of cultural, environmental, and global needs. Apply the suitable approach and technique in designing and managing information systems. Act effectively as an individual and in a group, with leadership, entrepreneurial and managerial capabilities. Educate the users of the information systems in organization in line with information and communication technology. Conduct research for developing information systems. Acquire and practice information management knowledge for lifelong learning Describe how these relate to the existing and emergent needs of the profession, discipline and the larger society. The professions require graduates who are capable of solving present and emerging challenges to the practice, businesses and economy, and thereby continually enhancing knowledge in their respective fields of study. The society and the government expect the graduates to be socially responsible, innovative and 69

72 entrepreneurial so that they are capable of employment and wealth creation in the globalising world without losing sight of national values. UiTM graduate attributes and the more specific programme outcomes are developed, reviewed, approved and implemented in accordance with the current and emergent needs of professions and practice as articulated by UiTM s faculties and centres, and by the appropriate accreditation bodies. The University is highly cognizant of the need for graduates to be not only professionally qualified but more importantly, to be socially responsible, ethically centred, entrepreneurial and patriotic citizens of the country which it has emphasised as generic university graduate attributes since Enhanced Standards Explain how the competencies are related to the needs of the student in his future workplace, further studies and good citizenship. The specific programme outcomes which address the eight (8) learning outcome domains (LOD) of MQF, the nine (9) POs of MOE and relevant professional bodies are defined or articulated in terms of the profession or job or industry related competencies. The market study for new programmes and required consultation of the alumni and employers when reviewing existing programmes, align the POs to the current and also future competencies needed for success at the workplace, in seeking further professional development and in being a responsible member of the society. For instance, communications skills (workplace competency) is given prominence in the POs and lifelong learning and information management skills are actively nurtured as a standard part of every curricula to support continual learning and also further studies. Ethics, team, social and leadership skills enable the graduates to be morally sensitive, accommodative and, tolerant and also to provide ideas and views on matters of professional and social interests. ICAN s many volunteerism projects are aimed at instilling the values of care and concern for the less fortunate members of the society. To support the nations call for wealth creation and for the graduate to start businesses rather than seek employment with others, UiTM provides exposure and opportunities to students to engage in entrepreneurship in campus. For this effort, MOE has selected UiTM as the Entrepreneurial University for 2012 and Appendix : MQF - LODs Appendix : MOE_ POs Appendix : New Programme Template (market study) Appendix : Curriculum Review Template (alumni & employer/ industry consultation) Appendix : Entrepreneurial University Award 2012 & 2013 Appendix : ICAN s Volunteerism Programmes 70

73 2 CURRICULUM DESIGN AND DELIVERY Overview UiTM s vision and the educational mission rely critically on the development, evaluation and improvement to its 485 programmes. The Outcome-Based Education promoted via MQF has been embraced to design and deliver programmes which, has as its focus, the promised graduate outcomes and competencies. On both the design and delivery sphere, UiTM is constantly improving, and innovating to ensure and have content that is dynamic and relevant, and pedagogies which are more learner-centred. The e-learning policy aims to tap technology to complement traditional classroom learning and to inspire the younger learners toward self and lifelong learning. Internal and external monitorings, reviews and accreditations are means by which UiTM continually tests its curricula and its teaching and learning effectiveness to stay relevant. The 1U2S policy will differentiate roles, focus resources, and optimise the delivery of curricula between and among the many state campuses of the University as it seeks to realise the premier university status. Generally, all new curricula and reviews of old curricula call for more industry exposure (practical training, internships, practicum etc), more industry engagement and more focus on outcomes with employability as a key indicator. 2.1 Curriculum Design and Teaching-Learning Methods Benchmarked Standards Describe the processes, procedures, and mechanisms for curriculum development. How are the main constituents in the institution involved in this process? The office of the Deputy Vice Chancellor (Academic and International) for Academic and International Affairs is responsible for ensuring that all processes, procedures and mechanisms for curriculum development are adhered to and implemented in the 27 faculties/academies and all state campuses in Universiti Teknologi MARA (UiTM). It monitors and aligns all faculties and campuses to the Ministry of Education (MoE) and Malaysian Qualifications Agency (MQA) directives and circulars on curriculum design, implementation and evaluation. The Academic and International Affairs Division is also responsible for the academic blueprint, policy making and assuring the quality of all academic programmes in UiTM. Curriculum development involves both development of new programme and curriculum review exercise. Instruction to conduct any curriculum review and new programme can be from top down or bottom up. Example of top down: Policy instruction from the Ministry of Education, Malaysian Qualifications Agency (MQA), 71

74 Professional Bodies and University Senate. Example of bottom up: response to closing the loop (CDL) report upon completion of one cohort, relevancy to current trend, feedback from stakeholders and industry. The new programme development procedure includes: Establishment of Curriculum Committee at faculty level. The Curriculum Committee comprises professors, content experts, Outcomebased education committee, Resource Persons and senior lecturers. The roles of the committee include thorough discussion and getting approval from top management at faculty level, carrying out market survey, studying the needs and employability of the new programme/field, gathering input from alumni, industry, stakeholders and the experts Syllabi are developed based on Outcome-based education documentation. The Deputy Vice Chancellor (Academic and International) approves the new programme development upon presentation of the feasibility studies. Each faculty hands in the document to the Curriculum Affairs Unit to be checked. The Curriculum Affairs Unit checks the curriculum document against respective programme standards or COPPA. The University Curriculum Council (Majlis Kurikulum Universiti), that consists of the Deputy Vice Chancellor (Academic and International) as the Chairman, three senate members, three Cluster Chairmen (Science and Technology, Social Science and Humanity, Management and Business) and the Director of Curriculum Affairs as the secretary for the meeting, deliberates on the curriculum. Also present in the meeting are the Registrar, Bursary, Assistant Vice Chancellor InQKA, Director of Academic Development and relevant Dean/Rector/Director of Academic Centre. Approved programme is then endorsed at the University Senate and the University Board of Directors before submitting it to MQA. A programme which receives a letter of quality compliance from MQA is then presented at the Department of Higher Education, Ministry of Education for approval. Once approved, MQA sends a provisional certificate of quality compliance (CQC) upon application by the programme. The programme goes through full accreditation process before the first cohort graduates and gets registered to the Malaysian Qualifications Register (MQR). The curriculum revision procedure is almost the same as the new programme procedure. (The procedures for curriculum revision and new programme are quite similar / almost the same) The difference in therevised curriculum is set in the percentage of changes made. The curriculum is sent to MQA if the review involves more than 30% change. The Curriculum Affairs Unit has developed Excel Macro Template to determine percentage change in curriculum review. If the change is less than 30%, the curriculum is endorsed at Senate level before it is implemented 72

75 Evidence Appendix : Garis Panduan Penulisan Program Akademik, JPT Appendix : Code of Practice for Programme Accreditation, COPPA, MQA 2012 Appendix : Modul Pembangunan Kemahiran Insaniah (Soft Skills) untuk IPT Malaysia Appendix : Programme Standard (available online: Appendix : Buku e-tadbirurusakademikuitm: edu.my Appendix : Available online: Appendix : Guidelines and Procedure for New Programme Appendix : Guidelines and Procedure for Curriculum Review Appendix : Module Outcome-based Education (7 modules) Appendix : Student Learning Time Calculator Appendix : Analysis of Percentage Change in Curriculum Review Show evidence that UiTM has considered market and societal demand for the programme as well as sufficient resources to run it. The feasibility of a new and existing programme is observed through: market survey and current state of resources availability. The emerging job markets for graduates of a new programme are examined in order to profile the skills and competencies needed and ensure that these skills are included in the new academic curriculum. Market survey is also conducted periodically to update on the current requirement of the industry. Market surveys are sometimes replaced by focus group or stakeholders representative meeting. Stakeholders (industry players, faculty members, parents and alumni) are invited to provide comments and feedback on the proposed or current curriculum structure. UiTM believes that benchmarking the programme with reputable universities is very important to ensure that the programme is at a par with other renowned institutions of higher learning and continuously improve the quality of the programme. Hence, commentaries of experts outside the University are obtained to ensure the relevance of new programmes and current running programmes. External Programme Advisors (national and international universities) are appointed to advise and provide recommendations for continual quality improvement of a programme. Industrial training reportis used as a tool to gauge the effectiveness of teaching and learning of the programme. All feedback from industry linkages, Industrial Advisory panel, and alumni ensure that the programmes meet the industry and societal demand and contribute to the national development. Appendix : 2012 Appendix : Appendix : Code of Practice for Programme Accreditation, COPPA, MQA Available online: Guidelines and Procedure for New Programme 73

76 Appendix : Guidelines and Procedure for Curriculum Review Appendix : Module Outcome-based Education (7 modules) Appendix : Student Learning Time Calculator Appendix : Analysis of Percentage Change in Curriculum Review Appendix : Findings of Market Survey ED227/228/230 Appendix : Market Survey Analysis Report (MSc Green Architecture) Appendix : Round Table Dialogue Discussion FPHP & Education Appendix : Feedback from Industry FPHP & Education Show how the aims and objectives of programmes are in line with, and supportive of, the vision and mission of UiTM. (Source: UHEK) Figure 5: Links between vision, mission and learning outcomes Conceptually, as depicted in Figure 5, all programmes are in line with and supportive of the strategic purposes of this University. This alignment is brought about by the review and approval processes both within and without the university. The new programme development or programme review teams are provided with guidelines, which among others, direct attention to alignment of the programme outcomes to the vision, mission and generic learning outcomes of the university. The curriculum committee at faculties and campuses are required to review the alignment through mapping: Course Outcomes- Programme Outcome -Learning Outcomes Soft Skills Programme Educational Objectives Vision, Mission and Objective of the University. These alignments are further examined within the university at the Majlis Kurikulum Universiti for existing programmes and also by MQA, BOD and JPT through the approval and accreditation processes. 74

77 2.1.4 Elaborate how UiTM ensures the principles guiding the design of the curriculum support the attainment of learning outcomes. Designing Curriculum in UiTM takes the approach of Design Backward, Deliver Forward adhering to UiTM s Vision, Mission, Objectives and the Ministry of Higher Education (MOHE) Learning Outcomes.Subsequently, Programme Educational Objectives (PEO), Programme Learning Outcomes (PLO)and curriculum structure are developed accordingly. Sequence of courses is placed into the structure together with possible proposed content in charting the journey to arrive at the graduate profile i.e. Programme Learning Outcomes. Mapping of the objectives and outcomes are presented in the COPPA document and Curriculum review proposal. CO-PO matrix is established to ensure alignment of CO, PO and Teaching Method and Assessment Method. Appendix : 2012 Appendix : Code of Practice for Programme Accreditation, COPPA, MQA Example of Mapping (CO-PO Matrix)_SCE 553, GAR Describe the various teaching-learning methods to achieve learning outcomes and ensure that students take responsibility for their own learning. To achieve the learning outcomes, varieties of teaching and learning methods are deployed in UiTM under the discipline cluster of Science Technology, Management Sciences, and Social Sciences and Humanities. This ensures that students take responsibility for their own learning. The diverse teaching and learning methods allow students to acquire and experience the necessary advanced knowledge and skills, and positive attitudes and behaviour in preparing them to become all-rounded and responsible citizenry. These teaching and learning methods inculcate skills such as critical thinking, problem-solving, decision-making, and analytical thinking for students to take active responsibility for their life-long learning. The teaching and learning activities are student-centred and outcome-based to ensure that all students actively participate in the learning process. The curriculum and all courses and syllabi are OBE-compliant so that students are fully aware of the competencies that need to be successfully achieved upon completion of the programme. Learning outcomes in the cognitive, psychomotor and affective domains are embedded into the courses. The student learning time (SLT) is integrated into the syllabi to ensure that students engage in self-learning. Students learning is also monitored through their class participation, coursework and assessments. Gaps in learning are addressed through learning consultancies offered by the lecturers involved. The PO-CO Matrix, PO-MOHE-SS, and Taxonomy matrix of each programme bear testimony to this statement. 75

78 The teaching and learning activities include the following: lecture, studio, field work, group discussion, peer learning, laboratory work, student presentation, forum, role playing, online learning, video, case study, field work, Industrial Training, Directed reading, Problem Based Learning (PBL), interactive multimedia, mini project, assignment, industrial visit, seminars, games and simulation and so forth. For example in hospitality and tourism industry programmes, practical classes (the kitchen, mock restaurant and housekeeping department, ticketing computer lab), demonstrations and hands-on are the core teaching and learning methods emphasized. Guest speakers/practitioners are invited to the class sessions to talk and share on important aspects of the workplace and contemporary issues. The teaching and learning methods are evident in the curriculum document. Appendix : Course Information EPC510, BMP422, AT110 Appendix : Course information BMP422 Appendix : Course Syllabus ELC 400, Appendix : Scheme of Work ELC 400 & TJC 501, Appendix :Lecture Maker (French), & Lecture Maker (Japanese) Appendix : Pearson UiTM Blended Colloquium Describe how UiTM ensures its curriculum and instructional methods encourage students to take active participation for their learning. UiTM has a role in ensuring that the curriculum and instructional methods encourage active participation of students in the learning process. The teaching and learning activities are mainly student-centred and outcome-based; therefore, each student has to participate actively in the learning process. A committee which consists of the Deputy Dean (Academic)/Deputy Rector (Academic), Professors, Senior Lecturers and OBE Committee is formed to observe the alignment of course learning outcomes with teaching and assessment activities at faculty and campus levels. The findingsare reported in CDL-CQI report. Issues regarding teaching and learning, curriculum, assessment and students are addressed and discussed at UiTM s OBE Committee meeting held once a year. Monitoring of quality teaching and learning is also administered through PROPENS (Lecturer Professionalism Monitoring). Faculty s initiatives in carrying out other mechanisms are also encouraged. SUFO and RESUFO also solicit information on the extent of student participation in learning activities. The committee is responsible to ensure that learning and teaching methods are appropriate and aligned, and they allow for active learning and student centred learning. To ensure that all academic staff are trained in the basics of learning and teaching, UiTM provides two courses namely Kursus Asas Pengajaran (KAP) and Certificate in Education (CIED). The former is mandatory for all new staff while the latter is open to all staff as part of their professional development. The two courses train staffto use appropriate learning and teaching methods in their respective programmes and courses. 76

79 If the lecturers register their course as Blended Learning, students participation is monitored by ilearn portal system. Appendix APB:(a) Laporan OBE-CDL Diploma Bahasa Inggeris Appendix Laporan OBE-CDL BahasaKetiga 20 Ogos 2014 Appendix Laporan OBE-CDL Screen Shot INED: Specify how UiTM envisages that the curriculum and instructional methods prepare students for their learning. The university through the initiatives of the Curriculum Affairs Unit conducts session of Training of Trainers (TOT) to expose staff representatives to concepts and principles of Outcome-Based Education (OBE). Seven modules are used which include all aspects of OBE including teaching and learning methodology and assessment methods and how each activity is mapped to the learning outcomes. Another initiative is the formation of OBE Committee (JK OBE) whose roles, among others, are to help disseminate knowledge on OBE and ensure implementation of OBE curriculum at faculties and branch campuses. Members of the committee are usually nominated by the faculties and branch campuses thus the prerogative of the deans and rectors, whilethose trained as trainers automatically become members. The committee meets at least once a year to discuss matters pertaining to OBE implementation. Report such as the CDL-CQI is discussed and shared during the meeting. Any updates with regards to latest instruction, teaching learning and curriculum development are also informed during the meeting. The committee also organises biannual colloquium to share best practices in curriculum aspects including teaching, learning and assessment. (The papers presented are in the process of editing to be published.) Training for teaching learning activities are also conducted by the Institute of Leadership Quality and Management (ilqam) seasonally. These include the Basic Teaching Course (KAP) for junior lecturers and Certificate of Education (CiED). The latter is open to all academic staff to further improve on their teaching, learning and assessment practice. In short, these help staff to prepare them better and help students to have better learning experience. Apart from this, creativity in teaching and learning is also encouraged and some training platforms are provided by i-learn, another unit entrusted with providing learning environment at the university. Appendix : Minutes of Meeting OBE Committee Appendix : OBE-SCLhttp://obescl.uitm.edu.my Appendix : Institute of Leadership and Quality Management. Appendix : ilearn: 77

80 2.1.8 Give details of UiTM policies and practices that show teaching and learning are consistent with the curriculum. How are elements of inconsistencies redressed? Generally, the TLA activities are planned and indicated in the programme and course documents. Through the review and approval processes these alignments are examined, misalignments are observed, and corrections are made. UiTM provides policies and practices which show teaching and learning are consistent with the curriculum, and are in accordance with the guidelines stipulated by the Academic and International Affairs Division, the governing body in UiTM that oversees the university s academic practices and policies irrespective of groups or locations. The practices of the university include: 1. Control of these documents throughout the system to ensure consistency 2. RPs coordinating the TL in their courses across groups and campuses. 3. Use of Propens/SUFO to monitor delivery methods are as per plan. 4. Use of CDL-CQI to examine outcomes and performances and where delivery is the issue, these are addressed by the faculties and campuses. 5. IQA by faculty, campus and InQKA checking for inconsistencies and seeking resolutions. Through the IQA processes which often call for better dissemination of information about guidelines and policies, [re]training of staff and in worst case scenario, counselling and administrative action. The academic practices in UiTM are regulated by HEA guidelines and in the faculty the elements of inconsistencies are redressed at the Jawatankuasa Kurikulum Fakulti (JKKF), Jawatankuasa Akademik Fakulti (JAF) and Jawatankuasa Akademik Pengajian Siswazah (JKAPS), internal and external qualityaudits as well as the Panel Pengurusan Sumber Manusia (PPSM). Appendix : Appendix : Appendix : Appendix : Appendix : Appendix : Buku e-tadbirurusakademikuitm: Understanding Plagiarism-A Guide for Lecturers Avoiding Plagiarism-A Guide For Student Logbook Research Student Progress Supervisor Logbook Research Student Progress Student InQKA External Review Report-FKE Enhanced Standards 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. UiTM encourages a multi-disciplinary approach through the university courses, minor and electives offered in a programme. Minor courses and electives are either across faculties or intra-faculty. 78

81 Co-curriculum is a compulsory course for all diploma and degree programmes with an exception for off-campus programmes (PLK) and electronic distance learning (epjj). Students are assessed through observations, assignments and tests. Examples are Kesatria, Red Crescent, Sports and Cultural course. Extra co-curricular is an additional programme to support personal and professional development of students. It is a non credit course with points reward system. The accumulated points are used for students to redeem for accommodation on-campus. Examples of the activities are debate, community service programme, and cultural programme. Appendix : Manual Kemahiran Insaniah Appendix : Aktiviti Kemahiran Insaniah Pelajar - APB Appendix : Extra Co-Curricular Activities-FPHP Show how external sources are engaged in the needs analysis of programmes. Show how their commentaries are utilised to improve them. External sources are important elements in the process of needs analysis for the programmes whereby inputs are derived from external stakeholders such as captains of industries, practitioners, other Higher Learning Institutions, programme benchmarking, alumni and parents. There are three levels of engagement with outsiders: 1. UiTM level: The VC and the TNC, in particular TNC-HEA and TNC ICAN get feedback from outside sources like MOE, MITI, MQA, Alumni, NGOs, Employers groups and professional bodies about graduates or our graduates. This feedback is channeled to and through the university system for appropriate action. E.g. 2.5 year diploma (MOE, MQA), Industrial PhD (MOE). 2. Faculty/programme level: advisory boards, external examiners, adjunct professors, visiting professors, visits to employers and other universities, seminars and conferences, practical training visits etc. This is required by UiTM and is examined through the programme review processes at the Majlis Kurikulum Universiti. 3. The curriculum development and review process examine what information has been obtained and how it has been used to shape the programmes. Examples are - more entrepreneurial mindset in final year projects, practical training for whole semester and in the final semester, improvement of English language proficiency of graduates raise the entry MUET band for all programmes, even thinking about exit one band higher MUET etc. Appendix : Report of Academic Advisor LG220 & ED260 Appendix : Report of External Examiner HTH551 & AP116 Appendix : Visiting Professor Report-FPHP (HTH500, HTH551 &HTH600) Appendix : List of Visiting Professor (FPHP) & Academic Appointment 79

82 What are the co-curricular activities that enrich student learning experience, and foster personal development and responsibility? The Division of Student Affairs is responsible for the planning and implementation of co-curricular activities for the main campus and all state campuses. Specifically, the co-curricular and student leadership unit ensures that all students are given a holistic education as stipulated in the Soft Skills in Institutions of Higher Learning in Malaysia module by the Ministry of Education, Malaysia. The components of co-curricular activities include uniform bodies, spiritual, selfdevelopment, sports, arts and culture, and information technology. Students are also encouraged to be involved in the faculty's academic activities such as conferences and seminars. They should become a member of the societies available in the faculty, and get involved with the faculty's research and academic activities. Various student organizations, societies and clubs are available for students to gain experience in management, leadership, governance, and social activities. The activities act as a driving force for students in developing the required generic skills. The activities facilitate the students to be more confident and self motivated. The students are also encouraged to organize their own activities and events such as leadership training programmes, outdoor activities, entrepreneurship, industrial visits and professional talks. Some of the co-curricular activities that enrich student learning experience, and foster personal development and responsibility at the faculty are as follows: Debate, speaking and writing competitions Voluntary activities with organization outside the institution conducted by some of the programmes at the faculty Community voluntary work organized by the students club and association at the faculty Sports activities carried out by the programmes at the faculty Cultural activities (e.g. sushi parties, cultural bazaar) Language activities (e.g. voice out, video competition) Finishing school Module Appendix : Students Activities APB, BHEA 80

83 2.2 Curriculum Content and Structure Benchmarked Standards 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. As a comprehensive university, UiTM offers academic programmes ranging from Certificates to Doctoral Programme. It is imperative for UiTM to ensure that the curricular of all academic programmes are designed according to the Guidelines furnished by the Ministry of Higher Education, Malaysian Qualifications Agency and Professional Accreditation Bodies. The selection of the core content for each discipline of the programmes offered in UiTM must be relevant and meeting the students future needs as to anticipate the developments within the discipline or profession. Hence, the core content of each of the disciplines must be executed through a wide range of teaching and assessment methods. In addition, the entire academic programme curriculum in UiTM incorporates a range of generic capabilities as stipulated in the Ministry of Higher Education (MOHE) 9 Learning Outcomes: Learning Outcomes: 1. Knowledge in Specific Area- Content 2. Practical Skills 3. Thinking and Scientific Skills 4. Communication Skills 5. Social Skills, Teamwork and Responsibilities 6. Values, Ethics, Teamwork and Professionalism 7. Information Management and Life Long Learning 8. Management and Entrepreneurship 9. Leadership Skills The academic programmes entire curriculum is designed in such a way that students will have a thorough understanding of fundamental concepts through the coverage of extensive content. Thus, lecturers teaching in UiTM use real-life examples, bring cases from current issues, give local examples and relate theory into practice in ensuring the soundness of implementing the curriculum. Several factors are considered in ensuringa well designed academic curriculum in UiTM. The duration of each programme is very important as it determines the amount of time needed for a student to graduate in a particular academic programme. Thus, the weightage of the major (programme), core courses, compulsory university courses and offerings of electives and minor are also determined by each academic programme. Each academic programme in UiTM selects courses/subjects in the curriculum to support the achievement of the Learning Outcomes (LOs) of the programmes. Thus, the breadth and depth of the contents in the curriculum are determined by the selection of appropriate courses that are structured and sequenced accordingly for the duration of study. Each component of the curriculum content from major courses to electives is designed according to Programme Standard requirement. An academic programme curriculum and all of its 81

84 content components are updated between 3-5 years through the process of Curriculum Review where inputs from external examiners, industry captains, students and other stakeholders are taken into account. The entire academic programme curriculum is also benchmarked with universities in Malaysia and abroad. Appendix : Code of Practice for ProgrammeAccreditation, COPPA, MQA 2012 Appendix : Available online: Appendix :Guidelines and Procedure for New Programme Appendix :Guidelines and Procedure for Curriculum Review Appendix :Module Outcome-based Education (7 modules) Appendix :Student Learning Time Calculator Appendix :Analysis of Percentage Change in Curriculum Review Appendix : OBE-SCL Appendix :FKM Engineering Programme Accreditation Manual 2012.(7.1 Criterion 1: Academic Curriculum) Appendix : Example of Curriculum Structure (EDU 248) Describe how the academic programmes fulfill the requirements of the discipline and takes into account discipline standards and international best practices as well as changes in them. All academic programmes are designed to fulfill the requirements of the discipline by adhering to the guidelines on standard of specific disciplines at all MQF level. All these programmes take into account the discipline standards and international best practices. In addition to what is stated in Section 2.2.1, all programmes are revised to suit the changes in standards whether from MQA or professional bodies and also based on other recommendations like external examiners and curricula of external professional programmes like ACCA, CIMA, CIT, CILT ICSA etc. Appendix : Code of Practice for Programme Accreditation, COPPA, MQA 2012 Appendix : Programme Standard (available online: Appendix Accreditation Letter: a) The Association for Chartered Certified Accountants (ACCA) b) The Chartered Insurance Institute (CII) c) CPA Australia Appendix : Market Survey Analysis Report/Expert Report (Master of Green Architecture) Specify the processes by which topics of local, national and international importance are incorporated into the curriculum. Topics of local, national and international importance are incorporated into the curriculum where the course contents are reviewed and updated during curriculum review process. The process is in accordance with the guidelines stipulated by the 82

85 governing body in UiTM. In addition, the lecturers bring to classes topics of local, national and international from current academic periodicals to supplement contents in their classrooms and also through the offerings of multidisciplinary courses. Some courses in UiTM incorporate the international dimensions of the contents through student study toursabroad and internshipand the invitations of speakers /experts from abroad as adjunct and visiting professors. Appendix _APB: (a)sample Cross-cultural Interaction Enhanced Standards Show evidence that UiTM has the mechanism in place to access the latest development in a field of study. To access the latest development in a field of study, UiTM uses mechanisms like the Curriculum Review, Programme Evaluations (as mandated by Professional Bodies for Accreditation,) Seminars, Roundtable Discussions, External Examiner visits/reviews, Industry inputs (during the Academic Board Meeting) and the Academic and International Affairs Division analysis on popular and non-popular programmes based on student enrolment. The constant communication between the 26 faculties and the stakeholders further ensures access to the latest development in a field of study. Research methodology, a must pass course in all programmesis another mechanismwherelatest development, issues and concerns in a field of study are addressed. All faculties have set up a special task force known as industry-community-alumni networking and student employability committee to develop a culture of mutual industry academic partnership to enhance academic growth and advancement. The committee engages with the industries for students placement, lecturers professional training as well as collaboration in all possible areas. Industrial visit is carried out for networking and students performance evaluation. All faculties periodically review the programme to keep abreast with scientific, technological and knowledge development of the discipline, and with the needs of society. Curriculum review is undertaken once, every academic cycle based on market survey, feedback from academic advisors, external examiners and research into the latest developments in all fields. Appendix : Minutes of Meeting University Curriculum council (MKU) Appendix : Academic Circular at Appendix : Minutes of Senate Meeting (Senat 188) 83

86 2.3 Management of Programmes Benchmarked Standards Provide a sample of the Student Study Guide, Student Handbook and Student Project Handbook, where applicable. UiTM provides several guidelines and handbooks to the students as they enrol in the university programmes. Most of the guidelines are downloadable through the Student Portal. In addition, faculties also provide handbooks for students to obtain information about their programmes and assignments. Appendix : Avoiding Plagiarism Appendix : Logbook Research Student Progress Student Appendix : Buku Peraturan Akademik Pelajar Appendix : Garis Panduan Aktiviti Pelajar Appendix : Manual Ko-kurikulum Pelajar Appendix : Manual Kemahiran Insaniah Appendix : FKM : StudentHandbook FKM State the designation, responsibility and authority of the main academic officer and committee responsible for a programme. Do they have adequate resources? Show evidence. Ketua Pusat Pengajian (KPP) is ultimately responsible for a programmeassisted by the Curriculumand OBE Committee. The main role of the appointed person is to oversee the quality standards of a programme. Amendments made to the curriculum are presented to the Faculty Curriculum Committee and OBE Committee headed by the Deputy Dean (Academic). The approved programme is then presented to the Faculty Academic Committee for endorsement before proceeding to the University Curriculum Council (MKU) and finally the University Senate. The KPP propose budget for their programmes, and required resources are authorised by the Dean or Rector upon request either from the management budget or trust funds. Resources are also projected through the programme and Faculty Strategic Planning and budget request made through the budgetary process. Appendix : UiTM Organisation Chart at Appendix : Academic and International Affairs Division State the terms of reference of the curriculum committees. The Curriculum Committees consist of the Faculty s dean, deputy deans, OBE Committee, professors and senior lecturers. They initiate new programmes, review the present curriculum, do market surveys and get endorsement from the Faculty Academic Committee. 84

87 Appendix : APB: Appointment Letter of the Curriculum Review committee members Appendix : Curriculum Committee Name List 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? Some of the committees responsible for resolving conflicts of educational principle and ensuring that the goals and the requirements of the specific disciplines are met are: a) Jawatankuasa Akademik Fakulti (JAF), the highest governing body in the faculty that provides the management a platform to resolve the faculty s academic issues. b) Panel Pembangunan Sumber Manusia (PPSM) which provides an avenue for conflicts pertaining to lecturers to be resolved. c) Faculty Disciplinary Committee which provides a platform to resolve conflicts related to student issues. Appendix : Cabutan Minit Mesyuarat JKAPS / JAF What are the resources given to programme teams to implement teachinglearning activities, and to conduct programme evaluation for quality improvement? Resources for the implementation of the teaching and learning activities are as reflected in the proposed budget and planning of the Faculty s Strategic Planning. Refer to All programmes in UiTM must be reviewed every 3-5 years. Internal quality audit is carried out to ensure that all programmes achieve their Key Performance Indicator (KPI). For example, four of the Engineering Faculties in UiTM have gone through a complete cycle of programme evaluation for the purpose of professional accreditation. The Curriculum Affairs Unit has outlined the Implementation of Curriculum Management Procedure as a guide for all management levels from top management (Deputy Vice Chancellor (Academic and International) to Academic Executive Officer to manage the curriculum at their level. OBE-UiTM Committee helps to disseminate information on teaching and learning and OBE concept, and also conducts training for all lecturers nationwide. In order to guide academic members, the Curriculum Affairs Unit has developed several tools/mechanismsnamely CDL-CQI, Bloom Translator, SLT Calculator, PLO Attainment, Assessment of Previous Examination Papers vs JSU, Blended Learning 85

88 Model, UiTM Student Academic Assessment Policy and Guideline for Assessment Quality (Garispanduan Kesetaraan Kualiti Penilaian Pelajar). Appendix : Available online: Appendix : Guidelines and Procedure for New Programme Appendix : Guidelines and Procedure for Curriculum Review Appendix : Module Outcome-based Education (7 modules) Appendix : Student Learning Time Calculator Appendix : Analysis of Percentage Change in Curriculum Review Appendix : OBE-SCL Describe the review and evaluation processes of programmes and the utilisation of the results. The review and evaluation processes of programmes in UiTM are done through both direct and indirect measures. The Curriculum Affairs Unit has developed two mechanisms to measure the effectiveness of a programme which are Closing the Loop-Continuous Quality Improvement (CDL-CQI) and Programme Learning Outcome Attainment (PLO-Attainment). Both are in the form of macro excel templates. CDL-CQI report is prepared by each faculty and campus and submitted to the Curriculum Affairs Unit at the end of each semester.there are five indicators measured which are Course GPA, CO-PO-LO-KI (alignment of course outcomes, programme outcomes, lesson outcomes and soft skills with other elements such as teaching learning activities and assessment methods), Entrance-Exit Survey, SuFO, and OBE-SCL Implementation.Results from both CDL-CQI and PLO Attainment are discussed at the Faculty Academic Committee meetings for further improvement. Entrance-Exit Survey is conducted to gather feedback from students of a particular course. A positive difference between Entrance-Exit Survey indicates learning has taken place. On the contrary, a negative difference between Entrance Exit Survey indicates that there is a need to review the content and also the delivery of a course. PLO Attainment measures Programme Learning Outcome attainment at the end of students final semester. The measurement is based on students grade point for each course throughout their studies. For example, in the latest exercise, seventeen (17) two and a half years diploma programmes have been submitted and presented. Appendix Appendix : Appendix : CQI Report BMP647 Issues to be solved Minutes of Meeting OBE Committee OBE-SCL 86

89 2.3.7 Show how the learning environment nurtures scholarly and creative achievements. Scholarly and creative achievements are nurtured through the following activities: Exposure to academic research where lecturers are encouraged to conduct research and present papers at both local and international conferences. Applications of information technology in the classroom learning Upgrading of internet facilities that will enable students access to virtual library. Student participation in National and International competitions like debates, quizzes, public speaking, SIFE, product development etc. Student involvement, in seminars, conferences, oral and poster presentations etc. Student participation at professional/motivational talks organised by students clubs and associations. Faculties organising conferences, seminars and talks by eminent scholars involving students. Colloquia for students to present their work to lecturers and other students. Sending students for local and international exhibitions IID conventions organised by all faculties and campuses to showcase their staff and students scholarly or creative works. Awards best paper, best thesis etc. Appendix : Online Learning Environment i-learn (BEL422), Maklumat e- Learning Appendix : Training for Creative Teaching (LectureMAKER) Appendix : FKM: Study Area Describe the structures and processes to ensure that all the criteria and standards of a qualification awarded are fulfilled. The structures and processes of degree conferral start from the day a student is enrolled in UiTM until he/she graduates at the end of the programme. Appendix : MQA2009 Appendix : Code of Practice for Programme Accreditation, COPPA, Programme Standard (available online: Enhanced Standards Explain UiTM 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. 87

90 Innovations in teaching and learning in UiTM is a dynamic aspect where lecturers are encouraged to develop various methods in teaching and learning, incorporating new methods/innovations in delivery. New lecturers are inducted through Basic Teaching Course (KursusAsasPengajaran or KAP) organised periodically by the Institute of Leadership and Quality Management (ilqam), the training centre responsiblefortraining innovations in teaching and learning. The centre also conducts training courses for all lecturers. In addition, Certificate in Education (CiED), a series of a one year part-time programme with seven (7) modules is offered to lecturers who are interested to develop their teaching skills. UiTM also encourages discipline-based training where a group of trainers are trained by the Curriculum Affairs Unit through a series of Training of Trainers (TOT) modules.the seven OBE-SCL modules were developed by a team from the Curriculum Affairs Unit and awarded Silver Medal in Brussels in The Curriculum Affairs Unit also organised High Impact Teaching and Learning Innovation (HITLI), a platform where lecturers share their innovations in teaching and learning. The Invention, Innovation and Design (IID) conventionis conducted at variouslevels at the university as a platform for lecturers to showcase their innovations in teaching and learning. This programme is organised by the Research Innovation Business Unit (RIBU) and Research Management Institute (RMI). UiTM awards excellent innovation and sponsors its participation at national and international level competitions.additionally, the Teaching and Learning track within the Kumpulan InovasidanKreatif (KIK) offers another platform for lecturers to develop and deploy new methods/innovationsof TLA. Teaching and Learning Research Grant (SOTL) allocation is one of the KPI in Critical Agenda Project (CAPs) for Teaching and Learning. To date, UiTM has achieved this Key Performance Indicator (KPI) at one percent (1%) of total budget for research grants. Appendix : Example of IID certificate Appendix : High Impact Teaching& Learning Abstract Book Appendix : Institute of Leadership and Quality Management. Appendix : ilearn: Appendix : CAPs Teaching and Learning Show how UiTM engages external expertise nationally and internationally in the review and evaluation of programmes. Refer to Sections and

91 2.4 Linkages with External Stakeholders Benchmarked Standards Describe the links that exist between UiTM and its external stakeholders for the purpose of curriculum improvement. Refer to Sections and Enhanced Standards State the existing mechanism to obtain and utilise feedback from employers for the improvement of the curriculum, training and workplace exposure. One mechanism used to obtain and utilise feedback from employers for the improvement of the curriculum, training and workplace is the student industrial training placement and evaluation. The student is assigned to one supervisor each from the faculty and the industry. Academic staff from the respective faculty visits the student and the workplace supervisor for feedback on the student s performance. The student is evaluated and the feedback is used to improve the curriculum and training. See also Sections and Another mechanism to engage employers for curriculum improvement, training and workplace exposure is through the Final Year Project (FYP). Some faculties invite industrialists to assess the final year students poster presentation. Some final year projects are industrial-based where research topics are proposed by companies. Feedback from the industrialists is used for continuous improvement of the curriculum. Students and staff are regularly briefed by professional bodies through workshops and seminars. This activity is a platform to build linkages and collaboration with industries. The linkages with industries open opportunities for student industrial placement. Appendix : Report Analysis-Internship (APB) Appendix : Analysis Employer Survey-Internship (APB Practical Training) Appendix : Market Survey Findings Appendix :Feedback from Employers Appendix : Example of Students Poster/ Final Year Project (FKM) 89

92 2.4.3 What opportunities are available to students to have linkages with external stakeholders? Opportunities for students to have linkages with external stakeholders are as follows: Practical training/industrial attachment - Students are given ample opportunities to interact directly with external stakeholders like captains of industry during their practical training, and engage in hands-on work activities, hence exposingthem to real world experiences.in addition to this, the students are encouraged to embark on projects related to problems in industries (applied research) in the organisation that they are attached to for practical training. Academic visits student visits organised by lecturers teaching the elective courses offered at the faculty Professional talks a series of talks organised by student clubs every semester aiming at sharing experience with people from the industry or with the faculty s alumni Conferences and seminars- Career attacks/job shops organised by UiTM where future employers/ companies invite students to attend job interviews for various positions. Appendix : Career Attack (APB) Appendix : Academic Students Visit (Education : Visit to Korea) 90

93 3 ASSESSMENT OF STUDENTS Overview Assessment plays a critical role UiTM s educational function. UiTM Assessment Policy, 2014 provides an overarching framework of principles, approaches policies and rules within which programme and professional standards are to be observed. This section reports on the policies, practices, rules and mechanisms in place to ensure all assessments activities carried out as required, monitored, reviewed and improved upon. The principles of alignment, validity, reliability, fairness, security and privacy are manifested in the many and varied practices of assessment at all levels of study. In view of the autonomous state campuses carrying out their own assessments, systems and protocols have been developed and some many, cases piloted and ready to be rolled out as the decentralisation of assessments takes place in a year or two. 3.1 Relationships Between Assessment and Learning Explain how assessment principles, methods and practices are aligned to the course learning outcomes and curricula. There are two stages of achieving alignment between assessments and course and programme outcomes, namely the curriculum design and the implementation stages. In the development stage, proposed assessments must be stated and the alignment with outcomes shown in the course documents. This document undergoes review by the faculty curriculum committee and also other external parties who are consulted as part of the curriculum development and review. The MKU, MQA and JKPT panels also review the curriculum including the assessments and misalignments are reported and rectified to the satisfaction of these gatekeepers before the university implements it. At the implementation stage, Resource Persons develop and also over time refine the JSU, JSUP, JSP and rubrics to ensure the assessments are at the approriate level (using Blooms taxonomy), reflect the content fairly and are capable of assessing the course outcomes. These instruments are endorsed by JAF and MKU and have become part of the course-related documentations to be maintained at faculties. UiTM recognises that alignment of assessments and outcomes can only be known through analyses of feedback from many sources. Therefore, constructive alignment is achieved through a process of obtaining and analysing information from students, their performance as well as from entrance and exit surveys. The following outlines the processes which makes the constructive alignment. 91

94 UiTM exercises the following processes at different levels/functions in ensuring alignment of assessments to the CLO and curricula : a. At university level, new and existing curricula undergo review by faculty, MKU and also to MQA, MOE as specified in detail in Area 2. These reviews, among others, also examine the alignment and appropriateness of the assessment methods and practices,following the general principles as per the latest UiTM policy of student assessments. The policies, guidelines and processes align assessments to the CLO and curricula through the use of Jadual Spesifikasi Ujian (JSU), Jadual Spesifikasi Ujian Berterusan (JSUB), Jadual Spesifikasi Ujian Akhir (JSUP) and Jadual Spesifikasi Produk (JSP).All these assessment specifications are formulated for different typesof assessments to guide the faculty vetting team and to assurethe quality of assessments. b. At faculty level, courses undergo the CDL process every semester (cross refer Areas 2 & 7) where the assessments are reflected upon by the lecturers and the RPs together with JK OBE. c. Professional programmes undergo regular reaccreditation exercises where the assessments are, among others, checked for alignment and suitability. For nonprofessional programmes, InQKA carries out reviews to check on the management of teaching, learning and assessment using COPIA. d. In compliance with COPPA and programme standards, all programmes appoint external examiners who also examine the alignment, suitability and international comparability of the assessments. e. All post graduate assessments are designed, approved and implemented as required by the postgraduate standards (2014) and have recently been evaluated by MQA Post Graduate Audit in November Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix : Understanding Plagiarism: A Guide for Lecturers (2012) Appendix : Avoiding Plagiarism: A Guide for Students (2012) Appendix : Peraturan Akademik (2013) Appendix :. Module 4: Assessing Course Outcomes (2011) Appendix :. Module 5: Assessing Program Outcomes (2011) Appendix : InQKA External Review Report - FKE Appendix : Report of External Examiner Appendix PG Audit Report Appendix : Peraturan Akademik Pasca Siswazah Appendix : UiTM HEA Website Appendix : Samples of workshop/ talk/ briefing working papers/ reports Appendix : Training record_ Mohd Nabil Appendix List of external examiners against programmes 92

95 3.1.2 State how assessment of students is consistent with the levels defined in the MQF and its eight domains of learning outcomes.(consistency of Student Assessment with Educational Levels and Domains of Learning) All UiTM programme outcomes are written to reflect the approriate MQF levels and the eight domains oflearning outcomes. UiTM ensures that all assessments are designed according to MQF levels and as further expanded byspecific Programme Standards. These outcomes are reviewed and approved by JAF, MKU and MQA panelsbefore receiving the final endorsement by JKPT. All faculties adopt assessment domain frameworks such as Bloom s Taxonomy (1956) or Structured Overview of Learning Outcomes (SOLO) Taxonomy (1982) which are in accordance with the needs of their respective fields. The JSU/JSUP/JSUB/JSP are explicitly aligned to the course and programme outcomes which are checked by the faculty vetting committees. (As explained in 3.1.1). Nevertheless, assessments are not only limited to the cognitive domain but also involving the whole suite of soft skills as mapped out in the OBE documentation. Table 14 shows an indicative list different assessment methods used to address the eight 8 learning outcomes domains at all course and programme levels. Table 14: Alignment of Assessments to Programme Learning Outcomes Learning Outcomes/ Educational Goa Assessment Methods Oral and written examination, viva, assignment, quiz, report, portfo 1. Knowledge project, capstone project Practical report, project report, observation, examination, visit, prod 2.Practical Skills design and development, portfolio, fitness and endurance test, proficiency/competency/performance test Project, term paper, practical, industrial training/practical training/c training, final year project, thesis, comprehensive examination, por 3,Social Skills and Responsibilities scenario-based case study, critiques, viva, presentation, capstone project Report, observation, log book, peer review, supervisory report, clin 4.Values, Attitude and Professionalism examination, portfolio, scenario-based case study, group work, cap project Seminar, viva, presentation, group work, class participation, indust training, final year project, scenario-based case study, 5.Communication, Leadership and Team Skil proficiency/competency/ performance tests, capstone project Report, observation, log book, peer review, supervisory report, clin examination, portfolio, scenario-based case study, group work Report, observation, log book, peer review, supervisory report, exa clinical examination, portfolio, scenario-based case study, industria training, assignments 6.Problem Solving and Scientific Skills Final examination, written examination, project, term paper, practic industrial training/practical training/clinical training, final year projec thesis, comprehensive examination, portfolio, scenario-based case study, critiques, viva, capstone project 7.Information Management and Lifelong Lear Industrial training/practical training/clinical training, final year projec Skills portfolio, scenario-based case study, capstone project Seminar, thesis, comprehensive examination, presentation, group 8.Managerial and Entrepreneurial Skills class participation, industrial training performance and report, portf scenario-based case study, capstone project Appendix : OBE-SCL Appendix : Programme Standards (available online) 93

96 Appendix : JSU, JSUP, JSUB, JSP Documents (CS112,CS143-Perak) Appendix : Buku Kemahiran Insaniah Appendix : Samples of Course Information EPC Indicate how UITM monitors student assessment to reduce curriculum overload and encourage integrated learning. UiTM requires that all types of assessments be specifically stated in the course documents including their weights in the final assessment of students performance. Undue variations and excessively burdensome assessment tasks can be and are pointed out when course documents undergo review at the faculty, MKU, MQA and later at JKPT. Existing programmes also undergo curricula review once in every 3 to 5 years when the same process is repeated with focus on, among others, assessment alignment and suitability. In addition, there are several mechanisms which highlight assessment quality including the overload question. 1. SLT estimation: It estimates the time required for assessment activities. The use of blended learning helps in reducing any apparent overload through this indicator. Additional feedback from students (SUFO) and external examiners on assessment help to prevent assessment fatigue. 2. The semesterly OBE CDL/CQI reports (based on observation and collective decision from team teaching), internal audit reports, external audit/review reports, curriculum review meetings and workshops, and post mortem examination meetings scheduled by the faculty are some of the efforts taken in monitoring student assessments. 3. Periodical review of assessment: It reviews the link between assessments and CLO through discussions and deliberations of students academic performance at the end of each semester conducted by faculties. 4. Performance Criteria for each of the CLOs are spelled out to students. 5. Some courses and their assessments are designed to evaluate total or integrative learning. The capstone projects (in Engineering), final year projects (almost all faculties) and comprehensive examination (DBA) are some examples of assessment tasks which involve integrated learning. Appendix : SLT Matrix for all curricular Appendix : Peraturan Akademik UiTM (2013) Appendix : SuFO Appendix : CDL-CQI Report (Perak) Appendix : Curriculum Review Documents- Perak Appendix : Student Timetable (FPHP) Appendix : External Review Report-FKE Appendix : Samples of Total Learning Assessments (Holistic) 94

97 3.1.4 Describe how UITM ensures that appropriate attitudes are assessed and inculcated (e.g. respect for socio-cultural diversity, sensitivity to rights of others, teamwork, lifelong learning). UiTM nurtures and, where appropriate, assesses positive attitudes and skills through curricular, co-curricular and extra-curricular activities.many positive attitudes and skills (teamwork, lifelong learning, social responsibility, citizenship etc.), are explicitly stated as part of the programme learning outcomes and as such, are assessed via the course outcomes. The university courses (between 18 to 21 credits) are designed to inculcate and assess students religious, moral and national values of integrity, social responsibility, mutual understanding and citizenship. All programmes and constituent courses nurture these attitudes and values and are appropriately assessed as provided in course documents and are visually shown via the course-to-programme outcomes mapping. In addition, co-curricular and extra-curricular activities provide a second level of experience to forge these values together with development of soft skills. The extra and co-curricular activities are assessed and a special certificate awardedto all students which is indicative of the students values and soft skills attainment. Evidence Appendix : OBE Curricula Documents (Curriculum Review Doc- Perak, Edu) Appendix : Samples of community-based projects Appendix 3.1.4_1 LPPPKP Modules Appendix : ICANs Volunteerism Program Enhanced Standards Describe how the link between assessment and learning outcomes are periodically reviewed to ensure its effectiveness. There are several mechanisms by which the link between assessment and learning outcomes are reviewed for its alignment and effectiveness in UiTM. a). All faculties and campuses are required by HEA to review the programmes ones in every 3-5 years. These reviews, among others, examine the programmes outcomes, its achevement or lack of achievement. The CDL and CQI reports which are prepared every semester for every course and consolidated, is an important reference documents for these reviews. Specifically these reports examine the link between assessment and learning course and programme outcomes. b). In addition, external examiners also review the appropriateness of the assessments in view of the content and the outcomes tested. c). Internally, InQKA reviews assessment and outcomes alignements as part of its regular reviews of the faculties and campuses. 95

98 Appendix : OBE Curricula Documents (Curriculum Review Doc- Perak, Edu Appendix : Report of External Examiner LG220 & AP116 Appendix : InQKA External Review Report - FKE 3.2 Assessment Methods Describe the student assessment methods and show how these methods, including that of practical training, clinical training, studioprojects, demonstrations and the like, can measure the students achievement of the learning outcomes. UiTM adopts both summative and formative assessments with the former used to assess achievement of learning outcomes.the essential principle underlying any assessment is that it can validly and reliably measure the achievement of a course outcome. The assessment methods used are stated, evaluated and endorsed through the programme approval process and improved through regular reviews. Table 10 lists a variety of typical assessment methods used in UITM programmes to assess different types of course and programme outcomes. These assessments are universally accepted as relevant or appropriate to the specified outcomes(nightingale et al., ) in taught programmes at all levels of the qualifications framework. There are different sets of assessment methods used in the case of research-based programmes. Typically, a defense of proposal and viva voce of a thesis are the primary methods of assessment at post graduate level. These universal assessment methods are also required by the Malaysian Post Graduate Standards by MQA since Appendix : OBE Curricula Documents (Curriculum Review Doc-Perak,Edu) Appendix : Samples of Course Information EPC510 Appendix : JSU, JSUP, JSUB, JSP Documents (CS112,CS143-Perak) Appendix : Sample Thesis ED780 Appendix : Turnitin Report (FPHP) Appendix : PG standards for research programmes Provide information on the summative and formative assessment methods. UiTM s Assessment Policy 2014 (Section 2.2) requires formative and summative assessments to be carried out by lecturers as do COPPA and the programme standards. Formative assessments are administered throughout the semester according to the needs and appropriateness. Apart from functioning as a supplementary indicator of students attainment of CLO, formative assessments are highly significant and important in providing learning feedback. Some examples of 6 Nightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. 96

99 the formative assessments are pop quizzes, brainstorming sessions, Q&A sessions, discussion, presentation etc. For each course, detailed information for summative assessments are printed in the course information document. It is made available to all lecturers teaching the course and students who are enrolled in that course. This information can also be obtained by students through the LMS internet-based platform called i-learn. Final examinations as a summative assessment method cannot exceed 80% of the total assessment. The balance between continuous assessment and final examination) as summative assessments is determined according to the needs of each course and programme standards (if applicable). Evidence : Appendix : OBE Curricula Documents (Curriculum Review Doc-Perak,Edu) Appendix : Samples of Course Information EPC510 Appendix : JSU, JSUP, JSUB, JSP Documents (CS112,CS143-Perak) Appendix : Samples of formative assessment (ED228, MAE572) Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Garis Panduan Peperiksaan UITM 2012/Garis Panduan e-exatt Appendix : Peraturan Akademik UiTM (2013) Describe the mechanism to ensure validity, reliability and fairness of the student assessment system. In ensuring quality assessment, UiTM under the purview of The Office of Academic Affairs has set in place a number of structures, processes and mechanisms to uphold validity, reliability, fairness and consistencyof all student assessments administered throughout UiTM. Since final examinations are the primary assessment method, it is natural that they are subjected to more rigorous checks. The construction of the assessment items goes through a rigorous process of vetting, guided by the JSU/JSUP/JSUB/JSP. For each test item in the final examination, from the first draft until the final camera-ready copy, it has to go through several stringent vetting processes. In some faculties (FKS, FSPU), examination questions are checked externally before use. Appointed vetting committees are responsible for ensuring that every question the final examination paper is of quality and aligned to the objectives and the CLO of the course by referring to several checklists at different checkpoints throughout the vetting process. The use of the prescribed structure and protocol of question vetting ensures that student assessments undergo a critical review by a vetting/testing committee that is responsible for detecting flaws and editing them accordingly to improve quality. Hence, is the attainment of assessment reliability and validity. In addition, the marking of final examination papers is subjected to moderation processes that are equally stringent. Several mechanisms such as syndicated marking, appointing first and second examiners, plagiarism detection software and a detailed marking scheme are employed to ensure the validity of content and consistency in marking, hence fairness and reliability is attained. In the case of projects for faculties such as FPSU, FSRR, Medical and Dentistry external 97

100 assessors/examiners are involved in performance assessment together with the lecturers. While every effort is taken to ensure that marking is fair and objective, aggrieved students can petition for a review of their final examination scripts within the stipulated time. With regard to post graduate programmes where there are no final examinations, the final assessment can be appealed. In ensuring the effective and efficient enforcement of assessments, policies and guidelines are made available to all lecturers which can be retrieved from standard manuals such as the Garis Panduan UiTM 2014 (encompassing all examination processes preparation of test/exam papers, marking and grading processes). Academic staffs are trained to develop the JSU and construct test items by llqam and UHEK. Talks are also conducted to raise awareness and knowledge of educational assessments among the academic staff. Coursework or continuous assessments are set and vetted by Resource Persons and/or lecturers. All assessments must be accompanied by assessment rubrics to ensure a more objective and transparent assessment. External examiners, which is abenchmarked requirement for all level 6 and higher programmes, are particularly important in assessing validity, reliability and fairness of this group of assessment methods. INED staff review the coursework assessments for reliability and fairness in their annual audit of franchise colleges. Stringent measures are taken at all points of the assessment process right from the planning, developing, administering, marking and grading up to the reporting stage. In addition, the security and confidentiality of all assessment items are safeguarded by mechanisms such as Code Red, Declaration Form (declaring no relatives), statutory declaration as well as the supporting facilities like the strong room and examination consultation room. For degree and post graduate programmes, the presence of external examiners forms part of the mechanisms to ensure validity, reliability and comparability of assessment system. Appendix : Vetting Checklists (Edu, FPHP) Appendix : Garis Panduan Peperiksaan UiTM 2012 Appendix : Declaration Form (no relatives- Edu, FPHP), Appendix : Peraturan Akademik UiTM (2013) Appendix : Laporan Ketua Pengawas FPHP Appendix : Sample of vetted and moderated papers (EDU 453, HTC 610) Appendix : Borang Analisa dan Deklarasi Mesy Peperiksaan Peringkat program (Edu) Appendix : Vetting Committee (FPHP, EDU) Appendix : Course Information EPC510, BMP422, AT110 Appendix : JSU, JSUP, JSUB, JSP Documents (CS112,CS143-Perak) Appendix : Understanding Plagiarism: A Guide for Lecturers (2012) Appendix : Avoiding Plagiarism: A Guide for Students (2012) Appendix : Workshops for JSU and Test Item Development (Kursus OBE anjuran IlQAM, Perak) Appendix Proses dan Prosedur Post Graduate 98

101 3.2.4 Explain how UITM monitors the reliability and validity of assessment over time and across sites. At present, a system of common final examinations, common marking scheme and coordinated coursework assessment is practised in relation to the state campuses and franchise colleges. The same level of rigour and care is exercised every time final examination questions are set, irrespective of whether it is carried out centrally or by each campus. In fact, UiTM has become more rigorous in the setting and vetting process over time to dispel any concern among stakeholders about the quality and integrity of assessments as the University gradually permits state campuses vet, set and grade their own questions. As a matter of policy, UITM is committed to a decentralised system of assessment befitting the growing maturity and capability of state campuses. Through a system of capacity building and establishing SOP for examination management and assessment standards setting, UiTM is confident that validity, reliability, fairness and consistency of assessment will be preserved in a more autonomous campus setting. Currently, UiTM Perak and Perlis are undergoing a pilot decentralisation exercise by which localised assessments are planned and prepared by these autonomous campuses as part of the autonomy plans. Question banks and automated question generation systems are part of the efforts to ensure quality of assessments among campuses is equivalent or comparable. Audits, vetting commitees, external examiners and reaccreditation exercises, as well as feedback from experts, employers, lecturers, students, graduates and alumni are carefully monitored to ensure assessment quality over time and in different sites are comparable and equivalent though not common. Other general measures include: a) Each faculty, which is the custodian of the programmes, appoints a Resource Person for each course who is responsible for overseeing and ensuring that all course assessment processes abide by the stipulated CLOs. b) HEA/ Faculty regularly conduct workshops or briefings that bring together all heads from various sites to where the programme is run. These workshops/briefings serve as a platform to disseminate consistent and accurate information and discuss matters pertaining to the standardisation of all assessments. c) Standard assessment documents are also made available to all relevant sites with an intended purpose of standardisation. This includes, mandatorily, samples of the final examinations and some tests and other assignments. Answer guides/schemes are also provided to ensure consistency and fairmarking and grading. d) Plagiarism policy, guides as well as plagiarism detection software, Turnitin, are all made available and accessible (and mandatory for final year degree and all postgraduate students) to students and lecturers to ensure thatstudents workisfree from plagiarism and thus contribute to a highly credible, reliable and valid assessment. 99

102 e) Assessments are subjected to reviews and audits by the internal, external, professional and international bodies. They keep a close watch on the reliability and validity of assessments. Findings from the reviews/examination are tabled at the University Senate for further action. Appendix : JSU, JSUP, JSUB, JSP Documents (CS112,CS143-Perak) Appendix : Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix : Workshops for JSU and Test Item Development (Kursus OBE anjuran IlQAM, Perak) Appendix : Minutes of JAF Meeting (FPHP, EDU) Appendix : Vetting Committee (FPHP, EDU) Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Report of External Examiner LG220 & AP116 Appendix : InQKA External Review Report FKE Appendix : LRQA Surveillance Audit Report Appendix : APA report Appendix : PG Audit Report Appendix : Turnitin Report Describe how internal assessments are validated against external standards (e.g. external examiners, external examinations). As required by MQA standards, all faculties in UiTM appoint local and mostly international external examiners and/or professional accreditation bodies to review the programmes including the assessments for all the degree and post graduate programmes. The external examiners review and validate the assessments which include the assessment regulatory framework, rules, practices and conventions, monitoring and also question items and answers againstexternal standards. The external examiners appointed by faculties are highly experienced and are field experts from globally renowned universities. The examiner s responsibilities include a review/feedback on assessments. Hence, their reports when reviewing the programmes (report is structured with specific questions on assessment) include making comparison of the UiTM student assessments with those held in reputable institutions, be it local or foreign. During their visits and discussions/meetings with the Faculties, they share ideas on assessment international practices/external best practices and make comparison with reputable institutions. The findings/feedbacks are followed by a written report which is submitted to the Officeof Academic Affairs. The actions taken by the faculties pursuant to the external examiner report are also a subject of review by InQKA when they carry out their annual audits of faculties. (Also refer 3.2.3) 100

103 Appendix : Surat Pelantikan Pemeriksa Luar serta tanggung jawab (FPHP, EDU) Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Report of External Examiner LG220 & AP116 Appendix : Professional / Accreditation Reports (Dentistry) 3.2.6Explain the various feedback mechanisms to ensure validity, reliability,consistency, currency and fairness of the assessment methods. Explain whether records (i.e. assessments) are available to students for feedback on performance and corrective measures. The feedback mechanisms used by UiTM in ensuring assessment methods are valid, reliable, consistent and fair vary according to type of assessment, discipline, and level of study. The mechanisms are in compliance with the quality assurance policy, applied to both undergraduate and postgraduate programmes, thus qualify for review by external examiners, for peer review and periodic review. The mechanisms used to obtain the feedback include: a) External Examiner s feedback a thorough examination of assessment questions and answers against the course documentsof sampled courses of a programme. b) Accreditation/Professional Body Reports as the above (benchmarked with other local or international institutions). c) Post Mortem Report At faculty level, departmental meetings are held where lecturers teaching and marking the same courses or the same cohortdiscuss the performance profile of their groups including the assessment tasks or assignments given to the students. d) Curriculum Review On accumulative basis, observations about assessments including issues of validity and reliabilityare reviewed. Are assessment records available to students? All coursework assessments are marked and the students informed of their performance before the start of the final examinations. The marked assignments or projects are returned to the students with written and/or oral feedback on their performance. In some cases, students can improve the projects or assignment before the final submission date. Final examination scripts are kept by the faculties and may be retrieved for remarking if there was an appeal. These scripts are disposed of within the year and done according to set rules and regulations. [See also & 3.2.4] 101

104 Appendix : Report of External Examiner LG220 & AP116 Appendix : Professional / Accreditation Reports (Dentistry) Appendix : Course Information EPC510, BMP422, AT110 Appendix : Examination Post Mortem Reports (FPHP) Appendix : Curriculum Review Documents- Perak Explain how UITM provides feedback to students on their academic performance, including making records (i.e. assessments) available, to ensure that they have sufficient time to undertake remedial measures. UiTM ensures that appropriate feedback on student academic performance (their academic progress and achievement) are timely released and clearly communicated to them. Feedback on on-going assessments are made known to students bythe end of the semester. However, in general, the graded assignment feedback is returned to students within two weeks of the submission. A maximum of 50% of the total accumulated on-going assessment marks is released before the semester ends. This requirement is stipulated in the university s academic procedure and policy which among others include the following : At the start of each academic year students are informed by their lecturers of the feedback opportunities available in that semester and the main goals of the feedback in their studies. The timetable for submission deadlines and dates on which feedback will be returned for each assessment are clearly stated in the course documents i.e. the scheme of work. Information on the feedback and the necessary forms required for both formative and, where appropriate, summative work, are available in thecourse documents. The academic advisors also provide further feedback based on the official results obtained by the students under their charge. All on-going assessments together with lecturer feedback and the grade are returned to students so that they have sufficient time toundertake remedial measures that include considering the feedback given on their work, seeking to understand it, and acting on it. The timely release of the feedback also allows lecturers to identify low performing students and plan remedial programmes, such asextra coaching, student peer teaching, mentor-mentee system, etc. to help the studentsto prepare them for the final examinations. All on-going assessment marks are managed and recorded by the respective class lecturers. The total on-going mark, a maximum of 50%, is released to the students prior to the final examination. The final examination marks are documented by the lecturers via Result Entry System (RES). Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Result Entry System (RES)(Print Screen) Appendix : Raw score of the On-Going Assessments 102

105 Appendix : Samples of class assignments with feedback / comments and marks (EDU MAE572) Describe how assessment methods are reviewed to ensure currency. Assessments methods are subjected to periodic auditing or reviewing by the internal and external quality auditors as well as by the external examiners to ensure, among others, currency. The review includes comparing the university s methods of assessment with the ones currently practised by other reputable institutions that the examiners represent which are recorded in their reports. Faculties then act upon the suggestions made to maintain currency of assessment methods. Some faculties such as FSPU and FSSR invite experts from the industry to be involved in their student assessments. The involvement includes giving feedback and sometimes grading as well. These experts bring with them their expertise and the current needs of the industries that contribute to assessment currency. The consistent curriculum review exercised by the University also provides opportunities for the assessment methods to be made current. Other initiatives include post mortem review by lecturers, as well as feedback from students evaluation of every course assessment. Training and seminars on assessments organised by ILQAM also expose the attendees to current and innovative assessment methods. Appendix : Report of External Examiner LG220 & AP116 Appendix : Professional / Accreditation Reports (Dentistry) Appendix :Industrial Advisory Panel reports Appendix : Curriculum Review Documents- Perak Appendix : Examination Post Mortem Reports (FPHP) Appendix :Training on Testing How are student assessment methods documented and communicated to students? UiTM requires that the information on the assessment methods be provided to students. Thus, the course documents i.e. scheme of work and other handouts are given outto students at the start of each academic semester while the programme handbook is made available to themwhen they first register for the programme. Programme and course related documents are available to students via their student portal. Lecturers teaching the course also brief the students on the assessment methods onthe first day of class and discuss how these assessments relate to the course learning outcomes. 103

106 Appendix : FKM : StudentHandbook FKM Appendix : Course Information EPC510, BMP422, AT110 Appendix :Student Portal (address) Appendix : ilearn: Append a copy of the Regulations of Examination. 1. Peraturan Peperiksaan UiTM (2014) 2. Peraturan Akademik Diploma & Sarjana Muda, UiTM Peraturan Akademik Pasca Siswazah, Manual Pengurusan Peperiksaan Enhanced Standards 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). BHEA, ILQAM, InQKA and ilearn disseminate information on all good practices including on assessment through the training activities for lecturers. The 200 academic staff who are MQA panels also share good practices from other local and foreign institutions with their respective faculties. However, the key formal mechanism by which UiTM s assessment practices are benchmarked and compared is through the work of the external examiners. These examiners are typically from universities in good standing in the discipline. Providing a critical commentary on the assessment practices is part of the terms of reference for the examiners. In addition, it is also a usual practice for faculties to arrange for talks by the field experts on programme-related issues including assessments. Evidence Appendix : Report of External Examiner LG220 & AP116 Appendix List of external examiners against programmes (Education) Appendix : Surat Pelantikan Pemeriksa Luar serta tanggung jawab (FPHP, EDU) State whether the curriculum have mechanisms to review and implement new methods of assessment. UiTM programmes are reviewed every 3 to 5 years. Assessment methods, content and delivery are subject of these reviews. However, faculties can review and implement new methods of assessments to the course whenever deemed necessary on condition that the procedures of course review and changes are followed. The Resource Persons are tasked and given authority to discuss any form of changes made to the course with their team members who arelecturers teaching the course. Proposed changes must be endorsed by the JAF and may require further approval if assessment changes are deemed to be major (exceeding 30%). 104

107 Appendix : Curriculum Review Documents- Perak Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Garis Panduan Peperiksaan UiTM 2012 Appendix : Peraturan Akademik 2013 Appendix 2.1.1_8 :Prosedur Kajisemula Kurikulum/Silibus How does the review of the assessment method incorporate current global developments and best practices in the discipline? See & for information on this subject Describe how external expertise, locally and internationally, are consulted in the review of the assessment system. See & for explanation on this subject. 3.3 Management of Student Assessment How autonomous are the departments in the management of student assessment? The autonomy depends on the type of assessment in question as well as the level of the programmes. In relation to Diploma and Bachelors Degree programmes, UiTM has very clear and comprehensive regulations and procedures for the setting, vetting, storage, production, administration and processing of final examinations and the release of results. Faculties and state campuses schedule and conduct their own final examinations within the ambit of the examination rules and regulations. An examination committee is tasked with the planning and management of the final examinations. The faculties and their constituent departments or centres and state campuses have autonomy in managing (planning, organising, controlling and implementing) all types of coursework or continuous assessments. However, these assessments must be stated in the course documents and communicated to the students at least at the start of the semester. It is the lecturers responsibility to manage the coursework assessments with utmost integrity subject to the agreed rules of the faculty or the Resource Persons. UiTM is in the process of granting state campuses more autonomy to set, vet, store and administer all assessments. To ensure asessments are carried out with utmost care and dilligence, SOPs have been developed and audits of their capacity to set, vet and manage assessments have been carried out. In 2015 and 2016 state campuses will gradually assume more responsibility for all assessments in their respective campuses. During this period, the more experienced lecturers render assistance to the autonomous campuses to ensure that the process is implemented with no risks to the integrity of UiTM assessment and assessment management system. To reduce uncertainties and to ensure confidence on the part of external 105

108 stakeholders, BHEA has developed question banks with JSU which when fully implemented can generate questions for final examinations which cover the content and reflects the appropriate level of difficulty. At the post graduate level in relation to coursework programmes, there is more autonomy given to faculties in managing the entire spectrum of assessments. A large number of programmes do not have a formal final examination as is the norm at this level of programmes. However, most faculties where there are formal final examinations, follow the same processes (setting, vetting, storing, producing and administering) as applicable to the Diploma and Bachelors levels as explained above. Appendix : Course Documents Appendix : Pelantikan Resource Persons Appendix : Examination Committee Meeting Minutes faculty level Appendix : Examination SOP Appendix : Examination Timetable Committee Appendix :UHEK documentation on Question Banks System Indicate the committees and the processes for verification and moderation of assessment, and benchmarking academic standards of assessment. How autonomous are they? UiTM Assessment Policy requires that final examination scripts are moderated. Faculties have the freedom to choose suitable mechanisms- syndicated, second examiner, panel evaluators, adjudicators, field experts working together with the lecturers - to ensure the moderation of assessment. A marking scheme or guide is duly provided for all examiners to abide it by strictly for the purpose of standardisation and fairness in awarding marks. The process begins with the sample marking carried out by the appointed examiners at a centralised marking session, where the answers and allocation of marks are debated on and agreed upon. Moderation is handled by the Course Team, led by the Resource Person and team members, who are lecturers teaching the course. The moderation of assessments is done by elected experienced members of the team. In some cases, lecturers from other institutions or experts in the industries are invited to assess, moderate and make suggestions on final projects for the subjective/design courses in faculties such as FSSR, FiTA, and FSPU. The benchmarked standards are assured through close reference to MQA Area 3: Assessments (2008) which is translated into the Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix : Appointment letters- various relevant committee, Appendix : Assessment parameters (Edu- SCE 500) Appendix : OBE-SCLhttp://obescl.uitm.edu.my Appendix : JSU/JSUB/JSP/JSUP Appendix : COPPA (MQA Area 3: Assessment (2008)) 106

109 Appendix :Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix :Polisi Penilaian Akademik Pelajar UiTM (2014) Explain how the committees ensure that standards are met. For all courses, all standards are met through the various standard operating procedures (SOP), guidelines and test specification tables (JSU/JSUB/JSP/JSUP) that are endorsed and applied at the faculty/campus level. The four elements of assessments i.e. validity, reliability, fairness and consistency are assured in all processes right from the item construction to the marking and grading of assessments. The respective appointed committees ensure that all relevant standards are met through utilising documents such as the LE15, LE15x, teaching portfolios and course files. For final examination papers, the Examination Affairs Division ensures that the ISO 9001 standards for printing of examination papers are observed so that they are of high quality in appearance and high readability for the test takers. The number of errors in the paper is also closely monitored so as to ensure conformance of format specification. Appendix : JSU/JSUB/JSP/JSUP Appendix : COPPA (MQA Area 3: Assessment (2008)) Appendix :Garis Panduan Kesetaraan Kualiti Penilaian Akademik Pelajar UiTM (2012) Appendix :Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix :OBE document for all curricula Explain how assessment performance and results are made available to students. For both formative and summative assessments, students performance or results are communicated through several channels. For formative assessments, feedback for performance and marks (pop quizzes and other tasks done in class) are conveyed verbally in class. The class lecturers are able to gauge the strengths, weaknesses and areas of enforcements based on their observations of students comprehension of the topics and ability levels against the CLOs. For summative assessments, the continuous assessment marks are made available through the class lecturers. Almost always, marks are given with learning feedback. Marks are posted on bulletin boards, or conveyed through computer-mediated communication such as Facebook groups, and electronic device such as Whatsapp groups. Continuous assessment marks up to a maximum of 50% of the total is communicated to students prior to their final examination. 107

110 The final cummulative marks and the corresponding grade for all courses and the Cummulative Grade Point Average (CGPA) for all students are communicated by the Examination Affairs Division once all results are tabled and endorsed at the University Examination Council Meeting (MPU) or Majlis Pengajian Siswazah (MPS) meeting for postgraduate students. The student assessment performance and results for Faculty of Medicine and Faculty of Dentistry, however, are communicated after JAF meeting. The results are made available through the student portal. All students are aware of these grading, assessment and appeal policies as they are given copies of the UiTM Academic Regulations when they first register as UiTM students. Appendix :RES documents (Raw marks, LE forms) Appendix :Minutes of meeting JAF Appendix :Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix :Manual Pengurusan Peperiksaan Akhir (2012) Appendix :Student Portal Appendix :Sample assignments _Perak State the authority responsible for assessment policy. Describe the composition of the committees involved and their terms of reference. The assessment policy was developed by the Curriculum Affairs Unit of the Office of Academic Affairs. It is endorsed at 2 levels: the Senate and the University Board of Directors. The policy is used with close reference to other supporting documents that focus on assessment matters such as circulars from the Deputy Vice Chancellor (Academic and International), guidelines, COPPA, and OBE course curricula. Based on a framework that encapsulates the current assessment practices in UiTM, the policy addresses 6 main components: 1. The purpose and scope of the policy and the principles of assessment 2. What constitutes student assessments 3. The development of JSU/JSUB/JSP/JSUP 4. Marking, grading, entry, validation, appeal and moderation of marks and grades 5. The security and confidentiality of assessments 6. Non-compliance of assessment processes and administrations The Curriculum Affairs Unit disseminates information pertaining to assessment matters and periodically advises and conducts workshops to ensure that all processes and administrations of assessments are administered accordingly and the quality is constantly upheld. This is the terms of reference for the Head of Assessment and Evaluation. Evidences: Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) 108

111 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. Generally, all stakeholders are involved at different levels. At the course level, the post mortem meetings serve as the first level of feedback for assessment changes. In addition, other mechanisms are developed to ensure that salient and relevant feedback are received such as CDL-CQI (lecturers),tracer Studies (graduates), SuFO (students) and periodic employer s survey (employers) etc. Appendix : Minutes of post mortem meetings Appendix :Closing the Loop (CDL) and Continuous Quality Improvement (CQI) reports Appendix : External Examiner s reports Appendix : Industrial Advisory Report Appendix : SuFO Guidelines Provide information on the appeal policy. UG students have the right to appeal if aggrieved with their final examinations results (clause in UG regulation). PG students have the same privilegeeven though there may not be final examinations since they have final assessments. The appeal policy is clearly stated in the Student Assessment Policy UiTM and also the StudentAcademic Regulations, both published by the Office of Academic Affairs. The details are further explained in the Manual Pengurusan Peperiksaan Akhir UiTM. Remarking of, changes and corrections to, and updating of the results of the appeal cases are endorsed in the Mesyuarat Rayuan Semak Semula at MPU / MPS. The mechanism is clearly conveyed to all students through the student portal, faculties and campuses. Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Manual Pengurusan Peperiksaan Akhir (2012) Appendix : Post Graduate Academic regulations Describe how confidentiality and security are ensured in student assessment processes and academic records. All academic and administrative staff are informed of the confidential nature of assessment records and a written declaration to this effect is signed by all. Any violation of this agreement will result in disciplinary actions. Those involved in assessments management and especially in the processing of results are required to disclose any conflict of interest. The setting, vetting, preparation and production processes are subjected to very strict protocols as to the location, movement of staff, disposal of drafts questions, use of computers, control of digital storage and communication. Lecturers bear the 109

112 responsibility of ensuring that all coursework assessments are properly securely to ensure fairness in the assessment. As an additional measure in many faculties, multiple sets of questions are prepared with the Dean deciding on the actual set to be applied in the semester. When and where there is a breach, appropriate corrective actions are taken to ensure the integrity of the assessments and the processes are not compromised. Pending the scheduled examinations, question papers are stored in strong rooms at Examination Centre in Shah Alam for distribution to faculties on examination day. All state campuses have standard strong rooms and dedicated printing facilities to copy the required number of questions from master copies provided. All faculties in Shah Alam also have strong rooms but do not hold questions which are kept at the secure Examination Centre. In events of mishaps or emergencies, there are policies and protocols as stated below: In case of an emergency and natural disaster, there are several mechanisms in place for the printing of final examination papers. There are mechanisms for the management of final examinations in case of an emergency. A policy on the case of leak/theft in the final examination. The control mechanism for confidentiality and safety policy and examination results. The policy on the safety of final examination answer scripts when taken out from the Examination Unit for marking by lecturers. Eventually, all assessment records are stored in Student Information Management System (SIMS). System administrators in HEA manage the academic and administrative staff s access to this system. InfoTech, which manages the IT systems used to operate SIMS, has disaster management plans for IT emergencies crash, fire, power supply disruption, etc. Appendix : Polisi Penilaian Akademik Pelajar UiTM (2014) Appendix : Manual Pengurusan Peperiksaan Akhir Appendix :Result Entry System (RES) Appendix :Strong rooms Appendix :Examination consultation/tec rooms Appendix : SuFO documents Appendix : Disaster Recovery Plans Infotech Website Appendix : Declaration form (No relatives), Statutory Declaration Enhanced Standards Explain the nature of the independent external scrutiny of student assessment to improve the management of the assessment system. There are different types of scrutiny of the assessment systems in the University. The quality management system used by the Examination Division is an ISO 9001:

113 certified by SIRIM and is regularly externall audited for its adherence to the stated processes and procedures. The faculties and campuses which develop develop, apply and improve the assessment methods are frequently subjected to accreditation audits by their respective professional bodies. This is case with professional programmes. The University has been thrice externally reviewed by MQA (APA Audit, 2009; Post Graduate Audit, 2013) and MOE (Readiness for Autonomy Audit in 2014) which have given positive feedback on the state of management of the assessment system in UiTM. Appendix : APA Report Appendix :PG Audit Report Appendix :UGGI: UiTM 2014 (Panel s Readiness for Autonomy draft report) 111

114 4 STUDENT SELECTION AND SUPPORT SERVICES Overview UiTM observes all minimum academic requirements established by UPU, MOE, MQA and professional bodies for enrolment of students in its academic programmes. In addition, interviews and performance tests are conducted for specific programmes to test for aptitude and special skills. Due to intense competition for places in the programmes, merit-based requirements tend to be much higher than the minimum entry requirements. To support personal and professional development, UiTM provides a wide variety of extra and co-curricular activities in sports, recreation, culture and arts, and community service. To ensure a satisfying university experience, UiTM provides transportation, accommodation, medical, counselling, learning support, library, research and financial assistance services to all students. 4.1 Admission and Selection Benchmarked Standards Who is responsible for student selection? State the academic criteria and the mechanisms for admission to programmes and any other additional requirements. UiTM has an admission policy with clear statements on the criteria and processes of student selection for both local and international students. The selection process is transparent and based strictly on merit as stated in the University admission handbook. Admission of Full Time Students: Session 1 of the academic calendar begins in May/June (for Foundation, Pre Diploma and Diploma) and September (for Bachelors) where all applications are done through the Division of Management for Student Admission of the Ministry of Education, Malaysia. The committee for student selection conducts meetings with representatives from the 20 public universities. The meeting is to ensure there is proper coordination in selecting qualified applicants according to qualification and area of study in the respective universities. Session 2 of the academic calendar begins in November (for Foundation, Pre Diploma and Diploma) and March (for Bachelors). This is exclusively handled by the UiTM Student Intake Division because only UiTM takes students twice a year. 112

115 The academic criteria that determine selection of qualified candidates are based on the following as stated in the Buku Syarat Kelayakan Program: 1. University general requirement 2. Programme requirement In general, qualified candidates applying for Foundation and Diploma programmes must possess SPM or equivalent with minimum of five (5) credits, inclusive of credit in Bahasa Melayu and passes in Bahasa Inggeris and Sejarah. The requirements for candidates applying for the Bachelor programmes are SPM or equivalent with a minimum of five (5) credits, inclusive of credit in Bahasa Melayu and passes in Bahasa Inggeris and Sejarah, and STPM with CGPA of 2.0 minimum. Candidates with a higher academic stature and excellent co- curriculum record will have a greater opportunity to be selected. Candidates must also meet the requirements of each specialised area of study. For instance, a candidate for the Faculty of Health Sciences must obtain credits in Biology, Physics, Chemistry and Mathematics. Admission of Part Time Students: Admission for part time (e-pjj/plk) students is done through online application administered by Institute Neo-Education (InED) UiTM. Student intake takes place similar to the full time admission for sessions 1 and 2 of the academic calendar. In general, candidates applying for a Diploma programme must possess SPM or equivalent with minimum of five (5) credits, inclusive of credits in Bahasa Melayu, Bahasa Inggeris and Mathematics, plus at least one (1) year of working experience in the relevant field, or three years of experience for candidates with less than five (5) credits which include Bahasa Melayu, Bahasa Inggeris and Mathematics. The mechanism for admission of the part-time programmes follows the process of meritocracy and admission requirements as stated in the Syarat Kelayakan on the web site. Admission of Post-Graduate Students The minimum entry requirement for postgraduate admission is as stipulated in Institute of Graduate Studies: Academic Rules and Regulations for Post Graduate (amendment 2014). Prospective students can also refer to IPSIS website at In general, the candidates who wish to enrol in the graduate studies programme must possess the following qualifications: 113

116 For Master programme Bachelor s (Hons) from UiTM; or Bachelor s (Hons) from any institution of higher learning approved by the Senate; or Bachelor s (Hons) in a related field, or Other equivalent qualification / experience approved by the Senate; and Other requirements as specified by the University. For Doctoral programme A Master s degree in (a relevant field) from UiTM or any institution of higher learning recognized by the UiTM Senate; or Other qualifications in a relevant field, equivalent to a Master s degree recognized by the UiTM Senate, with related experience; or Other requirements stipulated by the University. For international students, the following additional requirements need to be fulfilled: Applicants must show proficiency in English with a TOEFL score of 550 or an IELTS score of at least Band 6.0. Proof of financial ability to pursue their studies and live in Malaysia for the duration of study. A letter of financial guarantee/sponsorship or the most recent financial statement from applicant's bank is sufficient. Clear the medical check-up by the University's health authorities; International passports with at least two years validity and meet all immigration procedures. For postgraduate programmes, the application is fully on-line and applicants are informed of the outcome of their application through the system. Offer letters can be printed from the website. Student Selection: Local student selection is endorsed at faculty level while International student selection requires endorsement from the Vice Chancellor of UiTM. Their application is processed via Institute of Graduate Studies and the relevant faculty will look into specific faculty-based academic requirements. Application Procedures Interested applicants shall apply on-line through IGS website and a copy of the printed application form together with all related transcripts and personal documentations are submitted to relevant faculties. The faculty reviews and verifies all documents according to the admission criteria of IGS and faculty programme requirements. Research candidates must also submit 114

117 their research proposal and suggested name of the proposed supervisor(s) (if applicable). Upon fulfilling the above requirements, candidates may be required to undergo an interview and/or proposal presentation to the panels appointed by the Faculty in accordance with the research areas or topics. There are also some faculties arranged psychometric tests for the candidates. Appendix : Manual Prosedur Kerja Bahagian Pengambilan Pelajar (BPP) Appendix : Buku Syarat Kelayakan 2014 (Di BPP) Appendix : Manual Prosedur Kerja Institute Neo Education (InED) (Di InED) Appendix : Available online: Appendix : Manual Prosedur Kerja Institut Pengajian Siswazah (IPSis) (Di IPSIS) Appendix : Available online: Provide evidence that the students selected fulfil the admission policies. As an affirmative-action university, only Bumiputra candidates are eligible to apply for the Foundation, Pre Diploma, Diploma, Bachelors and Professional programmes. The definition of Bumiputra is as stipulated in the Federal Constitution. Pre Council 1 and 2 are meetings coordinated between the Ministry of Education and IPTAs to ensure the qualifications of candidates are met. For UiTM, the status of Bumiputra is a special criterion that is strictly observed. Admission to post-graduate programmes is also opened to international students for full-time based on the policy of the Ministry of Education as well as the governmentto-government (G2G) arrangement. However, all international admissions must be approved by the Vice Chancellor. Data for full-time student admission are kept in the Management Admission System (e-mas) managed by the Unit Pusat Universiti (UPU) and UiTM Student Information Management System (SIMS). The part-time e-pjj/plk student data are kept in SIMS managed by UiTM, while the post-graduate student data are kept and managed by IPSis. Admissions integrity is audited by Lloyd's Register Quality Assurance (LRQA), while InQKA handles the internal auditing periodically. Appendix : The Federal Constitution Appendix : Pre-Council 1 dan 2 Diploma Appendix : Pre-Council 1 dan 2 Sarjana Muda Appendix : Available online: Appendix : Available online: Appendix : Available online: 115

118 Appendix : Available online: Appendix : Institute of Graduate Studies: Academic rules and regulations for Post Graduate (amendment 2014). Appendix : LRQA Surveillance Audit Report Describe the admission mechanisms and criteria for students with other equivalent qualifications (where applicable). Students with other qualifications (for instance O Level and A Level ) are admitted with reference to the Senarai Nilai Taraf Kelayakan provided by the Malaysian Qualifications Agency (MQA). Data recorded approximately 40 students per admission. All other known and equivalent qualifications are stated in the admissions handbooks of every programme. In the case of non-conventional qualifications, UiTM, MOE, MQA, and other universities practices are examined and admission decision is made accordingly by UiTM Senate. Since UiTM does not take in foreign students for undergraduate programmes, foreign qualifications are not a major challenge. Appendix : Available online: Appendix : Available online: 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. Students with special needs or disabled students are identified through the online applications. Such candidates must meet the minimum academic requirements but will not be competitively assessed (Meritocracy) as a measure to provide access to the disadvantaged. Disabled attributes include blindness, physical deformity in the hands and legs, and impaired hearing. Appendix : Skrin 9.0 Interview Selection Appendix : Buku Panduan Kemasukan Pelajar ke IPTA, Politeknik, Kolej Komuniti & ILKA Lepasan SPM/Setaraf Lepasan STPM/Setaraf Lepasan SKM Appendix : Available online: Show how the criteria and mechanisms are published and disseminated. Official information on applications into the academic programmes is disseminated through various channels of the media: a. UiTM Website: Information is posted on the university website during the month of January for the June Diploma intake and for the September Bachelor s degree intake; in July for the December Diploma intake, and in October for the March Bachelor s degree intake. 116

119 b. Mainstream Newspapers: Information is advertised in early January in the Sunday newspapers. c. Online Newspaper advertises the information for a week in early January. d. Flyers are distributed during the National Higher Education Carnival, Education Expo, and Academic Mission). e. Posters are distributed to most secondary schools. The state campuses coordinates distribution and promotion to schools in the states. f. Social Media (FB/ Twitter/ Youtube) are also media channels that is popular that can be easily accessed by applicants. g. Vice Chancellor s Facebook is a favourite media channel for students. h. Expo Selangkah ke UiTM is annually held in February inviting potential applicants to get accurate information on their choice of programmes suiting to their qualifications and the application procedures. i. The National Higher Education Carnival is held annually at 11 locations staggered nation-wide. j. Academic Mission Programme and Operasi Khidmat Masyarakat (OPKIM) are organised by faculties to promote academic programmes to potential students. k. Buku Syarat Kemasukan ke UiTM is published and distributed all year round, especially during visits by schools to the UiTM campuses. Appendix : Advertisements Appendix : Available online: Appendix : Pamphlets on List of programme offer 2014 Appendix :Expo Selangkah Ke UiTM Appendix : Karnival Pengajian Tinggi Negara by Kementerian Pendidikan Malaysia Appendix : Academic Mission Appendix : Buku Syarat Kelayakan Program Pengajian 2014 Appendix : Buku Panduan Pendaftaran Pelajar Baru Provide information on the prerequisite knowledge and skills for student entry. Information is provided and disseminated through the following channels: a. Buku Syarat Kelayakan Ke UiTM b. E-Syarat Online System c. Selangkah Online System Appendix : Sistem E-Syarat Appendix : Sistem Selangkah If a selection interview is utilised, describe it. Some programmes require prospective students to attend an interview prior to admission into the programme. A panel of assessors/examiners conduct the interviews which are carried out in various centres throughout the country. Faculties that select candidates through an interview process are: 117

120 1. Law 2. Mass Communication and Media Studies 3. Art and Design 4. Architecture, Planning and Surveying (for Architecture, Interior 5. Design, and Landscape Architecture) 6. Sports Science 7. Music 8. Education 9. Film, Theatre and Animation 10. Marine Technology under the Faculty of Applied Sciences Evidence : Appendix : Manual Prosedur Kerja BPP Show evidence that the admission policy and mechanism is fair and transparent. The admission requirements and the applications processes are made known to all propscetive students via mechanisms listed in All applicants are subjected to the same admission requirements as stated in the handbook. Selection of students is based on merits through online application that is managed by Unit Pusat Universiti and UiTM. Internally, monitoring of admission systems and processes is done through regular internal audits by InQKA and externally by Lloyd s Register Quality Assurance (LRQA). Applicants can appeal or complain to UiTM or KPM in event of any grievances. Appendix : Buku Syarat Kemasukkan UiTM Describe the appeal policy and mechanism. Students who are unsuccessful in their applications can appeal and such appeals must be done online. The appeals are reviewed taking into consideration the number of places that are available in the faculties. Appendix upu.mohe.edu.my.doc Appendix : State what are the special programmes provided for those who are selected but need additional remedial assistance. The University determines the admission requirements based on the needs of each programme consistent with the minimum standards set by MOE, MQA and other professional bodies. Students who do not meet diploma admission requirements for selected programmes can enrol in special bridging programmes to qualify for entry into diploma programmes. The University runs two (2) pre-diploma programmes for 118

121 applicants with a lower entry requirement. The Pre-Diplomas in Commerce and Science are placed under the Mengubah Destini Anak Bangsa (MDAB) programme. Since students are admitted only if they meet the minimum requirements, remediation is not necessary. However, if their lecturers or their academic advisers find otherwise, they can report to their coordinators or Ketua Pusat Pengajian for appropriate guidance to the students concerned. Appendix : Buku Syarat Kelayakan Program Pengajian 2014 Appendix : Buku Panduan Program mengubah Destini Anak Bangsa Summarise the methods of orientation of new students, early warning system for academic difficulty and system of academic counselling, tutoring and remediation. An orientation programme called Minggu Destini Siswa (MDS) is conducted in the first week of registration over duration of fivedays to a week for new students. During MDS, students are given briefings on the history of UiTM, rules and regulations, academic procedures, college life, fees and financial aids, co-curriculum activities, as well as student services such as counselling, welfare, housing, medical and transportation. All students are assigned an academic advisor who monitors the academic progress of their mentees/advisees including offering or referring them for remedial help. The academic systems also flag at risk students (Probation 1 and Probation 2) based on their GPA and CGPA. Many faculties and campuses hold special programmes for students with CGPA less than 2.3. Appendix : Buku program MDS Sesi / 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 UiTM and explain the mechanisms that exist for adjustments, taking into account the admission of visiting, exchange and transfer students. The total number of student intake is 61,133 for the year 2012, 62,573 in 2013, and 44,730 in The decision on the size of student intake is determined in meetings between Bahagian Pengambilan, HEA and CSPI where projections and offers are matched to resources available and to be available in future. The number of students on transfer (inbound) is very small and does not affect the admission. Table 15: Student Admission ( ) Year Admission , , ,730 Source : Bahagian Pengambilan Pelajar dan IPSIS 119

122 Table 16: Admission Projections by Faculty/Centre ( ) Fakulti Sebenar Sessi I 2014 Unjuran Akademi Pengajian Bahasa Farmasi Filem,Teater & Animasi Institut Pengangkutan Malaysia Kejuruteraan Awam Kejuruteraan Elektrik Kejuruteraan Kimia Kejuruteraan Mekanikal Komunikasi & Pengajian Media Muzik Pendidikan Pengurusan Hotel & Pelancongan Pengurusan Maklumat Pengurusan Perniagaan Perakaunan Pergigian Perladangan & Agroteknologi Perubatan Pusat Asasi Pusat Pemikiran & Kefahaman Islam Sains Gunaan Sains Kesihatan Sains Komputer & Matematik Sains Pentadbiran & Pengajian Polisi Sains Sukan & Rekreasi Seni Lukis & Seni Reka Senibina, Perancangan & Ukur Undang-Undang Total 161, , , , ,000 Appendix : Laporan Pengambilan Pelajar Sarjana Muda dan Diploma Appendix : Minit Mesyuarat Unjuran Pelajar 120

123 How does UiTM continuously monitor and periodically review student selection processes? HEA and faculties review the selection criteria and processes regularly based on feedback from Bahagian Pengambilan, BHEA and also CSPI. Information and data recorded in emas, e-syarat, Expo Selangkah also provide the guide for review proposals for changes are submitted to Senate for discussion and approval. Most recent such changes are raising the MUET band for Bachelor of Education (TESTL) Hons and reviewing interviews for post graduate programmes by IPSIS Appendix : Minit Mesyuarat Senat kertas kerja semakan syarat program Appendix : Flow Chart e-syarat Appendix : Flow Chart Sistem Selangkah Describe how the selection methods are reviewed to comply with the social responsibilities, human resource requirements and needs for further studies and lifelong learning. Selection criteria and methods are set and reviewed on the basis of maintaining a good balance between the competing requirements for social responsibility, meeting national talent needs and promoting further and lifelong learning. UiTM complies with the minimum entry requirements set by MOE, MQA and professional bodies. Within these parameters, selection methods are reviewed based on feedback obtained from students, graduates, alumni, employers and industry panels with whom UiTM through the faculties and campuses maintain active relationship. For example, UiTM maintains relatively high standards for admission into its programmes with a minimum of 5 credits in SPM against the MOE minimum of 3 credits. Recognising the University s responsibility of providing access to poor and rural applicants, UiTM has created another route to its programmes. Those who do not have credits in Maths and English (which are part of the five credits required), can enrol in the pre-diploma programmes and upon successful completion can be admitted to the diploma programmes. UiTM through its off campus and distance learning unit has enabled 10,000 working adults to enrol in selected diploma and degree programmes with lower academic qualifications but with required working experience in lieu. Since 2010, consistent with APEL policy by MQA, UiTM has encouraged all faculties to actively promote this route among its adult applicants. Alternative selection methods or criteria and the performance of the candidates are monitored, reported and discussed, and changes proposed if needed. A good case in point is the MDAB programme which takes in poor (often hard core poor) with lower academic qualifications. After a semester of intensive immersion courses, they are absorbed into diploma programmes. Reports on their progress are monitored by the Senate. The continued support from the government for UiTM s affirmative action role is testimony to its ability to meet the responsibility of helping transform the Bumiputera 121

124 human capital development. The employability rate is another significant indicator of UiTM s capacity to produce graduates who are admitted into the workforce of the country. Appendix : Minit Mesyuarat Majlis Kurikulum Universiti Appendix : Appendix : Senate paper on Performance of MDAB Students Enhanced Standards Show how the student performance is monitored as a feedback mechanism to improve student selection. Faculty and campus examination meetings held every semester examine student performance and factors that hamper it. Selection criteria and methods are part of this discussion. Proficiency in the English language is a common attribution of weak performance by students. UiTM has raised the MUET band for several programmes and is receptive to government announcement of further changes to MUET band for entry. HEA conducts meetings and workshops on student performance, curriculum and course reviews as feedback to improve student selection. Mesyuarat TNC (Akademik & Antarabangsa) or META is the platform where academic administrators meet once every semester to discuss and improve academic matters, one of which is student performance. Appendix : Kertas kerja Senat : Laporan Perbandingan Band MUET How does UTM engage the relevant stakeholders in the review of its admission policy and processes? Stakeholders The stakeholders in the education mission are MOE, MQA, professional bodies, employers, academic staff, prospective students, graduates and alumni. UiTM is in constant communication with MOE through the various meetings of IPTA VCs and DVCs. Admission Policy UiTM as an affirmative action institution maintains an exclusive admission policy since its inception in Although this policy has been debated by various quarters, the government remains steadfast in continuing this policy which is now further codified in At 173. Processes With majority of UiTM graduates employed in the private sector, listening to the voice 122

125 of the employers is of paramount importance. There are various means by which employers feedback are sought and used in the programme review including in the admission processes. Bahagian Pengambilan, IPSis and InED review the admission processes online applications, visa requirements, notification of interviews and outcomes, production of original records etc. on an ongoing basis to improve the processes for internal efficiency and ease of application by prospective students. Appendix : Minit Mesyuarat Senat Lantikan Professor Pelawat, Profesor Adjung, Pemeriksa Luar, Panel Industri Appendix :IPSIS paper on Interviews in PG Programmes Describe how student intake incorporates social responsibility by privileged consideration for people with special needs. Students with special needs and disabled students are identified through the online applications which require such disclosures. One group of students with special needs are those who are enrolled in the Mengubah Destini Anak Bangsa (MDAB) programme namely pre-diploma programmes in Commerce and Science for applicants with a lower entry requirement. These students are provided with financial assistance and are required to go through an immersion programme before enrolling in the regular diplomas. These students are not identified through the normal application process. UiTM uses its vast network of alumni, social organisations and its campuses to seek out and facilitate the enrolment of students from poor families but have basic academic qualification, need special financial and pedagogic help to lift themselves out of poverty. The next group of students are those with physical disabilities who require special assistance. UiTM is a disable friendly campus. These students are admitted as long as they have the minimum academic requirements. The students are placed in campuses and provided with friendly accommodation including dedicated and priviledged parking bays to facilitate their campus life Show the relationship between student selection, programmes, and learning outcomes. Admission criteria are set following the policies of the MOE and the needs of each programme. These criteria are reviewed regularly in the examination meetings and periodically during curriculum review to ensure that students have the requisite knowledge and skills to successfully complete the programmes enrolled. Interviews and demonstrations are also used to ensure students have not only the academic qualifications but also the aptitude, interest and skills required to succeed in certain programmes such as medical, art and design, architecture, sports science, etc. 123

126 The high rate of completion including on time completion indicates that the selection criteria are appropriate and adequate. The reasonably high employment rate of UiTM graduates further suggests that employers are satisfied with their competencies. 4.2 Articulation Regulations, Credit Transfer and Credit Exemption Benchmarked Standards Describe the policies, regulations and processes of credit transfer, credit exemption and articulation practices, and how are these disseminated. Credit Transfer & Exemptions UiTM postgraduate (Clause 1.15, pg. 3) and undergraduate academic regulations (Clauses , pg. 8) have provisions for credit transfer (internal and external) and credit exemption. Credit transfer is a request for consideration of a course taken elsewhere while being a student at UiTM while credit exemption is a request for courses taken in an earlier programme recognised as equivalent to course or courses in the presenty enrolled programme. Students must submit an application for approval by the Faculty Academic Committee providing all relevant information for a decision. Generally, the courses must be of the same level (depth) and sufficiently covers the content (breadth). The maximum credit exemption from Diploma to bachelors is 1/3 of the total credits in the programme. Articulation Agreements From time to time faculties and campuses negotiate with foreign universities on educational and research collaborations. Any articulation that is agreed upon is stated in these agreements. UiTM graduates can and do further their studies in European, American and Australian universities. Although there are no specific articulation agreements with universities from these regions, these universities readily accept the degrees awarded by UiTM as equivalent to their s. Appendix : Buku Peraturan Akademik Pelajar Appendix : Post Graduate Academic Regulations Enhanced Standards Describe how UiTM keeps abreast of latest development with regards to articulation, credit transfer and credit exemption and cross-border provisions HEA, OIA and the Legal Office stay in touch with evolving developments in transnational education through visits to foreign universities, conferences and reports circulated by InQKA, MQA and MOE. Office International Affairs (OIA) maintains active relationship with its counterpart units in foreign universities and through this is informed about impending changes and developments in cross border education. 124

127 Appendix : Transfer of Students Benchmarked Standards 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. UiTM does not allow transfers between programmes except when it involves a change in the mode of the programmes. For example, students can apply to be transferred from full time to part time mode (Clause 2.30, pg.35). Appendix : Buku Peraturan Akademik Pelajar 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. Application to credit transfer from another programme is allowed based on Section Peraturan Akademik Program Diploma dan Sarjana Muda Applications for credit transfer are handled by faculties. Appendix : Buku Peraturan Akademik Pelajar Indicate how students accepted for transfer have comparable achievements in their previous institution of study. Provide the relevant data to support this. Upon receiving the application, OIA will gather members from the faculty/ies to review the student s transcript. However, UiTM has not admitted transfer students in the period indicated. Enhanced Standards Describe the policies and mechanisms to facilitate student mobility, exchanges and transfers, nationally and internationally. Policy To add diversity to students learning experiences in the university, they are actively encouraged to go on student exchange programmes and also to seek internships nationally and internationally. 125

128 Mechanisms Inbound and outbound student mobility is managed by the OIA and national student transfer is managed by HEA. There is an MOE funded programme managed by ICAN that arranges student exchange programme with foreign universities and agencies. Appendix : Fact Sheet for Non-Graduating Students Inbound Student Mobility 4.4 Student Support Services and Co-Curricular Activities Benchmarked Standards 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? The University provides all basic support services for the students. These services include counselling, housing, medical, sports, recreational, cultural and arts, transportation, visa assistance (international) and financial assistance. The list of support services available in UiTM is stated in the Buku Panduan Pelajar UiTM. The Student Affairs Department is responsible for all aspects of student welfare, development and personal growth. It is led by the Deputy Vice Chancellor of Student Affairs. All students in UiTM have full access to student support services and cocurricular activities. The Office of the Student Affairs has the mandate to ensure adequate and conducive infrastructure for student development, on and off campus, in terms of residential facilities, financial aids, health, welfare, personal counselling, career counselling, student body and association activities, sports and entrepreneurship. The following are support services available in UiTM: Co-curriculum Centre, Student Activity Centre and the Institute for Student Leadership These centres actively engage students in programmes such as student development, leadership, organisational skills, communication and interpersonal skills, public speaking and debate, as well as programmes with the community. UiTM Health Centre UiTM Health Centre provides primary medical and health service by medical officers, dentists and nurses. Students requiring further treatment are referred to public hospitals. 126

129 Career and Counselling Centre The Career and Counselling Centre, under its counselling unit, conducts counselling activities and self-development programmes by qualified counsellors to help students to identify and use their self potential. It also provides online student counselling services (e-kaunseling) as in : Library The library Perpustakaan Tun Abdul Razak (PTAR) has a collection of more than 700,000 learning materials and academic resources, comprisingbooks, pamphlets, conference papers, bibliographies, calendars and other non-print materials in microform. These can be sourced from The library also holds about 5000 periodical subscribed titles. A number of 65 online databases are subscribed from various providers. (See Area 6 for more information on library services). Sports Centre A Sports Centre is available for students to enjoy their choices of sports. Details can be found at for: Sports equipment rental Event management Sports facility usage Besides having qualified graduate sports officers managing the centre and its activities, an advisory panel is appointed by the vice chancellor to advise on the related matters. Members are from the sports industry such as the National Sports Council. Transportation Unit The transportation unit which is equipped with buses, vans and licensed drivers, manages and coordinates the transportation for all students to move on campus as well as mobility outside UiTM involving academic trips, and community programmes. Office of International Affairs (OIA) The Office of International Affairs is responsible for renewal of visas, health insurance and accommodation for international students. The management team comprises a director, coordinators and a registered counsellor

130 Other Organisations The students have access to financial assistance provided by PTPTN, MARA, JPA, state foundations, Lembaga Zakat etc If UiTM has campuses that are geographically separated, how are student support services provided at these sites? In the state campuses, each Rector is responsible for the provision of all services including student support services. In carrying out these responsibilities, the Rector follows the model, structure, policies, standard operating procedures of the main campus in Shah Alam with adjustments for size and complexity of the operations in the campuses. HEP monitors the quantity and quality of student support services available to students in the state campuses How are the adequacy, effectiveness and safety of these services evaluated and ensured? The divisions responsible for student support services (SSS) e.g. BHEP, Library and Bursary are subject to external quality audits by the QMS accreditation agencies like SIRIM or LRQA. The system of internal and external audits ensures that the SSS are effective in supporting the needs of the students or clients. The students as users can and do provide feedback via the following mechanisms to top management about the effectiveness of the SSS. a. Aduan Maklum balas Pelanggan (e-aduan) b. Facebook c. i-learn dan i-class online learning system d. Laman web BHEA e. SMS Blast f. Student Feedback Online (SuFO) g. Research Student Feedback Online (ReSuFO) h. Pemantauan Profesionalisma Pensyarah (PRO-PENS) i. Face to face j. Telephone k. Emel l. Communication using on-line application, example whatsapp, Wechat, twitter, line, and sms What mechanism is available for students to complain and to appeal on matters relating to student support services? As stated in Describe the roles and responsibilities of those responsible for student co-curricular activities. 128

131 The Pusat Kokurikulum under BHEP is entrusted with the responsibility of designing, organising, reviewing and improving the large variety of co-curricular and extracurricular activities available for students. This centre manages about 125 different co-curricular programmes. Similar units in state campuses perform the same role. Co-curricular activities are mandatory and up to three credits are allocated for it in the curriculum. Institut Kepimpinan Pelajar (IKP) designs, organises, reviews and improves the extracurricular activities involving uniformed services and other personal, professional and social skills development programmes for students. The planning and management of co-curricular activities are under HEP as stated in Buku Panduan Pelajar UiTM. Appendix : Buku Panduan Pelajar, BHEP, Universiti Teknologi MARA Describe the management of the activities and maintenance of student records. BHEP is responsible for the planning and management of all student support services. All student records of involvement in co and extra curricular activities are maintained by BHEP in e-uitm and e-kemahiran Insaniah. Student activities records are managed by e-uitm 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. Accessibility All undergraduate students are assigned to an academic adviser. These advisors meet their mentees as necessary to discuss their progress and to deal with academic related advisory needed. Students also can obtain assistance from their coordinators, KPP and also their Deputy Dean for academic affairs. All major student support services (financial, sports, recreational etc.) are accessible over the counter or through the web-based systems. The use of ICT has helped to serve a wider section of the student population. In terms of housing, UiTM has yet to to provide hostel accommodation to all its students - which is the goal of HEP. In the interm, BHEP helps students to locate housing outside the University and also provides transportation to and from the campus to the general areas. Medical services are available in campus with ambulance services on 24 hour stand-by to ferry students in distress to the nearest medical facility. Non-academic counselling is provided by qualified counsellors. All campuses have qualified counsellors who deal with personal and emotional issues that students may have. The counsellors also provide employment or career counselling to students. 129

132 Confidentiality Non-academic counselling is subject to strict rules and ethics of counsellors to maintain utmost confidentiality of the information obtained from students. Effectiveness All SSS within BHEP are subjected to regular internal and external audits in Shah Alam. The same student support service processes and procedures are followed by campuses with necessary adjustments thus ensuring equivalent student experiences across sites. The students provide feedback on the quality of the services received via many channels available to them as listed in As stated in Provide information on the availability of an early warning system to detect students with academic difficulties. (See for information on early warning system) Provide information on the qualification of those who provide these services. Explain how UiTM ensures that those who provide these services are qualified. All administrative support staff involved in the SSS are qualified as per the Scheme of Service. In addition and more importantly, they are provided with trainings suitable to the roles and responsbilities when they assume positions within SSS. Their annual target of 42 hours of training is intended to motivate them to seek training which will impact their job. Some SSS like counselling (Kaunselor), clinic (medical scheme) and sports (Pegawai Sukan) require specialised qualifications to hold the position How are students orientated into academic programmes of UiTM? Some kind of academic orientations begin informally when students visit UiTM fairs to get information on the entry requirements, campus offering the programmes, facilities, job prospects etc. Formally, the Minggu Destini Siswazah which is organised by HEP with inputs from HEA, inducts the students into the academic life at UiTM for undergraduates. For postgraduate programmes, faculties organise orientation activities to welcome the candidates and to share information about the programme, staff and facilities. OIA ensures international students are able to navigate their way around the University processes and around Shah Alam where most live Describe additional support programmes provided by other organisations that the students could access. There are various international and national organisations in campus which also organise cultural events to celebrate the rich cultures of the country. 130

133 a. International association b. National association c. State association Enhanced Standards Describe the importance given to student support services in the organisational structure of UiTM. Student support services unit is under the purview of BHEP which is headed by a DVC who is a member of the Senate and also the JKE. It is the second most important unit after BHEA that provides opportunities for students to a balanced and holistic self (see Organisational Chart, UiTM) Appendix : Organisational Chart of UiTM Provide information on the unit dedicated to academic and nonacademic counselling. The Career and Counselling Centre is responsible for the academic and nonacademic counselling services. With 27 counsellors, it provides both individual and group counselling services, from personal to social or study problems. Other than that, self-development programmes like stress or anger management, counselling outreach and clinics are also organised to attend to the students psychological needs. As the name suggests, the centre also organises career related programmes such as career clinics, career outreach, finishing school, and job placement for final year graduating students through on-campus interviews in events called Career Attack and Cairex (Career Expo). The services offered are also available virtually via e-counselling, e-jobshop and e- Register. These mediums allow the students to reach for advice and help or to get career-related information such as career tips and job interview from almost anywhere 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? Every service or programme held by the Career and Counselling Centre is evaluated to measure its effectiveness. Effcetiveness is assessed through evaluation forms completed by the students involved. The feedback are analysed and taken into consideration for improvement. Most of the time, the client is satisfied with one session but sometimes the counsellors will do a follow up session to see the progress of the clients, should the need arises. 131

134 To improve the services available, a number of projects are in progress such as e- Rekod (counselling), e-jobshop new facelift, Creative Expressive Therapy room and Resource room (mini library). These are all steps taken to enhance the counselling services including introducing a new programme called Counselling Therapy Clinic Describe the mechanisms that exist to identify students who are in need of spiritual, psychological, social and academic support. During the new student orientation week, counsellors are given a slot to talk on the transition from school education to university education and also to introduce the services offered by the Career and Counselling Centre. At this point, a training and need analysis form are usually circulated and collected to identify students needs for psychological support Describe how student supervision is instituted. Explain how UiTM deals with situations where it anticipates a student encountering academic difficulty (e.g., a student entering with a marginal academic qualification). All undergraduate students are assigned to an academic advisor. The advisors meet regularly to monitor progress and offer help if the students appear distressed of weak in his/her studies. Students enrolled in a programme should be able to successfully complete the programme. The assessment system flags students who are weak and at risk through the assignments of P1 and P2 for academically weak students. These students are required to discuss their course credits with their advisors and Coordinators of Heads of Studies Centre. The MDAB programme is specifically designed for students who are poor and have significant academic weakness in Maths and the English language. These students are placed in special programmes with intensive classes and provided with stipends Describe any courses, training or reparatory sessions organised for remediation. Students who obtained low CGPA are assigned P1 or P2 in their transcript and are deemed at risk students. Their advisors are their first line of help. In addition, the course coordinators organise classes to help these students. Even though there are no standard courses or training that these students undergo, faculties and camuses routinely organise programmes to help the students with P1 and P2 status 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? All 27 counsellors are trained either in-house or outside to improve and upgrade their skills. The in-house training includes case conference, knowledge sharing sessions, skill-certification courses, psychological testing and advance counselling skills. Whereas the outsource ones are usually on invitational or voluntary basis, and sometimes nominated by the management to participate in programmes organised by external agencies. 132

135 4.5 Student Representation and Participation Benchmarked Standards State UiTM policy on student participation in the teaching-learning process. Describe how students contribute to the development of these policies. UiTM s goal is to ensure teaching, learning and assessment (TLA) practices in all its programmes are outcome and student focused. Hence, student feedback on TLA practices is of utmost importance. Student participation in the teaching-learning process can be seen in the Entry-Exit Surveys (EES) and Student Feedback Online (SuFo) at the undergraduate level and RESUFO at the postgraduate level. All students must complete this survey every semester for every course taken Explain the measures taken by UITM to encourage student selfgovernment and participation in the activities of the governing bodies of UiTM. The University practises the concept of guided governance in students affairs. All student bodies are self managed with some oversight from the HEP and advisors. Students and their representatives have access to members of the University governance although they do no have direct role in the primary organs of university governance (LPU, Senate, JKE). The elected student representatives are provided with facilities and funds to organise activities for the benefit of the students and UiTM. They actively confer with the DVC for HEP on their plans and activities. Appendix : Buku Panduan Pelajar, HEP, UiTM Show evidence of the statement of student rights and responsibilities and its availability to the campus community. Student s rights and responsibilities are stated in many regulations. Act 1974 on Student Discipline details the behaviour expected of the students and the consequences of misconduct. The academic regulations for undergraduates and postgraduates also state the student rights and responsibilities. Appendix : Buku Peraturan Akademik Pelajar Appendix : Post Graduate Academic Regulations Appendix : Educational Institutions (Discipline) Act 1976, Act Describe the jurisdiction of judicial bodies, the disciplinary responsibilities of UiTM officials, and all disciplinary procedures and their dissemination. 133

136 All students are provided with or have access to copies of relevant academic regulations and statutes. They are informed of these rules during induction. The Jawatankuasa Disiplin Pelajar which is chaired by the Dean or the Rector or their representative hears all complaints of misconduct committed by students and metes out punishments as prescribed under Act 174. Students are permitted to appeal outcomes of disciplinary proceedings to the Jawatankuasa Rayuan Pelajar whose decision is final. Evidence Appendix : Buku Peraturan Akademik Pelajar Appendix : Post Graduate Academic Regulations Appendix : Educational Institutions (Discipline) Act 1976, Act 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. See Enhanced Standards 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? The activities and programmes organised by BHEP seek to provide opportunities for students to develop a sense of unity, citizenship, patriotism and to develop their professional self. To this end, the following programmes are carried out by BHEP. Soft Skills Programs BHEP is responsible for the planning and organisation of student development and leadership programmes. This is in line with student development policy that is to produce graduates who possess excellent soft skills. Soft skills programme was introduced by the then Kementerian Pengajian Tinggi Malaysia (now Kementerian Pendidikan Malaysia, KPM) to develop students employability skills. It is one of the Agenda Utama Negara under Rancangan Malaysia Ke-10, which was translated into Pelan Strategik Pengajian Tinggi Negara (PSPTN). Soft skills embrace cognitive elements such as positive values, leadership, team work, communication and continuous learning. Soft skills programme was introduced in December It was reviewed in 2012 to ensure it remains relevant to current expectations. 134

137 Student Leadership Module UiTM has identified the Model Graduan UiTM with towering personality as its framework for graduate attributes development. Accordingly, BHEP has developed Model Kepimpinan Pewaris Bangsa, which aims at producing leaders of tomorrow in various professions. Model Kepimpinan Pewaris Bangsa consists of two core levels, namely Teras 1 (Tanah Airku & UiTM Di Hatiku) which is compulsory to all students and, Teras 2 (Kepimpinan Survival Bangsa, Kepimpinan Profesional, Kepimpinan Ikon &Kepimpinan Pertahanan & Keselamatan Strategik & Kemahiran Insaniah) which is more specific to various categories of students leadership potential. Appendix : Buku Panduan Pelajar HEP, UiTM What is the policy regarding student publication? All student organisations are permitted to have their own publications for the benefit of their members. Additionally, students under the supervision of their respective faculties also develop bulletins and newsletters. These publications are for internal use and must be approved by BHEP before publication or dissemination Describe the appropriate channels to allow student participation in the formulation, management and evaluation of the curriculum, and in academic matters relevant to them. Student involvement in the TLA is actively encouraged in UiTM. To facilitate this UiTM has made it mandatory for all students to complete SUFO and RESUFO for every course taken. These surveys seek students views on various aspects of the curriculum What facilities are available to encourage student involvement in publication? Students can avail themselves of facilities at the faculties and campuses. Many publications are digital nature and do not require special facilities to produce them. Students can use all software provided by UiTM for this purpose. 4.6 Alumni Benchmarked Standards How does UiTM encourage active linkages and continuous relationship between it and its alumni? UiTM has 600,000 strong alumni who are represented by UiTM Alumni Association. The alumni association president is UiTM BOD member and is invited to partake in important university events. The alumni association works actively with ICAN in fund 135

138 raising. An annual dinner is organised by UiTM and the alumni to raise funds for UiTM. Enhanced Standards Describe the role of the alumni in curriculum development, the achievement of the learning outcomes and the future direction of UiTM. UiTM alumni is involved in curriculum development and also review in their capacity as alumni and often also as employers, professionals etc. BHEA requires alumni, employers and industry to be consulted in setting the outcomes, contents, teaching methods etc. The alumni are invited to discuss direction of UiTM. Most recently, the alumni were involved in a major meeting with MOE on UiTM future directions. Appendix : Meeting with MOE and Consultant at AKEPT, How does UiTM encourage the alumni to assist the students in preparing for their professional future? Show the result of this initiative. Alumni are invited by academic staff to talk to students on the state of professional practice or to provide industry perspective on employment and the future. Many alumni are also appointed as Adjunct Professors to offer their experience and expertise to the faculty. Appendix : Appointment of Adjunct Professor 136

139 5 Academic Staff Overview The planning, recruitment, selection, assignment, development, promotion, remuneration, retirement and academic staff data management functions are principally managed by the Registrar s office. In carrying out the varied staff management responsibilities, many processes are co-managed with the Deans, Rectors and heads of departments. Academic Affairs Office (AAO) is actively involved in crafting the new HR policies to attract and retain the right calibre and mix of academic talent to drive the University s vision, mission and aspirations of becoming a premier university. As a public agency, UiTM observes the terms and conditions of public agencies as endorsed by the BOD. Despite the University being a public agency, it has significant latitude in making policies to manage its academic staff affairs to drive the University s plans, a point that has been reaffirmed in the recent decision to grant autonomy to UiTM by MOE. The central staff management activities and processes are externally certified by SIRIM as meeting ISO 9001:2008 Quality Management Systems standards and by LRQA under the Chancellery certification. Most notably, UiTM is devolving more authority to state campuses and also faculties to decide on academic staff matters in keeping with the overall autonomy plans. The evolving new HR governance architecture is still within the ambit of Act Recruitment and Management Benchmarked Standards Provide UITM policies on academic staff recruitment to include the requirements related to the qualifications for appointment. UiTM academic staff recruitment policies are found in the various schemes of service (DM, DU & DUG) and in the policies decided by Jawatankuasa Hal Ehwal Kakitangan (JKK) and BOD. The general policies can be stated as follows. 1. Candidates must be Malaysia national and has a kepujian at SPM or equivalent and 18 years of age or older. Candidates must also be proficient in the English language (BOD-2008). Non-nationals can be appointed but as non-permanent contract lecturers. 2. Candidates must have a minimum of a recognised and good Bachelor degree or equivalent for DM 41 and recognised Master qualification for DM4 and DM

140 Appointments to DM53 (Prof Madya) and VK7 (Professor) requires a recognised PhD except for the medical and dental schemes where recognised specialist qualification would suffice. However, for candidates with extensive and accomplished industrial careers, appointments to DM53 and VK7 can be made with a minimum master qualification. 3. All recruitments are carried out in accordance with PSD and also UiTM requirements for a systematic, transparent and rigorous review of candidates suitability for an academic appointment. All candidates must undergo 2 levels of evaluation one by the Rector or Dean to evaluate knowledge/expertise and teaching skills while the 2 nd level evaluates in terms of university s needs. In summary, the academic recruitment policies of UiTM are consonant with the conventional practice and expectations but appropriately modified to meet the comprehensive nature of the University, its historical education mission (about 50% diploma enrollment) and the need for new types of academics industry experienced academics. Appendix : Panduan Pengurusan Proses Pelantikan Staf Akademik Appendix : Pekeling Pendaftar Bilangan 10 tahun 2014: Garis Panduan Pelantikan dan Pelantikan Semula Staf Akademik Secara Kontrak 23 June 2014 Appendix :Pekeliling Akademik Bilangan 7 Tahun 2010: Dasar Peningkatan Kelayakan Pensyarah ke Peringkat PhD 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. Adequacy of Academic Staff Number & Distribution There are two key mechanisms used to ensure adequate academic staff to deliver the programmes offered or to be offered. Firstly all academic centres are required to have HRM plan which identifies the current stock of academic staff and the future stock needed in view of the changes expected within each centre and also generally in the University. These plans are consolidated and integrated into UITM overall HRM plan. This strategic process is intended to avoid inadequacies and imbalances in academic expertise given the large number of programmes in a wide variety of professional disciplines. Jadual 4.1a to 4.1o in Perancangan Strategik Sumber Manusia UiTM ( ) pg shows distribution of academic staff across the campuses and faculties and the staff-student ratios. As shown in Table 17, almost 70% of UiTM academic staff are between the age of 26 and 45 indicating a middle aged demographics about the academic workforce. 138

141 Table 17: Distribution of Academic Staff (Age & Position) AGE GROUPS POSITION < > 56 TTL % PROFESOR (VK5,VK6,VK7) PROFESOR MADYA (DM53,DM54,DU53,DU54,DUG , DUG54,DUF54) 11.3 PENSYARAH KANAN (DM51,DM52,DT48,DT2,DU51, DU51P,DUG51,DUG51P,DUF ,DUF52) 36.1 PENSYARAH (DM45,DM46,DUF45) 48.8 PENSYARAH MUDA (DM41) TOTAL PERCENT Source: Pejabat Pendaftar, Secondly, the new programme development process identifies the adequacy or lack thereof of academic staff and requires plans to get this expertise to operate the programme. This review is also carried out by MQA and JKPT before approval is provided to new programmes. In recent times, UiTM is asked to terminate an existing but unpopular programme to obtain approval for a new programme which also conserves academic resources. There is always some lag between the identification of economic and industrial needs, the development of programmes to meet those needs and the procurement of the expertise and skills needed to deliver them. These temporary shortfalls are addressed by use of part timers from amongst the staff or from outside the university. Some of the shortfalls are not questions of stock of expertise but allocation and distribution between the 12 state campuses and satellite locations. Challenges: Universities are rated and ranked on the basis of qualifications of their staff. Given the sheer size of the academic staff population, raising the qualification level to PhD is an expensive and time consuming process something University is aggressively pursuing. Fifteen (15) % of the academic staff are PhD holders and there are plans to raise this to 30% by 2015/16. Like other public universities, the scheme of service is not attractive to highly qualified candidates from within and without the country. The opportunities are aplenty for good candidates with the sprouting of private universities and also easier mobility to other regions. Training of academics on modern pedagogies and attitudes is an on-going challenge. With e-learning on the rise and demonstration of outcomes attainment the new accountability, old, conventional and teacher-centred TLAs approaches are a huge drag on the university s capacity to innovate and raise the quality of teaching at a pace expected by our stakeholders. Although Setara 2011 and 2013 rate Univerity 139

142 (Shah Alam) as Excellent, UiTM is mindful of the challenges in transforming to newer pedagogies. Appendix : Perancangan Strategik Sumber Manusia Universiti Teknologi MARA Provide evidence to show that the number of academic staff involved in conducting each programme is sufficient. Three types of evidences can be adduced to support the adequacy of academic staff to deliver the 485 academic programmes (by academic codes) in UiTM. First, is the data on the staff, students and the ratio which is universal indicator of teaching quality. Programme and institutional audits have not raised any issue with the student staff ratio. Overal student-staff ratio for UiTM is about 1:20. On the average on about 85%-88% students and graduates rate the teaching as good and or better 7. All professional bodies and also MQA have established staff-student ratios to measure adequacy. The overall and faculty specific staff student ratios are well within the accepted benchmarks (see Jadual 4.1a 4.1o in Perancangan Strategik Sumber Manusia UiTM ( ) Secondly, Setara 2009, 2011 and 2013 rating exercises which focused on teaching and learning at undergraduate levels have not raised any issues on the adequacy of academic staff. The recent accreditation exercises carried out by the professional bodies have given high marks for observation of standards including staff. UiTM, however, recognises that the staff with PhD (15% of all staff have PhD ) and industry experience are challenges to overcome. Thirdly, the occurrence of this problem is minimised by examining the adequacy of staff to effectively deliver a proposed programme. Where the expertise does not as yet exists among UiTM staff, the the staff procurement is carefully studied for cost. Such reviews or due diligence are carried out by UiTM, professional bodies, MQA and also JKPT before a programme is approved for implementation. Appendix : Setara Rating Appendix :Accreditation comparison with other IPTA Appendix : Appendix New programme document staff availability section 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. Typically, all academic staff are required to teach, research and engage in services. The balance of these 3 mission related responsibilities depends on rank (Lecturer, Senior lecturer, Associate Professor or Professor), specific additional appointments 7 Refer to SUFO and Tracer Study data on students and graduates satisfaction 140

143 made by the VC or his authorised officers (Deans, Rectors, KPPs, Vanguard Researchers etc.) or any special dispensation made by the VC. The mix and the balance of the responsibilities are provided in the policy document on Amanah Tugas Pensyarah (ATP). This document provides both the policy and mechanism to record and manage the balance of responsibilities. Generally, all staff must in the minimum fullfill 39 hours of work weekly. This composite measure includes K1 (teaching duties), K2 (supervision and related duties) and K3 (service related duties). The weightage assigned to each of these 3 responsibilities depends on the rank and also choice of the tracks Reaching and Learning, Research and Academic Leadership. These tracks allowed the staff to choose which only differ in terms of the relative weight but requires work to be performed in all 3 domains. The weights are not immutable. The Dean and Rectors are allowed to alter the weights between the tracks and within the tracks with proper justification. Generally, as is conventional, senior ranking academics are expected to carry out more research and also may be required to provide academic leadership by taking up various academic positions in the University. Appendix : Pekeliling Akademik Bilangan 20 tahun 2011: Amanah Tugasan Pensyarah Appendix :Pekeliling Akademik Bilangan 8 tahun 2013: Penambahbaikan Pelaksanaan Amanah Tugasan Pensyarah (ATP) dan Kelayakan Bayaran Syarahan Sambilan Lebih Masa State the policy to ensure the equitable distribution of responsibilities among the academic staff. The Amanah Tugas Pensyarah (ATP) policy provides a mechanism for equitable distribution of responsibilities among the academic staff. The distribution of responsibilities is among the academic staff is based on Amanah Tugas Pensyarah which is divided into 2 main component, that is Amanah Tugas Syarahan (ATS) and Kesetaraan Jam Syarahan (KJS). The minimum total ATP for lecturers is 39 hours per week. The distribution of ATP is also based on level of study such as Post Graduate, Undergraduate, Diploma, Full Time, certificate, Off Campus and Distance Learning State UITM s policy for ensuring that teaching, research and service contributions are appropriately recognised and rewarded There are number of processes which are intended to identify and recognise excellent contributions to teaching, research and service. The ATP provides a record of the mix of responsibilities that every lecturer performs. The annual performance appraisal of lecturers by the heads of departments, the feedback from students (SUFO) and through nomination by the faculties and campuses, UiTM is able to identify and recognise staff in number of ways. The Excellent Service Awards handed out to about 800 staff annually honours the staff for outstanding service. 141

144 Additionally, HEA selects and awards staff who have distinguished themselves in a variety of TLA related areas namely teaching, blended learning, training, securing research grants, publications and generation of income (see Table 18). ICAN also hosts several awards which recognise excellent contribution in community services and industrial linkages. Table 18: Academic Awards No Type of Award 1 Anugerah Tokoh Akademik 2 Anugerah Inovasi & Pengkomersilan Produk, 3 Anugerah Penerbitan Makalah Jurnal 4 Anugerah Pengajaran 5 Anugerah Penerbitan Buku 6 Anugerah Seni & Kreativiti 7 Anugerah Ahli Akademik Harapan 8 Anugerah Kepimpinan Akademik 9 Anugerah PenyelidikTerbaik 10 Anugerah PenulisTerbaik 11 Anugerah Penceramah Terbaik, 12 Anugerah e-pembelajaran, 13 Anugerah PenyeliaTerbaik The 3 track promotion system (see Table 10, pg. 63) research, teaching and learning and academic leadership moderates the publish or perish culture by recognising strengths in TLA and academic services for promotion. Appendix : Garis Panduan Anugerah Akademik UiTM. Appendix : Garis Panduan Anugerah ICAN Describe the policies, criteria and processes in the appointment and promotion to academic positions, particularly that of professorship and associate professorship. Appointment Section outlines the processes of recruitment and appointment of academic staff of different ranks within the approved scheme of service. Promotion The policy, criteria and process for promotion to academic positions is stated in the Garis Panduan Kenaikan Pangkat Staf Akademik Universiti Teknologi MARA (UiTM) (Pindaan 2/Tahun 2011). Since SSM, Promotion for academic staff in UITM is not based on vacancies but academic excellence as specified in Skim Perkhidmatan Pensyarah. Policy All permanent academic staffs are eligible for promotion to higher grades upon meeting service and performance requirements which are detailed in UiTM circulars (Garis Panduan Kenaikan Pangkat Staff Akademik Universiti Teknologi MARA, 142

145 Pindaan 2/2011 and associated amendments). Non-permanent academic staff may be promoted to higher grades through amendments to their contracts based on annual performance appraisal. All academic staff must apply for and meet the criteria established for promotion to various grades. However, academic staff from faculties of Medicine, Dentistry and Pharmacy can be promoted to grade DU/DUG/DUF 54 upon attaining specified service experience but are not permitted to use the academic titles associated with this grade unless they comply with criteria for promotion to the said grade (Pekeliling Akademik Bilangan 8 Tahun 2014 : Gred 54 (Tanpa Gelaran Profesor Madya). Criteria There are 7 broad criteria which forms the basis of the evaluation for promotion. These criteria are as shown in Jadual 3.2 of the Panduan Kenaikan Pangkat are varied in terms of the weightage for different grades of promotion. These criteria are detailed in the application templates for the various grades including definition of terms and scoring schemes. Jadual 3.2 (8) of Panduan Kenaikan Pangkat lists the 7 cirteria which forms the basis of promotion evaluation. The weight attached to each of these criteria varies according to the track selected by a lecturer and the grade one is applying for. 1. Teaching and/or supervision 2. Research, Publication and Conference 3. Consultancy and/or Expertise 4. Innovation/commercialisation/entrepreneurship 5. Service (university/community/students) 6. Honours and Academic Awards 7. Academic Leadership & Personal Quality To support blended learning and to provide wider range of opportunities, UiTM has issued a guideline on e-content as equivalent to academic writing for the purpose of promotion (Pekeliling Akademik Bilangan 9 Tahun 2013: Garis Panduan e- Kandungan atau e-content Bagi Tujuan Kenaikan Pangkat Staf Akademik Di UiTM). Processes Applications for promotion to any of the grades can be made at any time after meeting all the service requirements in terms of confirmation and years of service in the present grade. The processing of the promotion applications is as necessary or as scheduled. The following committees are involved in evaluating the promotion applications based on the grades. - JKK Kesepakaran fakulti/pusat/kampus cawangan (52 & 54) - JK Hal Ehwal Kakitangan UiTM (46, 52 & 54), - JK Kenaikan Pangkat Peringkat Gugusan (54 & VK7), - JK Teknikal Penilaian Kenaikan Pangkat Staf Akademik (52), 143

146 - Lembaga Temuduga Kenaikan Pangkat (54 & VK7), - JK Penilai Kenaikan Pangkat Akademik (VK7), - JK Pemilihan (VK6 and higher) - LPU (VK7 and higher). Promotion to Associate Profesor is evaluated by 4 committees beginning with the faculty and ending with the Lembaga Temuduga Kenaikan Pangkat while Professors (VK7) go through 4 levels starting with the JK Kenaikan Pangkat Gugusan and end with the BOD. Promotion to Professors also requires positive reports from at least 2 external assessors one of whom must be from outside Malaysia. Academic staff with exceptional performance can apply and be promoted from DM45/46, DM51/52, DM53/54 to VK7. Special performance thresholds have been established for promotion from these 3 grades to Professorship. Review The promotion process as part of the Registrar s Quality Management System is audited internally and also by SIRIM as the ISO 9001:2008 certifier. These processes have also in 2013 reviewed by MOE appointed auditors from MPC as part of the HR Governance review in determining UiTM s readiness to be granted autonomy status. Appendix : Garis Panduan Kenaikan Pangkat Staff Akademik Universiti Teknologi MARA, Pindaan 2/2011 Appendix : Pekeliling Akademik Bilangan 8 Tahun 2014 : Gred 54 (Tanpa Gelaran Profesor Madya). Enhanced Standards Describe how UITM balances its recruitment between all levels of academic and non-academic staff and between local and international academic staff with multi-disciplinary backgrounds. Perancangan Strategik Sumber Manusia Universiti Teknologi MARA 2013 is developed based on staff-student ratios, percentage of staff with PhDs, Staff recruitment is carried out based on needs and the faculties and campuses in line with governments overall staff policies. The academic and administrative staff ratios guide the balance of recruitment while the academic programmes determine the disciplines or expertise needed including from other nations Describe the nature and extent of UITM s national and international linkages in the effort to enhance its scholarly activities. UITM maintains links other national universities through various national committees and bodies. There are councils for various disciplines and subjects namely education, business, medicine, engineering, quality assurance etc. UiTM staff also extend these linkages through membership in various national and ministerial level committees. 144

147 At the international level, has 329 collaborative arrangements contained in 170 MOUs/MOAs with about 47 countries from all regions. These linkages have benefited from and benefited the flow of scientists, scholars and experts to UiTM to serve in different capacities. Details in these academic appointments are shown in Table 19. Table 19: Academic Appointments (Jan-June 2014) No. Positions International Domestic 1. Distinguished Visiting Professor Visiting Professor External Examiners Sarjana Kreatif Tersohor Sarjana Kreatif Adjunct Professor Academic Adviser Post Doctoral Industry Panel 0 6 Total Grand Total 83 Source: HEA. July 2014 Appendix : Garis Panduan Lantikan Akademia UiTM Appendix : Senarai MOU/MOA 5.2 Service and Development Benchmarked Standards 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.) All UiTM staff must undergo at least 42 hours of training a year. The training programme must be related to the general and specific competencies needed to discharge their responsibilities effectively. The JBPSM, ILQAM, i-learn, faculties and campuses routinely organise programme for professional development of academic staff. Personal and Professional Development These include teaching, supervision, research and management skills. To further their studies and experience, academic staff can apply for the following schemes. a) Scholarship for further studies b) Sabbatical c) Post Doctoral d) Paid leave for further studies e) Unpaid leave for further study f) Industrial attachment g) Secondment 145

148 Each of the above stated opportunity comes with requirements in terms of service with the university and also other conditions for eligibility. Staff must apply to JBPSM based on the call for such applications (e.g. scholarships) or as needed. (e.g. sabbatical) Appendix : Panduan Cuti Belajar UiTM, 2014 Appendix : Skim Cuti Sabatikal UiTM, 2009 Appendix : Perancangan Strategik Sumber Manusia UiTM , ms Appendix : Pekeliling Perkhidmatan Bil 2/2005 Pelaksanaan Pelan Latihan Sumber Manusia Sektor Awam), 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. With UiTM Shah Alam identified as research intensive campus, all vanguard researchers are expected to be attached to related COEs. There is no restriction on joining COEs. In addition, staff are encouraged to join professional bodies or associations to be part of the extended community of scholars and researchers. Faculties can pay for or reimburse expenses incurred by staff in joining professional bodies. ILQAM and ilearn provide a wide variety of programmes for academic staff to enrol to deepen their teaching, supervising, researching and publication skills. Appendix : ILQAM list of programmes Appendix : I-Learn website Appendix :Rules on Professional fees Reimbursement Describe how participation in staff development programmes is encouraged. The 42 hours of professional development programmes per year is a powerful motivation for academic staff. However, faculties and campuses often make their participation mandatory to ensure everyone is trained to implement new ideas. ILQAM as the primary training unit for academic staff takes a proactive stance in stimulating participation by the following initiatives. Hari Bertemu Pelanggan (HBP) Through direct engagement with the academic staff whereby information is disseminated to allow them to have access to the programmes offered. 146

149 Websites In which updated information is provided for easy access to all academic staff. This is strongly supported by having an online mechanism for registration of courses. Members of the academia who are interested in enhancing their career development, can log on to ilqam portal browse the training categories of courses offered, select the desired course and register online. Via Official Information about course offerings is also provided on a monthly basis to alert the academics on all programmes being offered for the month. Career Ladder (CareLad) To map out the career path of academics according to grades and courses suggested for enhancement of skills and knowledge at every level. This is as a guide for academics to do self-monitoring of their career path. Appendix : Dasar Latihan UiTM : 42 hrs of training a year Provide information on the institutional policy on service, development and appraisal of the academic staff. Describe UITM policy to retain the academic staff. Give information on the academic staff leaving the institution in the last five years. Service All staff are expected to teach, research and also engage in community and/or industrial activities. As has been describe in & 5.1.5, the balance of these responsibilities varies by rank and also by career track selected by a lecturer. The ATP document records the distribution of the workload of every academic staff across the three missions Development The policy, process, standards and mechanisms have been explained in and Appraisal Academic staff appraisal is the responsibility of the Heads of Departments (Deans, Rector, Director etc.). The appraisal must be carried out by the end of a calendar year using the appraisal system. The 2014 exercise for academic staff will use an online system called OPAL to appraise staff performance. This appraisal is two tiered and draws data from various sources (teaching, research and publication and services) to ensure all information is available for appraisal by the Head. Overall, retention is not a major challenge for UiTM. Table 20 shows the number of academic staff leaving or withdrawing from UiTM is very small (<5%). In fact, UiTM is developing an Exit Policy to terminate non-performing staff. 147

150 Table 20: Staff Withdrawal by Campus State Campus UITM SHAH ALAM UITM KAMPUS SUNGAI BULOH UITM KAMPUS SEKSYEN SELANGOR UITM KAMPUS SELAYANG 5 13 UITM KAMPUS PUNCAK ALAM UITM KAMPUS PUNCAK PERDANA 5 5 UITM KAMPUS JALAN OTHMAN 0 1 PUSAT LATIHAN UITM 2 1 PERAK UITM KAMPUS IPOH 1 0 UITM KAMPUS SRI ISKANDAR UITM KAMPUS TAPAH 2 3 NEGERI SEMBILAN UITM KAMPUS SEREMBAN UITM KAMPUS KUALA PILAH 5 7 UITM KAMPUS ALOR GAJAH 5 6 MELAKA UITM KAMPUS BANDARAYA MELAKA 2 4 UITM KAMPUS JASIN 1 0 PERLIS UITM KAMPUS ARAU 8 27 KEDAH UITM KAMPUS SUNGAI PETANI 12 6 UITM KAMPUS BUKIT BESI TERENGGANU 1 0 TERENGGANU UITM KAMPUS DUNGUN 6 23 UITM KAMPUS K. TERENGGANU 0 5 PULAU PINANG UITM KAMPUS BUKIT MERTAJAM PAHANG UITM KAMPUS JENGKA 6 8 UITM KAMPUS KUANTAN 0 4 KELANTAN UITM KAMPUS KOTA BHARU 0 4 UITM KAMPUS MACHANG 5 9 SABAH UITM KAMPUS KOTA KINABALU 8 5 UITM KAMPUS LARKIN 0 4 JOHOR UITM KAMPUS PASIR GUDANG 3 0 UITM KAMPUS SEGAMAT 4 7 UITM KAMPUS MUKAH 3 1 SARAWAK UITM KAMPUS SAMARAHAN UITM KAMPUS SAMARAHAN Grand Total Source: Pendaftar Appendix : OPAL Manual Describe the policy on consultancy and private practice. UiTM encourages its staff to offer their expertise to industries and clients outside the university as fulfilling the 3 rd mission of the University. Consultancy also helps to bring industry issues into classroom and research. Garis Panduan Perundingan, 2013 UiTM provides guidelines to manage engagements for mutual benefit. All consultancy projects must be duly registered with RMI and carried out pursuant to an agreement which outlines the project, deliverables, timelines, cost, payment, revenue sharing, risks etc. 148

151 Similarly, UiTM has also formulated a policy on outside work to regulate the involvement of staff in work outside UiTM for pecuniary purposes. All applications for outside work must be made to the Registrar with the required documentation to approval. Such approvals are only given after careful consideration of the merits of application and the potential for obstruction of work in UiTM. Appendix : Garis dan Panduan Perundingan UiTM 2013 (RMI) Appendix : Garis Panduan Melakukan Pekerjaan Luar, Pekeliling Pendaftar 2/ Describe UITM 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. See section on appointment and promotion criteria and processes. All permanent academic staff obtain tenure upon confirmation by their respective heads and endorsed by JKK. Appendix : Garispanduan Urusan Pengesahan ke Dalam Perkhidmatan Describe the processes and procedures in handling disciplinary cases involving the academic staff. All heads of departments are responsible for the conduct and performance of staff in their unit/department/faculty/campus. When and where misconduct is reported or observed, there is a hierarchy of steps that can be used to seek remediation. The head of department, after confirming misconduct, can provide oral and written warning including directive for counselling. If the misconduct persists or is serious, the heads must report the matter to the Integrity Unit for investigation and disciplinary action. The outcome of the disciplinary committee hearing may lead to dismissal or demotion, salary reduction, reprimand or some combination of punishments. Detail procedures documentation and due process are available in Pekeliling Pendaftar 32/2008 (see also section 8.3) Appendix : Pekeliling Pendaftar 32/2008: Garispanduan Penendalian Salah Laku Staf di PTJ Describe the mentoring and guidance system for new academic staff. Provide information for the recent intake of new academic staff. Although there is no official policy or requirement for mentoring of new staff, new are teamed with seniors for teaching and research purposes in faculties and campuses. These seniors help to induct new staff into the work culture and accelerate the learning to become productive members of the University. 149

152 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. All new academic staff are required to under Kursus Asas Pengajaran (KAP) to equip them with the teaching and assessment skills. There is also a Certificate in Education to further sharpen ones teaching skills besides a whole menu of professional development programmes. Basic Teaching and Learning Course (Kursus Asas Pengajaran - KAP) This course is introduced to instill professionalism and excellence in teaching and learning among newly appointed academics. This course enhances the knowledge and skills in the area of teaching and learning in order to increase the academics teaching quality, productivity and self-esteem. The approach of this course focuses on the adoption and development of insightful and innovative teaching and learning practices. The KAP is compulsory for newly appointed academics in getting service confirmation. Further information on KAP can be found in ilqam s website On the average, KAP is organised between 5-6 times a year to accommodate the requirement for service confirmation of newly appointed lecturers. Certificate in Education (CiED) Certificate in Education (CiED) is an academic programme under Vice-Chancellor s Special Project (VCSP). The programme is designed to provide formal teaching trainings to lecturers who have not had any experience and qualification in the education discipline. To meet the various needs of the global education, lecturers need to be certified academically in their teaching profession. Through this programme, lecturers will be exposed to the advanced training in teaching, knowledge in the pedagogy and curriculum, structures and functions of different methods in teaching. It is also to expose lecturers to the methodology of teaching and the theory and practice of a good teaching. Instructional practice will be done at the end of the programme to evaluate lecturers ability in practicing the modules learnt. This is an initiative to enable lecturers to strengthen, develop and practise good teaching and learning activities with their students. Since its inception in January 2013, CiED now is on its way to organise its 3 rd cohort in January Following are CiED module contents: a) CIED101 - Outcome-Based Curriculum Design (OBCD) b) CIED102 - Outcome-Based Teaching and Learning Activities (OBTLAs) c) CIED103 - Outcome-Based Assessment & Grading (OBA & OBG) d) CIED104 - Educational Psychology e) CIED105 - Andragogy f) CIED106 - Effective Teaching in English g) CIED107 - Instructional Practices Refer to for more details on the content modules. 150

153 In addition, new staff are mentored at the faculties and campuses to use special aids available in the respective locations of service. The new staff are also exposed to the OBE Modules and Assessment Modules offered by HEA and also ILQAM. Appendix 2.1.7_3 Ilqam.PNG Show evidence that academic staff are provided with the necessary training, tools and technology. All academic staff are provided with a office space to work and meet students. However, due to space constraints some staff do share such faculties pending expansion of the facilities. As new staff all staff are required to undergo KAP to ensure they have basic teaching skills to delivers lessons effectively. There is a stream of ongoing courses offered by faculties/campuses, ILQAM and i-learn, Infotech, PTAR, RMI, HEA to trains staff in new approaches and tools for teaching, learning and assessment in the blended learning environment. Academic staff who are appointed as administrators are provided with additional training to manage programme, faculties and campuses as part of the succession planning programme under ILQAM. Although most staff are been provided with desktop or notebooks, the new policy is to provide a onetime grant of RM1500 for staff to procure their own notebook through Documents Service Sdn. Bhd., a UiTM subsidiary company. All staff are provided with UiTM and permitted to use the university internet facilities for TLA and related work. UiTM also subscribes to and acquired licenses for a wide variety of essential softwares for document processing, developing e-content, statistical analyses to help the staff in their work. Appendix : Garis Panduan Penggunaan ICT UiTM Describe how the student appraisal of the academic staff is conducted. Indicate its frequency. Every class is assessed every semester by the students at all levels using SUFO. Starting in 2014, supervision is also assessment through modified RESUFO to also monitor students satisfaction with all forms of student-teacher engagement. All students are required to complete the assessment of the lecture, lecturer and also the conduciveness of the class. These assessments are collected, collated by HEA and presented to the Senate and the faculties or campuses for analysis and action. Appendix :RESUFO Report from IPSIS Sept 2013-Jan 2014 Appendix : SUFO Report from HEA 151

154 Enhanced Standards List and describe the major conferences organised by the UITM in the last five years. All faculties and also campuses are expected to host or cohost conferences, symposium, seminars within their their field/s of study. Many faculties/camuses with strong postgraduate programme host more than one a year. An indicative list is provided to persusal. Appendix : Sampel Latihan FKM 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? All academic staff are required to record at least 42 hours of professional development a year. Staff can apply to JBPSM to obtain approval and funding for conferences, workshops and other professional development programmes. They are also encouraged to utilise their research grants to fund their attendance at research related conferences and programmes. JBPSM spend RM16.5 in 2013 and allocated RM17.3 million for such activities It is a standard requirement that staff attending conferences and workshop share their experiences with their peers upon their return and complete a form to this effect Give evidence of national and international recognition of staff members (e.g., journal editorship, service as peer reviewers, study and expertgroups and national committee membership). With experience academic staff are expected to be involved in academic and scholar endeavours at national, regional and international levels. This data is collected and also reported to MOE. Table 21 shows the involvement for 2012 and Table 21: Scholarly and Expert Appointments No Performance Indicators Active Double / Dual Appointment of UiTM Academicians to other Departments or Secondment to External Agencies Organization of National / International Level Seminars / Conferences in Association / Cooperation with Academic Institutions / Research Institutions / National Organizations / International Organizations. 3 Publications / Indexed Journals Published by UiTM Academicians through Collaborations / Teams Comprising of at least Three (3) Writers from at least Two (2) Faculties / Universities

155 Recipient of National / International Awards Based Upon Academic Contributions in Field of Expertise or Based Upon Competitions Organized by Ministries / NGOs / International Associations. 4 Currently Active Appointments as Consultant / Technical Advisor / Academic Advisor / Official Committee Member for Committees / Councils in Government Agencies / International Organizations. 5 Currently Active Appointments as Adjunct Professor / Visiting Professor in National / International Institutes of Higher Learning Invitations Received by UiTM Academicians to Present or Deliver Policy Papers / Keynote Speeches / Plenary Papers in National or International Seminars / Conferences Source : BHEA ( Appendix : CAP Data from HEA Show the research activities of the academic staff in the last five years. See Area Describe the provisions for allowing advanced enhancement for academic staff. Academic staff are provided with training including specialised or advanced training based on application and relevance. Academic staff earmarked for academic leadership positions are systematically exposed to various aspects university management in preparation for future appointments. 153

156 6 Educational Resources Overview Through the five year plans and the annual budget planning process, UiTM identifies, prioritises and provides funds for the procurement of all types of educational resources (physical facilities, equipment, labs, fields, books, hostels, counselling, sports and recreation, medical care, transportation, security etc.) needed to conduct the 485 programmes to the satisfaction of the MQA, professional bodies, students and staff. Generally, the resources are adequate despite some lag between planning and acquisition and also distributional issues among the 30 campuses as evidenced by the positive audit and accreditation outcomes. UiTM strives to optimise the use of all educational resources by rationalisation and regionalisation of programmes between the campuses and concentrating post graduate resources at Shah Alam campus. 6.1 PHYSICAL FACILITIES Benchmarked standards List the major physical facilities available to conduct educational programmes of in UiTM UiTM provides all required facilities such as classrooms, workshops and equipment to support curriculum delivery and research activities at both the main and branch campuses. These facilities are identified when programmes are developed and approved for delivery. A general list of the facilities is provided in Table 22. A database containing details of the facilities, the specifications and also the location is available at Bahagian Fasiliti in UiTM Shah Alam campus. Table 22: List of major physical facilities available to conduct educational programmes in UiTM Projection Current yr Facilities No. Next yr Next two yrs No. Capacity No. Capacity No. Capacity 1 Classroom Lecture Hall Tutorial Discussion Labotories and Workshop Subject to application & approval under RM11 154

157 6 Science Lab IT Lab Engineering 70 8 Workshop Processing 70 9 Workshop Manufacture 10 workshop Studio Others 13 Library 44 Learning Support 14 Centre Learning Resource 15 Support Student Social 16 Space 17 Other facilities 22,793 seats 45 23,093 seats Describe the adequacy of the physical facilities and equipment (such as workshop, studio, and laboratories) as well as human resources (for example, laboratory professionals, technicians). Currently, all the facilities and equipment that are provided in all campuses including Shah Alam are adequate to ensure that educational programmes and research activities can be conducted as planned. Qualified personnel are also allocated at all UiTM s campuses to handle equipment and maintenance of the facilities (Table 23). Table 23: List of personnel to handle equipment and maintenance of the facilities KELAYAKAN BIL SKIM PERKHIDMATAN GRED PENGISIAN MINIMA PERUBATAN DAN KESIHATAN 1 JURU X-RAY U41-U44 4 IJAZAH 2 JURUTEKNOLOGI MAKMAL PERUBATAN U29-U DIPLOMA 3 JURUTEKNOLOGI PERGIGIAN U29-U36 10 DIPLOMA 4 JURUTEKNIK PERUBATAN U19/U22 2 SPM JUMLAH 116 KEJURUTERAAN 1 JURUTERA J41-J54 68 IJAZAH 2 PENOLONG JURUTERA JA JA38 DIPLOMA 3 PENJAGA JENTERA LETRIK J17-J26 47 SPM JUMLAH 809 PERTANIAN 1 PENGURUS LADANG G44 1 IJAZAH 2 PEGAWAI VETERINAR G41 1 IJAZAH 3 PENGURUS LADANG G41 2 IJAZAH 4 PENOLONG PENGURUS TAMAN/LADANG G32 2 DIPLOMA 155

158 5 PENOLONG PEGAWAI PERTANIAN G27/G32 0 DIPLOMA 6 PENOLONG PENGURUS TAMAN/LADANG G27/G32 5 DIPLOMA 7 PENOLONG PEGAWAI VETERINAR G27/G32 1 DIPLOMA 8 PEMBANTU PERTANIAN G22 1 SPM 9 PEMBANTU PERTANIAN G17/G22 10 SPM 10 PEMBANTU TAMAN/LADANG G17/G22 2 SPM 11 PEMBANTU VETERINAR G17/G22 7 SPM JUMLAH 32 SAINS 1 PEGAWAI SAINS C41 37 IJAZAH 2 PEN. PEGAWAI PENYEDIAAN MAKANAN C27/C32 1 DIPLOMA 3 PENOLONG PEGAWAI SAINS C27/C DIPLOMA 4 PEMBANTU MAKMAL C17-C SPM JUMLAH 397 JUMLAH KESELURUHAN Identify current unmet needs and needs that may arise within the next several years UiTM strives to provide all facilities required for the delivery of all educational programmes. The resources needs are identified in the new programme documents and included in the PTJs resources plans and consolidated upon approval into UiTM s plans by Bah. Pembangunan and Fasiliti For programmes requiring workshop or laboratory support, provide a brief description of the facilities Table 24 provides an indicative list of facilities in UiTM s workshops or laboratories. Table 24: Indicative List of Workshops and Laboratories No. Facilities Description 1. Science Lab High end equipments for analysis such as AAS, HPLC, DSC, TGA, FTIR, EA, ICP 2. Engineering Workshop Refer Lampiran 2 for the list of equipments and 3. Processing appliances provided by UiTM for FKA,FKE,FKK and Workshop FKM 4. Manufacture workshop Show how educational resources are distributed and scheduled according to educational needs All the facilities and infrastructures in UiTM are distributed within the main campus and to all its campuses based on agreement achieved during PRASARANA meeting between the DVC (Research and Innovation) and the deans, rectors, directors and heads of departments. 156

159 Appendix : Database in Facility Management System (FMS), Bahagian Kualiti, Audit and FMS (BKAF) Pejabat Pengurusan Fasiliti (PPF). Appendix : Minutes of Mesyuarat Prasarana Show evidence that the physical facilities comply with the relevant laws, and with health and safety regulations UiTM also has ensured that all physical facilities comply with the relevant laws, and with health and safety regulations. Appendix :Certificate of Practical Completion (CPC) Appendix :Certificate of Fitness (CF) Appendix :Certificate of Compliance Completion (CCC) Describe the collection available in the library and resource centre. State the database system used in them UiTM has a Main Library (Perpustakaan Tun Abdul Razak, PTAR) and also specific libraries for specific programmes allocated at their respective faculties such as Perpustakaan Undang-Undang, Perpustakaan Kejuruteraan, etc. In addition, all UiTM campuses have their own libraries to cater to the needs of students and staff. Among the collections available and database system used in the library are: a) Books/e-books/journal collections and databases provided at all UiTM Libraries are up-to-date as listed in Table 25 b) ILMU and Web OPAC 2.0 are the main databases provided at all UiTM Libraries. c) ILMU (Integrated Library Management Utility) is a library information and knowledge management software. The product was jointly developed by UiTMand Paradigm Systems Sdn. Bhd. ILMU was derived from the needs to provide a seamless but integrated information environment representing a modern library system. The end-product is a major step towards a true digital library. ILMU utilises client-server technology and accommodates multimedia; OLE, event-driven program execution and ODBC connectivity, in addition to conforming to international classification and standardisation schemes. The team that is responsible for ILMU had originally developed SISPUKOM, which won a National award and was awarded the first runner-up position for the Asia Computer Weekly Award for best software. The computerised library information system is designed to provide both technical and user information services in any library or information centre. Based on an open concept of software development, its modular and integrated approach towards library computerisation is complemented by its ability to be installed and executed in a number of hardware environments. In commercial terms, the product has been successful, being enthusiastically received by both public and private sectors. 157

160 ILMU was implemented at PTAR in January It is a library information system designed to assist librarians and library staff for daily activities and operation. ILMU Modules: Operating Systems Computing - The key philosophy behind ILMU's development centres around 'EMPOWERMENT'. Empowerment of the USER. In user, it means You, as our Client. ILMU has been designed to offer the User the flexibility of deciding the hardware, operating system and the RDMS. ILMU operates across a varied range of Microcomputer, Minicomputers and Mainframes. Client / Server Architecture - The advancement in network technology has resulted in the proliferation of Client / Server based application solution. Graphical User Interface (GUI) - ILMU is totally GUI based. All screens look and feel alike. Features such as drag and drop, cascading windows, point-and-click command, and cut and paste are intrinsic in ILMU. Multimedia and Imaging - ILMU features multimedia technology. Video clips and images may be hot-linked to bibliographic data by users. Internet and The World Wide Web - ILMU is web-enabled should the users decide to allow access to the bibliographic database via Internet. Z39.50 Complaint - Users may make worldwide calls via the Z39.50 protocol. International Standards - ILMU conforms to International standards such as ISO 2709, Z39.50 and AACR II. ILMU Features: Acquisition - Enables librarian to process users' requests, create orders, generate claims and cancellations. Users are able to import records from existing bibliographic databases. Cataloguing - User friendly, and established data entry templates. Ability to interface with on-line bibliographic databases. Authority - ILMU authority modules provide valuable assistance to term reference. Circulation - Facilities such as check-in, check-out, renewal, recall, fines payment, generation of predetermined notification and a host of reports Infotrack - As Info-center such as library map, library messages, library information, library calendar, looking for particular books, journal in OPAC. IRS - Creating a thesaurus, profile of patron, generating SDI listings, searching IRS database - such as theses, articles in seminars etc. Serials - Handling serial publications - ordering, check-in, claims, cancellations and report functions. Accounting - Integrated with the Acquisition and Serials modules whereby transactions can be automatically transferred to the accounting database. Various financial reports have been catered. 158

161 Web OPAC (Online Public Access Catalogs) Web OPAC is a web-based catalogue. It provides complete information about all items held by the library. Patrons may use Web OPAC for the following purposes: Checking availability of required materials Status verification such as circulated, availability on order, in process, etc. Checking item location/category Checking access point or call number for desired items 159

162 Table 25: List of books/e-books/journal collections at UiTM Libraries LIBRARY TOTAL COLLECTIONS FIELD OF SPECIALISATION (BY LOCATION) PRINTED COLLECTIONS TOTAL (PRINTED) NON PRINTED COLLECTIONS NUMBER OF JOURNALS TOTAL (NON PRINTED) TOTAL PRINTED & NON PRINTED Perpustakaan (Selangor) TITLE VOLS TITLE COPIES TITLE VOLS TITLE VOLS 492, ,694 6,311 81,135 18,971 37, , ,390 Perlis 87, , , ,109 Kedah 30,861 66, Pulau Pinang 40,005 47, ,418 3,278 Perak 56,795 84, ,067 2,625 Melaka 85, ,106 1,844 5, Negeri Sembilan 14,697 14, Johor 100, , ,015 3,254 3,254 Pahang 72,537 96, Terengganu 85, , ,879 2,901 Kelantan 90, Sabah Sarawak , ,299 30,898 66,746 42,560 52,130 59,937 89,895 90, ,226 15,236 15, , ,652 73,301 97,619 89, ,793 90,137 95,123 66, ,429 67, ,243 Total 1,287,887 1,819,140 12, ,252 36,265 62,535 1,336,271 2,006,

163 Figure 6: Web OPAC Appendix : Senarai Perpustakaan UiTM: Sistem Pentadbiran Perpustakaan UiTM (SPPU) Appendix : Screenshot of the different systems and features State the number of staff in the library and resource centre and their qualification UiTM Library has qualified and adequate number of staff (Figure 7) to provide sufficient services to the students and staff. There are also staff with Master s Degrees 161

164 350 Staff Qualifications (Perpustakaan UiTM) Figure 7: Library Staff Qualifications 162

165 Appendix : Senarai Staf: Sistem Pentadbiran Perpustakaan UiTM (SPPU) dan Fail Peribadi Staf 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 To ensure that UiTM s library gives the best services to the students and staff, several resource sharing schemes with local and foreign universities such as MYTO, My UniNet, The MyULIS, MALCat, Econ Biz etc have been established. In addition, UiTM library has also created institutional repository as an additional mechanism to support knowledge sharing via digitalization of library materials such as research report, student projects, thesis, entrepreneurship projects etc. All online facilities are adequate and actively used to support teaching and learning as well as research activities in UiTM as shown in Table 26. Table 26: PTAR Digital Library Portal Usage Aplikasi JAN FEB MAC APRIL MAY JUNE JULAI JUMLAH Portal Library 2,964,056 2,078,800 3,906,843 4,022,892 3,274,791 4,472,946 2,524,396 23,244,724 EQPS 432, , , , , , ,298 3,026,799 EZAccess 42,382 38, , , , ,327 46, ,146 IR UiTM 706, ,853 1,588,537 1,039,298 5,142,508 2,402,900 5,124,877 6,993,402 KM Portal 2, , , ,464 I-Tonton 1, , ,706 GSA 8,016 6,745 15,854 16,775 14,289 16,482 9,177 87,338 Blog 2,970 2,414 6,090 3,372 2,866 5,764 5,184 28,660 JUMLAH 4,160,475 3,354,297 6,461,841 5,563,170 8,766,295 7,671,431 8,064,730 44,042,239 UiTM library also provides Inter-library loans to students and staff when references needed are not available within UiTM. Appendix : Senarai Resource Sharing: Web Persidangan Perpustakaan Universiti dan Negara (PERPUN). Appendix : (Web PTAR/ Senarai Koleksi Digital: UiTM Intitutional Repository). (Statistik Pengunjung Laman Web PTAR dan Perpustakaan UiTM Cawangan / Statistic for Subscribed Online Databases) (Statistic Interlibrary Loan services) Describe the mechanisms to obtain feedback from users on the library policy, services and procedures. UiTM Library has several mechanisms to obtain feedback from the users via various means namely Online Suggestion Box, Customer Feedback form, Customer Satisfaction Survey, Social media (facebook, twitter, etc), e-aduan and Meeting with the Student Representative Council. All these feedback are analysed for further improvements of customer satisfaction. 163

166 Appendix : Customer Satisfaction Survey (Customer Counter) Appendix : Customer Satisfaction Survey Appendix : Indeks Kepuasan Graduat Appendix : Kaji Selidik Kehendak Utama Pelanggan Appendix :Laporan Aduan dan Maklum Balas Pelanggan Explain the steps taken and the facilities provided by UiTM to promote research activities Academic Services Department in PTAR supports research activities in UiTM by providing training, publication tracking etc. In addition, UiTM Library also uses social media (Research Support Blog and Research Support Facebook) for the researchers to share information. These online services have received thousands of visitors. Appendix : Carta organisasi Perpustakaan UiTM Appendix : List of Portfolio Academic Services Department. Appendix : Statistic of Research Support Blog for Research Support State the policy on the use of information and communication technology (ICT) in UiTM. Describe the ICT infrastructure that supports academic programmes. Policy on Use of ICT PTM provides the following ICT facilities to facilitate teaching and learning, research and administrative purposes: Computers (desktops and notebooks) Table 27 indicates the distribution of computers to staff and students in UiTM. Table 27: Distribution of PCs to Staff and Students Bil. Klasifikasi Pengguna Nisbah agihan PC 1. STAF Pengurusan & Professional 1:1 Sokongan 1 1:1 Sokongan 2 1:2 2. PELAJAR Pelajar Sains & Teknologi 1:5 Pelajar Sains Sosial 1:10 Appendix : List of Computer Labs System Software The system software provided to UiTM users is as listed in Table

167 Table 28: List of System Operating Software Persekitaran Pengkomputeran Perisian Desktop Notebook Workstation Server Teragih Microsoft Windows (XP, Vista & 7) Mac OS X Berpusat UNIX (HP UX, Solaris) Linux (Ubuntu, RedHat, Suse dll) Microsoft Windows Server Application Software Applications software provided are as listed in Table 29 Table 29: Senarai Perisian Aplikasi yang diguna pakai oleh warga UiTM. Kategori Perisian Pentadbiran Pembelajaran & Pengajaran Office Productivity Microsoft Office XP/2007/2010 (Word, Excel, PowerPoint) iworks (Pages, Keynotes & Numbers) Collaborative Lotus Notes Client Software Lotus Sametime Lotus Quickr Lotus Document Manager Lotus Traveler Desktop Publishing Adobe Acrobat Pro/Reader Adobe InDesign Microsoft Publisher 2007/2010 Computer Aided AutoCAD Design Project Microsoft Project Management 2000/2003/2007/2010 Primavera Reference EndNote x4 Management Digital Media Adobe After Effect Creation and Editing Adobe Flash Adobe Illustrator Adobe Photoshop Adobe Premiere Adobe Firework Adobe Soundbooth CorelDraw Ver 10 Statiscal/ Numerical Analysis IBM SPSS Statistics (Base + AMOS) 165

168 Software IBM SPSS Modelor (for Data Mining) SAS (Statistical Analysis System) Software MiniTab 16 EViews (for econometrics analysis) SPlus Qualitative Data NVivo 9 Analysis Diagraming Microsoft Visio 2007/2010 Software Mind Mapping Mind Manager v8/2012 Technical Computing Educational Computer Algebra System Testing & Assessment 3D Computer Graphics MATLAB Turnitin (Internet-based plagiarism-prevention service) Maple Maple TA Google SketchUp Autodesk 3D Studio Max Proofing and DewanEja Reference Suite Antivirus Kaspersky Internet Browser Networks Internet Explorer, Chrome, Firefox, Safari, Opera dan lainlain Local Area Network (LAN) The LAN network provided is as shown in Figure

169 Figure 8: Design of LAN Network in UiTM Shah Alam Wide Area Network (WAN) The WAN network deisgn is as depicted in Figure

170 Figure 9: Design of WAN Network in UiTM MetroE Wireless Wide Area Network (WLAN) The design of the wireless WAN is as depicted in Figure 10. Figure 10: Rekabentuk umum rangkaian tanpa wayar (wireless) UiTM Internet Service Provider (ISP) Convergence concept has been adopted to classify the broad band capacity as shown in Table

171 Table 30: Class of Service Defined in WAN Metro- Kelas Perkhidmatan Perkhidmatan Peratusan (Class of Service) Multimedia Semua aplikasi VoIP, Video streaming 30% M- Critical (Mission Intranet Application : SIMS, FAIS, STARS, i-learn, e- 30% Critical Applications) mail System, ILMU, All Application In Server farm Standard Hypertext Transfer Protocol (HTTP), 20% Hypertext Transfer Protocol Secure (HTTPS) Economy Kelas ini adalah untuk aplikasi yang tidak termasuk dalam 3 kelas yang dinyatakan di atas. 20% Apart from the above, PTM also provides system application development services to support teaching and learning, research as well as to ensure effective delivering of services to UiTM customers such as iclass Learning Management System (iclass LMS), Classroom Booking System, etc. To date, about 115 system applications have been developed. Some of these applications are listed in Table 31. Table 31: Senarai Sebahagian Aplikasi IT sedia ada di UiTM No. Aplikasi Pemilik Ringkasan Portfolio Sistem 1. Sistem Pemarkahan Peperiksaan (SSPM) Akademi Pengajian Bahasa (APB) Sistem yang mengemaskini dan menyimpan markah penilaian dan peperiksaan akhir. 2. e-exatt BHEPep Sistem ini digunakan untuk penjadualan waktu peperiksaan. 3. Sistem Semakan Syarat Kelayakan Akademik Bahagian Pengambilan Pelajar Sistem aplikasi yang membenarkan calon/pemohon/pelajar lepasan SPM/STPM/Matrikulasi/Asasi membuat semakan syarat kelayakan akademik ke UiTM. 4. Classroom Booking System 5. FSKM Graduate Portal 6. iclass Learning Management System (iclass LMS) 7. InED Online Application System 8. Sistem Maklumat Pensyarah InED (SMP) 9. Sistem Pengecualian Kredit InED 10. Sistem Permohonan Mengubah Destini Anak Bangsa 11. Sistem Permohonan FSKM FSKM InED InED InED InED InED InED Sistem pengurusan tempahan bilik kuliah/ dewan syarahan untuk kegunaan pelajar bagi aktiviti kuliah, perbincangan atau mesyuarat. Menjadi pusat sehenti bagi pelajar pasca siswazah mendapatkan maklumat dan berinteraksi. Sistem pembelajaran maya bagi pelajar epjj dan PLK secara blended-learning. Sistem permohonan bagi program yang ditawarkan oleh InED iaitu program di bawah mod pengajian PLK dan epjj serta program sepenuh masa yang ditawarkan oleh Kolej Bersekutu. Sistem permohonan dan pelantikan pensyarah sambilan Institut Perkembangan Pendidikan serta bagi tujuan mengumpul maklumat pensyarah yang mengajar dan rekod kursus dan kumpulan yang diajar. Sistem yang berfungsi untuk pemberian pengecualian kredit pelajar InED berdasarkan kelulusan daripada KPP InED. Sistem permohonan atas talian bagi pengecualian yuran pengajian melalui program Mengubah Destini Anak Bangsa InED Sistem permohonan atas talian bagi menumpang peperiksaan akhir epjj di kampus cawangan. 169

172 Menumpang Peperiksaan Akhir epjj 12. e-internal Audit Bahagian Audit Dalam 13. Student Information Management System (SIMS ) - Akademik (termasuk RES dan SSS) 14. SIMS - Pengambilan BHEA, BHEPep, BPRPK, IPSis, InED BHEA, BPP, IPSis, InED, Pejabat MDAB 15. SIMS - ehep BHEP, PPUU, CITU, Polis Bantuan 16. Portal Kemasukan Pelajar UiTM BPP, Pejabat MDAB 17. Integrated Service Pejabat Management Teknologi System (isms) Maklumat 18. Portal Pelajar Pejabat Teknologi Maklumat 19. PRISMa Pejabat Teknologi Maklumat 20. Sistem Log Kerja Pejabat Teknologi Maklumat Sistem pengauditan secara elektronik dengan menggunakan Internal Control Self Assessment Checklist (ICSAC) untuk meningkatkan kawalan dalaman di setiap fakulti/bahagian dan kampus cawangan. Sistem pengurusan maklumat berkaitan hal ehwal akademik merangkumi aspek pentadbiran dan pengurusan rekod akademik pelajar serta aktivitiaktiviti akademik yang perlu dilakukan oleh pelajar dalam urusan pengajian mereka. Sistem pengurusan maklumat berkaitan aktiviti pengambilan pelajar dan penempatan pelajar di seluruh UiTM. Sistem pengurusan maklumat hal ehwal kebajikan dan pembangunan pelajar, merangkumi aspek pentadbiran serta aktiviti-aktiviti yang perlu dilakukan oleh pelajar dalam urusan bukan akademik mereka. Portal bagi bakal pelajar mendapatkan maklumat serta permohonan kemasukan ke UiTM. Sistem pengurusan aduan bagi hal-hal berkaitan IT, menjejak kaedah dan tempoh penyelesaian dan seterusnya mengeluarkan laporan. Portal Pelajar bertindak sebagai perantara bagi pelajar melakukan proses yang melibatkan aktiviti-aktiviti Universiti serta saluran maklumat antara pihak pentadbir Universiti dan pelajar. Sistem Maklumat Penerbitan Universiti dilaksanakan berasaskan sistem PuTRaS untuk membolehkan maklumat berkaitan penulisan yang diterbitkan oleh pensyarah dikumpul dan dilaporkan untuk menyokong keperluan Kementerian Pengajian Tinggi (KPT) melalui sistem MyMoHES. Ia juga menyokong pengurusan maklumat berkaitan hasil penerbitan agar dapat dilakukan secara sistematik dari proses penerimaan manuskrip hinggalah kepada jualan dan bayaran royalti. Sistem dibangunkan bagi merekod aktiviti dan memantau tugasan yang dilaksanakan oleh staf IT di InfoTech. 21. Vendor Monitoring System (VMS) 22. Sistem e- Pelaporan Audit Dalam UiTM (SePADU) Pejabat Teknologi Maklumat InQKA Sistem dibangunkan bagi merekod aduan IT kepada pembekal perkhidmatan. Tujuannya ialah untuk memantau prestasi pembekal dalam menyelesaikan aduan. Sistem e-pelaporan Audit Dalam, UiTM, merupakan sistem yang dibangunkan untuk pengurusan aktiviti audit dalam universiti dan seterusnya mengeluarkan laporan secara dalam talian. All these systems have a web based architecture that can be accessed anywhere via the Internet. 170

173 Several other public system applications such as e-mas, MyRA and SETARA are also linked to the UiTM website (Table 32). Table 32: Senarai Aplikasi IT Semasa UiTM No Aplikasi Pemilik Sinopsis Sistem 1. HRMIS Pendaftar Sistem pengurusan maklumat sumber manusia daripada peringkat pengambilan perjawatan sehingga proses persaraan (pencen). 2. imascu Bahagian Pengambilan Pelajar 3. MyMoHES Pusat Perancangan Strategik 4. e-mas Bahagian Pengambilan Pelajar 5. MyLINE Akademi Pengajian Sistem Semakan Syarat Kelayakan ke IPTA bagi membantu calon/pemohon/pelajar lepasan SPM/STPM/Matrikulasi/Asasi membuat semakan syarat kelayakan akademik ke seluruh IPTA. Sistem pengumpulan dan pelaporan Maklumat Universiti bagi menyokong, memudahkan penyaluran, pertukaran dan perkongsian maklumat antara KPT, Institusi pengajian tinggi, Jabatan Perkhidmatan Awam, Perbendaharaan dan lain-lain agensi kerajaan yang memerlukan keseragaman maklumat. Sistem e-mas (Electronic Management Of Admission System) digunakan untuk menyediakan kemudahan untuk calon menyemak syarat kemasukkan ke IPTA. (Online Resources for Learning in English) - Sistem ini membantu pelajar di IPT untuk belajar Bahasa Inggeris melalui sistem tersebut. Bahasa 6. SETARA PPS, RMI Sistem SETARA ini berasaskan kepada enam domain utama yang mengandungi 87 petunjuk yang dibentuk hasil konsultasi dengan semua universiti awam tempatan. 7. epmo HEA, PPS Executive Project Management Office (epmo) adalah platform berasaskan web untuk membantu organisasi dalam proses pengurusan Projek Pelan Strategik Pengajian Tinggi Negara (PSPTN) dengan lebih berkesan. 8. Kajian Pengesanan Graduan PPS Merupakan aplikasi web untuk mendapatkan maklumbalas graduan IPTA/IPTS bagi tujuan kajian pengesanan graduan. 9. My3S HEA Merupakan sistem untuk mengkaji kemahiran pelajar IPT di pelbagai peringkat. 10. MyRA RMI, PPS MyRA merupakan sistem on-line yang dibangunkan bagi membolehkan IPT (IPTA dan IPTS bertaraf Universiti dan Kolej Universiti) membuat penilaian kendiri terhadap pencapaian penyelidikan (R&D&C). 11. MySPATA Pejabat Pembangunan, Pejabat Pengurusan Fasiliti 12. Sistem Pemantauan Projek (SPP2) Pejabat Pembangunan Sistem myspata merupakan satu sistem pengurusan aset kerajaan secara talian yang diwujudkan bagi memantapkan pengurusan aset kerajaan. Sistem myspata digunakan untuk mengawal selia Pengurusan Aset Tak Alih Kerajaan iaitu tanah, bangunan dan infrastruktur. Sistem Pemantauan Projek II membantu Agensi Pusat, Kementerian serta agensi dibawahnya untuk memantau projek-projek pembangunan. To ensure that all IT infrastructure provides the highest level of safety, PTM has installed/provided several IT security infrastructures such as: a) antivirus Karspersky b) Anti Spam (for ) using Symantec Bright Mail c) content filtering(blue Coat) d) Firewall (FortiGate, Cisco ASA and Juniper 171

174 List the ICT staff and their qualifications that support the implementation of the ICT policy at UiTM PTM is supported by highly qualified and experienced team of staff as shown in Table 33. In addition, PTM also mobilises expertise and services of ITC vendors to further support PTM in providing ICT services to UiTM users. Table 33: ICT staff and their qualifications No. JWTN HAKIKI BIL TARAF KELAYAKAN 1 KETUA TIMBALAN PEG. TEKNOLOGI MAKLUMAT 1 SARJANA TIMB. KETUA PEG.TEKNOLOGI MAKLUMAT 2 KANAN 1 IJAZAH(KEPUJIAN) 3 TIMBALAN KETUA PEG.TEKNOLOGI MAKLUMAT 3 SARJANA/IJAZAH(KEPUJIAN) 4 PEGAWAI TEKNOLOGI MAKLUMAT KANAN 8 SARJANA/IJAZAH(KEPUJIAN) 5 PEGAWAI TEKNOLOGI MAKLUMAT 26 SARJANA/IJAZAH(KEPUJIAN) 6 PENOLONG PEGAWAI TEKNOLOGI MAKLUMAT(F38) 3 DIPLOMA / KPSL (B) 7 PEN. PEG. TEKNOLOGI MAKLUMAT KANAN (F32) 16 SARJANA/IJAZAH(KEPUJIAN)/DIPLOMA/KPSL (B)/SIJIL 8 PENOLONG PEGAWAI TEKNOLOGI MAKLUMAT(F29) 57 SARJANA/IJAZAH(KEPUJIAN)/DIPLOMA/KPSL (B) 9 JURUTEKNIK KOMPUTER TINGKATAN TERTINGGI 3 STPM/HSC/STAM/MCE/SPM/SPMV/SPVM 10 JURUTEKNIK KOMPUTER KANAN 9 STPM/HSC/STAM/MCE/SPM/SPMV/SPVM/SIJIL 11 JURUTEKNIK KOMPUTER 13 DIPLOMA/MCE/SPM/SPMV/SPVM/SIJIL 12 OPERATOR MESIN PROSESAN DATA KANAN 1 LCE/SRP/PMR 13 OPERATOR MESIN PROSESAN DATA 2 MCE/SPM/SPMV/SPVM/S.LATIHAN BIASA Indicate what plans exist to improve the educational facilities-physical, library and ICT-in line with the development in teaching practice. Library PTAR, in its strategic planning initiative has planned to improve the following educational facilities: a) Quality Sevices : provide several niche collections such as Law, Engineering, Art and Design, Architecture, Halal, etc, online services (ibaca, itonton,uintelek), Resource Description Access(RDA), Program Content Alert, e- Reference etc. b) Quality Infrastructure : increase and upgrade the number of learning commons and reading area. c) Quality Information Structure: Total Library solution, Virtualization server, Wireless, Easy IT, Unifi. i-learn Centre i-learn Centre in UiTM is responsible to assist academic staff to improve and enhance their teaching and learning methods by providing training and sofware such as Hands-on Blended Learning, Microsoft Word for e-learning, Adobe flash for e- learning, e-content development, web 2.0 Tools for education etc. 172

175 Evidence :Senarai Perisian i-learn, Evidence :Senarai/Jadual Kursus i-learn Enhanced standards Explain how UiTM periodically reviews the adequacy, currency and quality of its educational resources Pusat Pengurusan Fasiliti The physical facilites and infrastructure are regularly reviewed to assess their quality and appropriateness for current education and training and regularly improved through renovations of building, new facilities and acquisition of the latest and appropriate equipment to keep up with the development in educational practices and changes. Trainings on new equipment handling are also made available to students and staff. Appendix : Key Performance Indicator in Dasar Pengurusan Fasiliti Appendix : Building Audit Appendix : Facilities Condition Audit Appendix : FMS System, E-bangunan Appendix :Training Log, Prosedur Serahan Bangunan Library The library ISO 9001:2008 certification requires that a QMS system be established, maintained and improved. Figure 11 shows how the various processes are subject to reviews and improvements on a continual basis. 173

176 Figure 11: Model of Main Service Processes in Library QMS 174

177 3. Jawatankuasa Perpustakaan UiTM 4. These committees regularly review the adequacy, quality and effectiveness of the library services they are tasked with overseeing. Jawatankuasa Kelulusan Pembelian Buku dan Majalah Jawatankuasa Sumber Elektronik UiTM Jawatankuasa Pemilihan Vendor Bagi Pembelian Buku dan Majalah Jawatankuasa Rundingan Harga Pangkalan Data Dalam Talian (PDDT), Jurnal dan E-Book PTAR Jawatankuasa Khas Sumber Elektronik UiTM Jawatankuasa Pelawaan Sebut Harga 3. Pengukuran dan Penilaian Bahan Rujukan As part of the ISO 9001: 2008 certification requirements, the Library gathers data, analyses them and seeks improvements through the following reporting processes. Laporan Analisis Pengukuran Pemilikan Bahan Rujukan & Bacaan Silibus Program Baru UiTM Dengan Koleksi Perpustakaan Mengikut Program & Fakulti Laporan Pemantauan Penggunaan Pangkalan Data Dalam Talian (PDDT) dan Pulangan Atas Pelaburan (ROI) Indicate what plans exist to improve these facilities in line with the development in the teaching practice. a) Pusat Pembangunan Fasiliti (PPF) is given the authority by UiTM to plan for future developments as per Dasar PPF and Perancangan Pelan Induk tahunan for 20 years. b) UiTM Library also has taken the initiative to benchmark itself with the APEX and all Research Universities in ensuring that the facilities it provides are at par with those provided by other local universities. Appendix : Perancangan Pelan Induk tahunan for 20 years Appendix : Laporan Lawatan Penandaarasan Perpustakaan Describe how students and faculty are provided with opportunities to learn the various and most current methods to access information To ensure that all the facilities provided at the UiTM Library can be accessed easily by the students and staff, various programmes/trainings and consultations have been conducted. 175

178 Appendix : Library Outreach Program Appendix : Kelas Kemahiran Maklumat Appendix : Taklimat Orientasi dan Lawatan Berpandu Appendix : Statistic Number of Reference Queries How are these facilities user friendly to those with special needs? UiTM also makes sure that all the facilities are user friendly to those with special needs. Such facilities include : Opac Terminal for Handicapped Users Handicapped Parking Lot Handicapped Entrance Gate Lift Disabled-friendly washrooms Ramp for handicapped users Appendix Database BKAF PPF 6.2 RESEARCH AND DEVELOPMENT Describe the policy and planning that identifies the priorities, facilities and development in research and commercialization. Majlis Penyelidikan Universiti appoints Research Management Institute (RMI) to manage all matters pertaining to research, consultation and commercialization. All plannings are based on the research, intellectual propery and commercialization policies (Dasar Penyelidikan dan Inovasi, Dasar dan Garis Panduan Perundingan Dasar dan Garis Panduan Perundingan, Garis Panduan Penerbitan, Dasar Harta Intelek UiTM, Dasar Pengkomersilan Harta Intelek UiTM). Details of the policies can be retrieved from RMI website ( Summarise the major research interests at UiTM. Describe the research facilities to support these areas of interest. Researchers from UiTM have been conscientiously carrying out research in various disciplines that are divided into: ( ) a) 7 major CORE (Communities of Research) i) Green Technology & Sustainable Development ii) Frontier Materials & Industry Application iii) Advanced Computing & Communication iv) Drug Discovery & Health v) Humanities & Quality Of Life vi) Design & Creativity vii) Brain & Neuroscience 176

179 b) HiCoE (Tier 2 ) i) ARI ii) Makmal Polygraph iii) MITRANS c) CoE (Tier 3 ) i) IIESM ii) ATTA-UR-RAHMAN iii) PROMISE iv) IFS v) IOS All UiTM staff that are actively involved in research are appointed as Vanguard Researchers and assigned to their respective Core/CoE. These Vanguard Researchers are given less teaching workload as an incentive. All grants secured by each Vanguard researcher are used to support research activities of his/her respective CORE/CoE 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. Research Impact & Ethics Unit (RIEU) is the unit formed under RMI to monitor or to conduct programmes related to research ethics which include: a) Providing a clear guideline on publication for UiTM academics and postgraduate students based on the Publication Guideline published by RMI. ( 0panduan%20penerbitan.pdf). b) Providing researchers a list of predatory publishers and journals which can be downloaded at RMI website. ( senarai%20journal%20yang%20disenaraihitamkan_7april2014.pdf). c) Organising regular briefings and programmes on Research & Publication Ethics to create awareness amongst lecturers and researchers. d) Establishing a One-Stop Centre (OSC) to screen and assist faculties and branch campuses in organising international conferences. This centre also helps publish conference proceedings to be indexed in Scopus. e) Forming a Jawatankuasa Pengukuhan Jurnal & Buku Penyelidikan UiTM (JKPJBPU) to consolidate and monitor journal publications and eligibility of the Chief Editor and editorial board member appointments at the faculties and branch campuses. f) Collaborative efforts and communication with other Universities RMC for regular updates on handling unethical research and publication activities as well as the predatory publisher list. g) Plagiarism policy. 177

180 Appendix : Senarai bengkel dan aktiviti yang dianjurkan oleh Unit Impak Penyelidikan 2012 Appendix : UiTM ONE-STOP CENTER Terma Rujukan Appendix : Surat Lantikan JKPJBPU and TOR JKPJBPU Appendix : Surat Permohonan Rekod Penerbitan Yang Diragui Rekod Senarai Jurnal Yang Tidak Diambil Kira Dalam Penilaian KPM Appendix 6.2.3_5 Plagiarism policy Specify the administrative entity that is responsible for protecting the integrity of the research processes. The following units are responsible for protecting the integrity of research processes in UiTM: a) Research Impact and Ethics Unit (RIEU), RMI has been empowered to ensure quality research papers are published in compliance with the grant KPI and university standard such as ensuring correct and standardized affiliation, which is, Universiti Teknologi MARA. RIEU also monitors applications for overseas conference applications by researchers via e-international. This is to ensure that Principle Investigator (PI) is aware of the expenses (for Votes and 29000) incurred should a research project member apply to go overseas. RIEU also works closely with InQKA to ensure plagiarism is contained and curtailed through the consistent use of the Turnitin. b) The Research Ethics Committee (REC) is another entity that is responsible for protecting the integrity of research process especially when it involves human subjects in any research project in the university. It is one of the committees that is governed under the Majlis Penyelidikan Universiti (MPU). The objectives of REC are to examine ethical issues in research proposals and to ensure that research projects conducted at UiTM are in compliance with the national and international conditions and guidelines stipulated in the Good Clinical Practice Guideline, Ministry of Health (MOH), Malaysia and the Declaration of Helsinki, World Medical Association (WMA). The responsibilities of REC are to protect the rights and wellbeing of human subjects, ensure no intentional harm inflicted on them and protect the rights of the researchers and the university. Safeguarding human subjects in research is an international requirement in the best interest of the public. ( c) UiTM Institutional Biosafety Committee (IBC) was established under Regulation 5 of the Biosafety Regulation (Approval & Notification) 2010 of Biosafety Act The Regulation directs any organisation undertaking modern biotechnology research and development to establish an Institutional Biosafety Committee (IBC). The committee is to provide guidance for safe use of modern biotechnology and monitor activities dealing with modern biotechnology. UiTM IBC is registered with the National Biosafety Board (NBB). Any research dealing with living modified organisms, besides complying with its safety measures and regulations, must also observe other related government regulations and policies of safeguarding human health and the environment. The proposals must be approved and endorsed by UiTM IBC before submission to NBB for 178

181 approval or notification. ( d) UiTM Committee on Animal Research and Ethics (CARE) is another committee established under the governance of Majlis Penyelidikan Universiti (MPU) which is responsible for examining ethical issues related to animal usage in research projects done by UiTM researchers. This committee ensures that researches carried out using animals follow the scope of animal ethics. Appendix : RIEU Job Scope Appendix : Senarai Lantikan UiTM Care Describe the facilities and the budget allocation made available by UiTM to support research. In supporting research activities in the university, several initiatives havebeen taken by UiTM to ensure research activities are given adequate budget allocation and assistance to excel. The initiatives are as below: UiTM has allocated an amount of money from Tabung Dana Kecemerlangan UiTM as seed funds to support research enhancement and development of researchers in UiTM such as: a) Grant from Tabung Dana Kecemerlangan UiTM has allocated an amount of money from Tabung Dana Kecemerlangan UiTM as internal seed funds ( ) to support research enhancement and development for researchers as listed in Table 34. Table 34: List of Internal Dana Kecemerlangan Fund Provided ( ) No. Year Name of Grant Amount (RM) Excellent Fund (SSP) 2,344, Excellent Fund (S&T) 3,454, Excellent Fund (SSP) 1,794, Excellent Fund (S&T) 4,052, Excellent Fund (VCSP) 595, Excellent Fund (SSP) 40, Excellent Fund (S&T) 117, Excellent Fund (VCSP) 23, Cluster Grant 910, Research Intensive Faculty (RIF) 24,792, Supplementary Grant 100, Excellent Fund (VCSP) 69, Supplementary Grant 35, Cumulative Impact Factor Initiative (CIFI) 8,780, Research Entity Initiative (REI) 800, Principal Investigator Support Initiative (PSI) 20,640, Excellent Fund (VCSP) 220, Cumulative Impact Factor Initiative (CIFI) 60, Research Entity Initiative (REI) 1,100, Principal Investigator Support Initiative (PSI) 120, Postgraduate Supporting Fellowship (ZAMALAH) 392,

182 b) Synergised Industry-Experimenter Research Grant Initiatives (SInERGI) This is a pre-commercialisation grant which is allocated to assist in the development of UiTM s products that have commercialisation potential. It also serves as a medium to bridge the gap between research findings to pre-commercialisation activities in creating new technology. To date approximately RM190, has been disbursed for the purposes. Table 35 below is the list of SInERGI grant recipients. Table 35: SInERGI grant recipients. No. Title Name Faculty Ujian tahap keberkesanan Baja Organik Getah Formulation of Mouthwash From Salvadora persica (Miswak) Fabrication of Blow Moulded Degradable Plastic Bottles For Safe And Green Drinking Bottle SarcoDetect; Sarcocystis Thermostable PCR detection Kit Rapid Hand Assisted Pump InFusor Disposable (RhAPID)V1.0 Prof. Madya Mohd Zaki Zakaria Profesor Dr. Foud Hussain Al-Bayaty Prof. Madya Dr.Rahmah Mohamed Dr.Jamal Houssaini Mafeitzeral Mamat Fakulti Pengurusan Perniagaan UiTM Kelantan Fakulti Pergigian UiTM Shah Alam Fakulti Sains Gunaan UiTM Shah Alam Fakulti Perubatan UiTM Sg.Buluh Fakulti Perubatan UiTM Sg.Buluh Amount (RM) 40, , , , , c) Sponsorship for Innovation Exhibition The University also provides sponsorships for researchers to organise or participate in Innovation Exhibitions at University, National and International levels. The main reason sponsorship is provided for researchers to present their products is to recognise their effort and hard work in producing their innovation and product. Figure 12 shows the amount of money spent from 2011 to 2014 in support of the University s organization of and participation in Innovation Exhibitions (money spent on the organisation of and participation in Innovation Exhibitions from ) Millions Year Amount Spent (RM) 2,011, ,012, ,013, ,014, Figure 12 : Trend on Expenditure for Organizing / Participation in Innovation Exhibitions for

183 d) Intellectual Property (IP) Protection Research output produced by UiTM researchers is considered the University s Intellectual Property. The Research Innovation & Business Unit (RIBU) acts as a onestop centre that coordinates matters pertaining to intellectual property protection for products produced by UiTM researchers. Patents, Utility Innovation, Traemark, Copyright & Industrial design are all considered Intellectual Property. Table 36 below shows the total expenditure financed by the university from 2011 until This number is expected to rise with efforts taken to boost income-generating activities in UiTM. Table 36: Amount Spent for Intellectual Property Protection ( ) No Year Amount (RM) RM 178, RM 144, RM 59, RM 127, Appendix : Fail Penyelidikan Harta Intelek List the major research activities and the academic staff involved in them in the last five years. Within the last 5 years, UiTM researchers have managed to secure a lot of research grants offered either nationally or internationally. Table 37 lists several major research projects secured by UiTM researchers. All the information on UiTM research projects can be retrieved from the IRES system. ( Table 37: Major Research Projects No Name Project Title Year Awarded Grant Amount (RM) Grant Funder 1 Prof. Dr Aishah Bt Adam Safety Evaluation Of Extracts And Derivatives Of Mitragyna Speciosa And Erythroxylum Cuneatum ,500, Biotek Grant, Ministry of Science, Technology & Innovation (MOSTI) 2 Dr Shahril Irwan Bin Sulaiman Monitoring of The AAIBE-funded Stand-Alone Photovoltaic Power Systems ,976, AAIBE Grant, Ministry of Energy, Green Technology & Water (KeTTHA) 3 Assoc Prof Dr Norizzah Binti Abd Rashid SECUREFISHImproving Food Security By Reducing Post Harvest Losses In The Fisheries Sector , International Funding from EU Grant 181

184 4 Prof Dr Mohd Zaki Bin Salleh Unraveling the Genomics Architecture of the Fragile Population of Aborigines in Understanding their Adaptation and Phenomena of Natural Selection ,540, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 5 Prof Dato' Dr Che Khalid Bin Haji Yusoff Population in Epidemiologic Transition Study ,378, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 6 Prof Sr Ir Dr Suhaimi Bin Abdul Talib Performance of Hybrid Bioremediation Technology on Removal of Polycylic Aromatic Hydocarbon from Industrial Effluants ,019, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 7 Prof Dr Mohd Zaki Bin Salleh Molecular Characterization of Mycobacterium Tuberculosis Strains in the Tropics for a Better Understanding of Transmission Mechanism, Pathogenesis and Tissue Tropism , Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 8 Prof Dr Hapizah Binti Md Nawawi Atherossclerosis Molecular Pathogenesis and Biomarkers in Subjects with Familial Hypercholesterolaemia (FH), Low HDL (High Density Lipoprotein) and Sudden Death (SD) ,412, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 9 Prof Dr Mohd Zaki Bin Salleh Evolutionary Genomics and Anthropological Approaches on the Endangered Malaysian Aborigine Populations: Towards Ensuring Their Sustainability ,000, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 10 Prof Dato' Dr Che Khalid Bin Haji Yusoff Responding to Increasing Cardio Vascular Disease Prevalence (REDISCOVER) Study: A Molecule to Man to Community Study ,000, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 11 Dr Alawi Bin Hj Sulaiman Improvement Of Palm Oil Extraction Rate Through Oil Recovery From Wastes Towards Achieving Zero Wster Strategy ,117, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 182

185 12 Assoc Prof Dr Kalavathy A/P Ramasamy Integrative Systematic Biology In Understanding The Cellular And Molecular Mechanisms Of Locally Derived Feed Supplements For Poultry ,125, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 13 Prof Dr Abu Bakar Bin Abdul Majeed Ad Blood Biomarkers and Pathway Analysis in the Human Subject : An Integrative-Omics Approach ,154, Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 14 Prof. Dr. Nor Hadiani Bt Ismail Production Of Chemical Marker Compunds From Morinda Citrifolia (Scopoletin And Anthraquinnones) And Centella Asiatica (Asiatic Acid, Madecassic Acid, Asiaticoside And Madecassoside) , NKEA Research Grant Scheme (NRGS-Herbs), Ministry of Agriculture (MOA) 15 Norfatimah Binti Mohamed Yunus Genome-Wide Genetic Marker Discovery And Genotyping Of Malaysian Mahseer (Tor Spp.) Using Next Generation Sequencing , ABI Grant, Ministry of Science, Technology & Innovation (MOSTI) 16 Prof Dr Mohamad Rusop Bin Mahmood Nanostructures, Nanomaterials and Devices For Fuel Cells and Hydrogen Production , Long term Research Grant Scheme (LRGS), Ministry of Education (MOE) 17 Prof Dr Dr Zakiah Bt Ahmad Development Of A Dimensionally Stable Homogeneous Pre- Fabricated Roof Trusses Using Engineered Wood Product Manufactured Using Malaysian Tropical Timber ,285, JKR Grant, Malaysia Public Work Department (JKR) 18 Dr Oskar Hasdinor Bin Hassan Nano-Layer Barium Titanate Adaptive High Frequency Dielectric-Permittivity , Niche Research Grant Scheme (NRGS), Ministry of Education (MOE) 19 Dr Fazah Akhtar Binti Hanapiah Epigenetics Humanoid Intervention Incorporating Religious Attribute For Brain Impairment , Niche Research Grant Scheme (NRGS), Ministry of Education (MOE) 183

186 20 Dr Mohd Khairul Bin Mohd Salleh Vertically Coupled Microwave Planar Cavities , Niche Research Grant Scheme (NRGS), Ministry of Education (MOE) 21 Assoc Prof Dr Sazzli Shahlan Bin Kasim A Randomized, Double-Blind, Placebo-Controlled, Parallel- Group Study To Evaluate The Effect Of SAR236553/REGN727 On The Occurrence Of Cardiovascular Events , International Clinical Trial, Sanofi Pharmaceutical 22 Assoc Prof Dr Zurina Bt Haji Shaameri Hit to lead: Synthesis and molecular modeling of chalcones and flavones as lead drugs for inflammatory disorders ,074, Trans Disciplinary Research Grant Scheme (TRGS), Ministry of Education 23 Assoc Prof Sr Dr Jasmee Bin Jaafar Rapid Airborne Geospatial Mapping System (RAGMap) ,090, Malaysia Laboratories for Academia- Business Collaboration (MyLAB) Grant, Ministry of Education Describe how UiTM fosters interaction between its research and educational activities. a) Most research grants secured by UiTM researchers support the postgraduate students who are conducting research. One of the outcomes of the research grant is to produce at least one postgraduate student hence a Master or PhD thesis.will be obtained from each research grant. b) For education-based research, the research findings will help to improve teaching and learning as well as assessment activities in UiTM Explain the mechanism that exists to ensure research activities are reflected in the curriculum The only mechanism that has been practised to ensure research activities are reflected in the curriculum is adapting the research grant outcome that requires training of at least one postgraduate student State any initiatives taken by departments to engage students in research. To ensure that students are engaged in research, UiTM has enforced that all research assistants must be a registered postgraduate student. 184

187 Enhanced Standards Show the link between research, development and commercialization Every year RIBU, one of the units under RMI organises Invention, Innovation and Design Exposition (IIDEX) as a platform for the researchers to display and promote their products that are ready to be commercialised. RIBU also provides an avenue / placefor researchers and interested parties from the industries to discuss further collaboration and commercialisation. A special pre-commercialisation grant called Synergised Industry-Experimenter Research Grant Initiatives (SInERGI) has been allocated to assist researchers whose products have potential to be commercialised. It serves as a medium to bridge the gap between research findings to precommercialisation activities in creating new technology. To date approximately RM190, has been disbursed for the purposes List and describe the research, development and commercialization activities and achievements in the last five years. Research activities in UiTM have shown a significant increase in the past five years in terms of research grants, number of publications, consultancy and commercialisation activities. a) Research Grant Every year between 2010 to 2013 UiTM saw a steady increase in the amount of grant secured by its researchers. In 2010, the total amount received was RM 41.1 million, followed by RM50.38 million in 2011 and RM74.8million in 2012 before it jumped to RM 83.3 million in 2013, the highest in five years. The amount of grant however declined to RM million as of November This is due to a highly reduced internal grant offered for the year. Figure 13 shows the amount of internal and external grant received from 2010 to Internal Grant External Grant Amount (RM) 35,357,064 52,983,946 48,842,956 43,936,050 30,324,200 25,982,349 40,035,522 5,798,378 6,442,042 2,014, Figure 13: Grants Received ( ) 185

188 b) Publication The cumulative number of university scholarly publication (Scopus and ISI) has increased significantly in the past five years. The combined 5-year cumulative total ( ) is 8,945 (Scopus and ISI) as in Figure 14 (Data up to September 2014) c) Consultancy Figure 14: No of ISI & Scopus Indexed Publication From , UiTM has managed to secure a total of RM 57.8 million worth of consultancy projects from both government and private sectors. The highest total value amounted to RM 15.2 million was received in Figure 15 shows the value of consultancy projects received from 2010 to Millions Figure 15: Value of Consultancy Projects Secured ( ) d) Commercialization Commercialisation activities in UiTM also have shown a positive development. Table 38 shows the achievements and awards received by UiTM researchers in Innovation Exhibitions from 2011 to

189 Table 38: Achievements and Awards Received by UiTM Research in Innovation Exhibitions ( ) Year Achievement Gold Silver Bronze Gold Silver Bronze Gold Silver Bronze Gold Silver Bronze Exhibition/ Innovation Competition Invention, Innovation & Design Exposition (IIDEX) Malaysia Technology Expo (MTE) International Technology Expo (ITEX) BioMalaysia Pecipta TOTAL

190 Within the last five years, a total of 27 patents have been awarded and 71 Copyright registrations have been registered by the Malaysian Intellectual Property Corporation (MyIPO). These numbers are expected to increase each year with efforts taken to boost research and commercialisation activities in UiTM. Table 39 shows the numbers of patent and copyright registrations from 2010 until Table 39: No of Patent Granted & Copyright Registered ( ) Year Patent Granted Copyright Registered In line with UiTM's efforts to increase the number of research products that can be commercialised, Research Innovation Business Unit (RIBU) has teamed up with the Malaysian Technology Development Corporation (MTDC) to commercialise selected UiTM research products. This program involves the commercialisation of the researchers technology/products to be undertaken by entrepreneurs from UiTM alumni that will benefit both parties in terms of knowledge sharing and expertise. This will result in contribution to research, education and business development / entrepreneurship and other forms of cooperation through a strategic alliance agreed by both parties (UiTM and MTDC). The MoU was signed on 2nd May Currently, there are 21 UiTM projects have been shortlisted for UiTM-MTDC Symbiosis programme as shown in Table 40. Table 40: List of UiTM Projects Shortlisted by MTDC No Project Title Researcher Faculty 1 Method for cholesterol free egg York (yolk??) Dr. Zaibunnisa Abdul Haiyee Fakulti Sains Gunaan powder production 2 Topical (Tropical) Cream Formulated With Chromolaena Odorata Leaf Extract For Wound Healing And Microbial Disinfection 3 Alternative fabrication ofporous psedoelastic NiTi alloy for biomedical implant applications 4 Processing of Cellular Aluminium Foam by Conventional Casting Incorporated With Rock-Salt Space Holder Material Mohd Fakharul Zaman Raja Yahya Dr. Muhammad Hussain Ismail Dr. Muhammad Hussain Ismail Fakulti Sains Gunaan Fakulti Kejuruteraan Mekanikal Fakulti Kejuruteraan Mekanikal 5 Eposidised Oil-Natural Rubber Compounding for Tire and Other Rubber Compounds Prof. Dr. Rahmah Mohamed Fakulti sains Gunaan 6 Recycling of Styrofoams Prof. Dr. Rahmah Mohamed Fakulti sains Gunaan 7 Biodegradable Plastic Masterbatch Prof. Dr. Rahmah Mohamed Fakulti sains Gunaan 8 Equake WPS Wall Panel Prof. Dr. Nor Hayati Abdul Hamid Fakulti Kejuruteraan Awam 188

191 No Project Title Researcher Faculty 9 JUST4KIDS Cereal Dr. Aishah Bujang Fakulti sains Gunaan 10 Carjack Helmi Rashid Fakulti Kejuruteraan Mekanikal 11 Rhino Stand Helmi Rashid Fakulti Kejuruteraan Mekanikal 12 Glucose Sensor Dr. Zainiharyati Mohd Zain Fakulti sains Gunaan 13 Human Periodal Ligament Prof. Dr. Mohamed Ibrahim BinAbu Hassan Fakulti Pergigian 14 Mechanism Structure for Orthosis Mohd Nor Azmi Ab. Patar Fakulti Kejuruteraan Mekanikal 15 Fuel Dispensing Nozzle (Hygenic Nozzle) Ku Halim Bin Ku Hamid (Prof. Dr.) 16 Improved Catalytic Converter Prof. Dr. Ku Halim Bin Ku Hamid (pensyarah) 17 Bio-Antimicrobial from Hydrosol of Agarwood Processing 18 Andrographis Paniculata (Hempedu Bumi) as Antibacterial Oral Gel Fakulti Kejuruteraan Kimia Fakulti Kejuruteraan Kimia Prof. Dr. Ku Halim Ku Hamid Fakulti Kejuruteraan Kimia Prof. Dr. Fouad Hussain Al-Bayaty Fakulti Pergigian 19 Formulation and evaluation of new material from Ellagic Acid and Rosuvastatin as adjunct to bone graft for alveolar bone regeneration after tooth extraction. 20 A Monopole Fluorescent Tube Antenna In Wireless Communication Application 21 Sarcocystis Thermostable PCR detection kit Prof. Dr. Fouad Hussain Al-Bayaty Prof. Madya Dr. Mohd Tarmizi Ali Dr. Jamal Houssaini Fakulti Pergigian Fakulti Kejuruteraan Elektrik Fakulti Perubatan Appendix : Data Pemenang Anugerah. Appendix : Fail Patent Granted and Senarai Copyright Appendix : Fail MoU with MTDC Describe the processes where UiTM reviews its research resources and facilities and the steps taken to enhance its research capabilities. The main governance for research policies for the university is deliberated and decided upon in the Majlis Penyelidikan Universiti (MPU) committee which is chaired by the Deputy Vice Chancellor (Research & Innovation). This Committee will make decision and recommendation to the University s Senate on matters regarding research strategies and policies before being implemented by the university. Under the MPU, there are five (5) subcommittees which are tasked to handle specific issues on research. The subcommittees are: 189

192 1) Jawatankuasa Harta Intelek dan Pengkomersilan (JHP) 2) Jawatankuasa Komuniti Penyelidikan dan Pusat Kecemerlangan (JKPPK) 3) Jawatankuasa Prestasi Penyelidikan (JPP) 4) Jawatankuasa Etika Penyelidikan (JEP) 5) Jawatankuasa Etika dan Penjagaan Haiwan All of these subcommittees report their activities to MPU on a monthly basis. Appendix : Penubuhan MPU dan Kelulusan Senat Describe the incentives to academic staff to engage in publication, including in reputable refereed journals. An amount of RM1000 will be awarded to publications in index, impactfactor journal, uncapped. An academic staff that leads a national research project (grant) will be given reduced lecture hours. He or she is considered a vanguard researcher. Indexed publication can be used for career promotion List and describe the major publications of the academic staff in the last five years. The cumulative number of university scholarly publications (Scopus and ISI) has increased significantly in the past five years. The combined 5-year total ( ) is 11,895 from a cumulative total of 14,547 (Scopus and ISI) (as at 9 Sept ). Attempts and encouragements to publish in high impact-factor and Q1/Q2 journals are encouraged through briefings and publication hands-on workshops. Major publishers (eg, Sage, Thomson Reuters, Wiley, Springer, etc.) are invited to give motivational talks on publication to the lecturers regularly. Some of the major journal publication achievements in the last five years ( ) include: Lancet (IF=39.207)(Q1) Journal of the American College of Cardiology (IF=15.343)(Q1) Circulation (IF=14.948)(Q1) European Heart Journal (IF=14.723)(Q1) Atherosclerosis Supplements (IF=9.667)(Q1) Emerging Infectious Diseases (IF=7.327)(Q1) American Heart Journal (IF=4.555)(Q1) Journal of Hypertension (IF=4.222) (Q1) PLOS ONE (IF=3.534)(Q1) BMC Public Health (IF=2.321) (Q2) Table 41 shows the list of several major publications published by UiTM academic staff in high impact journals. 190

193 Table 41: List of Major Publications by UiTM Academic Staff in High Impact Journals No Name Publication Title Journal Published Impact Factor 1 Profesor Dato' Dr Khalid Yusoff Dr Yaghma Masood 3 Profesor Dato' Dr Khalid Yusoff 4 Profesor Dato' Dr Khalid Yusoff 5 Profesor Dr Hapizah Nawawi 6 Profesor Dato' Dr Khalid Yusoff 7 Profesor Dr Baha Latif Use of secondary prevention drugs for cardiovascular disease in the community in high-income, middle-income, and low-income countries (the PURE Study): a prospective epidemiological survey. Dentists should be at the forefront in the fight against sugar. Risk factors for ischaemic and intracerebral haemorrhagic stroke in 22 countries (the INTERSTROKE study): a case-control study. Safety and efficacy of low blood pressures among patients with diabetes: subgroup analyses from the ONTARGET (Ongoing Telmisartan Alone and in combination with Ramipril Global Endpoint Trial). Reduction in ultra-sensitive C-reactive levels is preceeded by improvement in endothelial function in patients with non-familial hypercholesterolaemia treated with low dose atorvastatin. Blood pressure targets recommended by guidelines and incidence of cardiovascular and renal events in the Ongoing Telmisartan Alone and in Combination With Ramipril Global Endpoint Trial (ONTARGET). Autochthonous Human Schistosomiasis, Malaysia. The Lancet, Volume 378, Issue 9798, Pages , 1 October 2011 (doi: /s (11) ) The Lancet, Volume 383, Issue 9934, Page 2046, 14 June 2014 (doi: /s (14) X) The Lancet, Volume 376, Issue 9735, Pages , 10 July 2010 (doi: /s (10) ) Journal of the American College of Cardiology Jan 3;59(1): (doi: /j.jacc ). European Heart Journal, 2003, 24, 5 Supplement 1, 346 (doi: /s x(03) ) Circulation Oct 18;124(16): (doi: /CIRCULATIONAHA ). Epub 2011 Sep 26. Emerging Infectious Diseases 2013 Aug;19(8): (doi: /eid )

194 No Name Publication Title Journal Published 8 Profesor Dato' Dr Khalid Yusoff 9 Profesor Madya Dr Hoh Boon Peng 10 Profesor Dr Zainal Abidin Abu Hassan 11 Mohammad Johari Ibahim 12 Dr Anis Shafina Mahfudz 13 Dr Wang Seok Mui 14 Dr Wang Seok Mui 15 Dr. Mohd Masood Prospective Urban Rural Epidemiology (PURE) study: Baseline characteristics of the household sample and comparative analyses with national data in 17 countries. Novel Population Specific Autosomal Copy Number Variation and Its Functional Analysis amongst Negritos from Peninsular Malaysia. Parasitism Performance and Fitness of Cotesia vestalis (Hymenoptera: Braconidae) Infected with Nosema sp. (Microsporidia: Nosematidae): Implications in Integrated Pest Management Strategy. An Evaluation of Dose Equivalence between Synchrotron Microbeam Radiation Therapy and Conventional Broadbeam Radiation Using Clonogenic and Cell Impedance Assays. Genome-Wide Analysis of Copy Number Variation Identifies Candidate Gene Loci Associated with the Progression of Non-Alcoholic Fatty Liver Disease. Lack of Clinical Manifestations in Asymptomatic Dengue Infection Is Attributed to Broad Down-Regulation and Selective Up-Regulation of Host Defence Response Genes. Clinical and Immunological Markers of Dengue Progression in a Study Cohort from a Hyperendemic Area in Malaysia. The Magnitude of Tobacco Smoking-Betel Quid Chewing-Alcohol Drinking Interaction Effect on Oral Cancer in South-East Asia. A Meta- Analysis of Observational Studies. American Hert Journal, 2013 Oct;166(4): e4. (doi: /j.ahj ) Epub 2013 Jul 27. PLoS ONE;Jun2014, Vol. 9 Issue 6, p1 (doi: /journal.pone ) PLoS ONE. 2014; 9(6):e (doi: /journal.pone ) PLoS One ;9(6):e Epub 2014 Jun 19. (doi: /journal.pone ) PLoS One ;9(4):e Epub 2014 Apr 17. (doi: /journal.pone ) PLoS One (4),e92240 (doi: /journal.pone ) PLoS One (3), e92021 (doi: /journal.pone ) PLoS One Nov 18;8(11): e (doi: /journal.pone ) Impact Factor

195 No Name Publication Title Journal Published 16 Dr. Rosnida Mohd Noh Is There a Risk of Suburban Transmission of Malaria in Selangor, Malaysia? PLoS One ;8(10): e Epub 2013 Oct 23. (doi: /journal.pone ) Impact Factor Profesor Dr Mohd Zaki Salleh 18 Profesor Dato' Dr Khalid Yusoff 19 Dr Maryam Farooqui Systematic Pharmacogenomics Analysis of a Malay Whole Genome: Proof of Concept for Personalized Medicine Cardiovascular disease risk factors and socioeconomic variables in a nation undergoing epidemiologic transition A cross-sectional assessment of knowledge, attitude and practice among UiTMatitis-B patients in Quetta, Pakistan PLoS One Aug 23;8(8): e (doi: /journal.pone ). BMC Public Health 2013, 13:886 (doi: / ) BMC Public Health 2013, 13:448 (doi: / ) Dr Maryam Farooqui 21 Dr. Mohd Masood 22 Dr Maryam Farooqui 23 Dr Maryam Farooqui 24 Dr Maryam Farooqui A qualitative exploration of Malaysian cancer patients perceptions of cancer screening Assessment of dental caries predictors in 6-year-old school children - results from 5-year retrospective cohort study A cross sectional assessment of knowledge, attitude and practice towards UiTMatitis B among healthy population of Quetta, Pakistan Does treatment adherence correlates with health related quality of life? findings from a cross sectional study A qualitative exploration of alaysian cancer patients' perspectives on cancer and its treatment BMC Public Health 2013, 13:48 (doi: / ) BMC Public Health 2012, 12:989 (doi: / ) BMC Public Health 2012, 12:692 (doi: / BMC Public Health 2012, 12:318 (doi: / ) BMC Public Health 2011, 11:525 (doi: / ) Dr Aqil M Daher Health related quality of life among Iraqi immigrants settled in Malaysia BMC Public Health 2011, 11:407 (doi: / )

196 6.3 EDUCATIONAL EXPERTIES Benchmarked Standards 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. UiTM has a clear policy on the criteria and objectives on the use of Educational Expert(s) that is (are) to be appointed by the faculties/centres of excellence/campuses. The appointed educational experts are not only responsible for the planning of educational programmes and the development of new teaching and assessment methods but also for assisting Research and Academic Development in UiTM. They too have a role as intermediary between the academia and the industry and their job scopes and KPIs are clearly defined in their letters of appointment. Local and international educational experts from different backgrounds and diciplines that have been appointed by UiTM. Every Senate session approves visiting scholars who, among others, advise faculties on research and teaching. Exit report submitted by the academia will be used as a mechanism for the improvement of academic quality and scholarship of the faculty /CoE/campus. Appendix : Garis Panduan Lantikan Akademia Appendix : Statistik Lantikan Akademia Appendix : Exit Reports In-bound Experts Enhanced Standards Describe the access to educational expertise, both internal and external, and its utilisation for staff development and research. ICAN is a department in UiTM that is responsible for initiating and promoting linkages between the University and the Industries /communities. Research Management Institute, through its consultation unit provides industries database (i Cons) which can be requested by the faculties/centres of excellence/campuses if such information is needed through their respective personnels. In addition, information on UiTM educational expertise can be accessed via all faculty or campus websites. 194

197 6.4 EDUCATIONAL EXCHANGES Benchmarked Standards Describe the practice of UiTM in collaborating and cooperating with other providers for exchanges of student, staff and resources in compliance with UiTM s policy. Provide information on these exchanges for the last five years The Office of International Affairs (OIA) services and resources are designed to support and facilitate faculties and campuses in their systematic and sustained efforts to achieve strategic, comprehensive internationalisation and to prepare students to succeed in an increasing globalised world. Amongst the functions of the OIA are to coordinate and facilitate bodies that document and monitor agreements and make contacts. Students and staff mobility is one of the main activities of MOUs / MOAs signed with several international partners. The general objectives of MOUs / MOAs cover the following: student and staff mobility, visit, exchanges of expertise (visiting Professor, external examiner, academic advisor, joint-supervisor and invited speaker), scholarly collaboration (conferences, symposiums, workshop and publication), postgraduate joint degree, training and consultancy. Appendix : VCSP Describe how this collaboration is disseminated to students and faculty. Information regarding student mobility (e.g. ASEAN International Mobility for Students (AIMS) Programme) is disseminated to students and faculties via and website. Appendix : How do the educational exchanges benefit UiTM The general impacts of MOUs / MOAs cover the following: international recognition of UiTM leadership and expertise, international recognition of undergraduate and postgraduate programmes offered by UiTM, internationalisation of faculties and campuses, increase in international scholarly collaborations, increase in revenue for university through international partnerships and international opportunities for staff and students. Appendix : Report on Status of Achievements (MOAs / MOUs

198 Enhanced Standards Describe the future plans to strengthen international collaborative activities Future collaborations with Eastern European such as Poland and Czech Republic, Azerbaijan, Mexico,Ecuador, Bangladesh Australia are in the pipeline. Appendix : Perancangan OIA Julai Disember How would a policy on exchanges with international institutions benefit UiTM? Refer Describe the facilities and financial allocation to support educational exchanges The ASEAN International Mobility for Students (AIMS) is one of the several programmes for student mobility. Kristal Residential College which is under the management of OIA provides accommodation for international students. Appendix : CAPs Report and Aims Student Mobility Allowance 6.5 FINANCIAL ALLOCATION Benchmarked Standards Provide information on UiTM s financial standing and sources which supports its academic, research and service missions. Operational budget is disbursed to UiTM Responsibility Centres by 1 st January yearly to facilitate the implementation of all pre-planned activities and academic programmes. (Ref: KPT.W.(S)400-37/1/12 Jld.4 (24) dated 29 th November 2013 available at Bhgn Perancangan dan Belanjawan). In addition, UiTM also manages to generate income from tuition fees, short course fees, car stickers, student fines, space rental, book sales and publication as well as consultancy services to support academic and research activities Demonstrate how the financial allocation dedicated to UiTM and its utilisation is sufficient for it to achieve its purpose. 196

199 Allocation of the budget is given by order of priority to support the objectives of the University. Priorities in resource allocation are for academic programmes, research and consultancy and student activities. Budget allocation to the responsibility centres is given for the running of the current existing programmes, new programmes, expansion of existing academic programmes, new recruitment, opening of new campus, purchase of equipment, and upgrading of facilities and infrastructure. The budget allocation is aligned with the budgetary strategy of the university which is stated in Cadangan Anggaran Belanjawan Mengurus Tahun 2014 (Ref: Buku Cadangan Anggaran Perbelanjaan Mengurus Tahun 2014). UiTM also received additional funding from the government to conduct special programmes such as ASEAN International Mobility AIMS (Ref: Receipt No. AA ) Indicate the responsibilities and line of authority in terms of budgeting and resource allocation in UiTM. Overall, the Bursar manages the financial aspect of disbursement received from the Ministry of Finance. Deans and Heads of Departments are responsible for the planning, implementation and controlling of their budget and procurement of goods and services in their respective faculties / departments. (Ref : Task List) 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. a. Tuition Fees There are 2 elements in the Student Fees structure, namely Tuition Fees and Services and Amenities Contribution. Part time and foreign students are charged based on the total cost of a particular programme. New fees structures must be tabled and approved by the (Jawatankuasa Kewangan & Pembangunan (JKP) before implementation (Ref: Keputusan JKP 188/2014 dated 17 th Februari 2014). All information on student fees can be obtained via UiTM facebook, UiTM main website, SMS blast and Student Portal. On the registration day, Student Account Management Division conducts finance briefing session to all new students. The session will cover topics pertaining to information such as fees structure, financial assistance available for needy students (from zakat funding, Tabung Kecemasan and Tabung Kebajikan Pelajar) (Ref: Arahan Amanah Tabung Amanah Zakat, Sedekah dan Wakaf UiTM) and mode of payment of fees which is via their Bank Islam Account. Payments of all fees can be made via any of Bank Islam automated teller machines (ATM), Bank Islam cash deposit machine (CDM), Financial Process Exchange (FPX), as well as credit card. (Student Portal/Bill). 197

200 b. Refund Policy Registered students who withdrew within 30 days after registration, are eligible for 80% refund of tuition fees (refer to Jawatankuasa Kewangan & Pembangunan-JKP s decision Bil. 178/2012).There will be no refund if the application for withdrawal is made after 30 working days from the day of registration Provide information on number of students who are funded through loans, grants or scholarship. What are the major sources of student funding? According to the record extracted from Student Management Information System UiTM (SIMS) as at September 2014, there are about 178,125 students enrolled in UiTM and they are funded as show in Table 42. Table 42: Sources of Funding of UiTM Students No. Sources of Funding No. of Students Percentage 1 PTPTN* 84,661 48% 2 Self Funded 76,567 42% 3 Scholarships (Government & Corporate)** 16,694 10% Note: * Sources- PTPTN **203 students are funded through research grants (Sources: Research Management Institute,RMI,August 2014) and Scholarship Department,UiTM,August Enhanced Standards Describe how those responsible for a programme enjoy sufficient autonomy to allocate and utilise resources to achieve the programme objectives. Deans and Heads of Deparments are given the responsibility to prepare their own budgetary requirements to carry out their activities and programmes in accordance with UiTM vision and mission (Ref: Financial Portal FineBudget ). However, the Deans and Heads of Departments are required to spend the allocation provided with integrity, prudence and as per all financial regulations. 198

201 7 PROGRAM MONITORING AND REVIEW Overview The University is cognizant of the need to ensure its programmes are dynamic reflecting the changes in the discipline and practice. Hence, programme delivery is monitored from several stakeholder perspectives students, graduates, employers and ministry. There are regular mechanisms to observe and report on the delivery of the 485 programmes in UiTM. These observations are acted upon appropriately and collated for use in the periodic programme reviews which is an important KPI and quality objective of UITM. The faculties and campuses, under the watch of the Senate through its sub-committees - Majlis Kurikulum Universiti, Majlis Peperiksaan, Majlis Pengajian Siswazah and Majlis Penyelidikan Universiti carry out regular reviews to remain competitive and aligned to local and international benchmarks. 7.1 Mechanisms for Programme Monitoring and Review Benchmarked Standards Describe the processes, procedures and mechanisms for monitoring and reviewing a curriculum. Refer Area 2: Section and Section Describe the structure and workings of programme review committees. Figure 16 shows the typical structure of the programme review committee at faculty level. The membership varies; depending on the faculty s requirements. Secretary Chairperson Committee Members Programme Advisor Programme Review Committee members (FACULTY) Guest Panellists Figure 16: Typical Programme Review Committee 199

202 Workings of the committee are as follows and as depicted in Figure 17 Prepare the programme review report based on templates provided by UHEK HEA. Consider all feedback obtained from different stakeholders lecturers, students, experts, industry panel, etc. Review content, delivery and assessment of the courses Come up with proposal for changes to existing courses or Consider new courses Work on the structure of the reviewed curriculum Gather feedbacks from the industry or external advisors Jawatankuasa Semakan Kurikulum FAKULTI Jawatankuasa Akademik FAKULTI Unit Hal Ehwal Kurikulum (UHEK) BHEA MAJLIS KURIKULUM UNIVERSITI Jawatankuasa PENDIDIKAN TINGGI (JBT) JABATAN PEMBANGUNAN AKADEMIK (KPT) LEMBAGA PENGARAH UNIVERSITI (LPU) SENAT UNIVERSITI Appendix : UHEK website Figure 17: Curriculum Review and Approval Describe the nature of the relationship and the responsibilities of the parties involved in collaborative arrangements in programme monitoring and review. Institute of NEO Education (ined) manages UiTM s relationship with the 20 associate colleges which run its programmes through franchise arrangement. The terms of this collaboration are stipulated in an MOA signed with each of the 20 colleges. Under these terms, colleges must strictly adhere to the curriculum and provide educational resources to support the programmes. To ensure all colleges comply witgh the tersm of the MOA and also applicable MQA standards, ined has established a systematic procedure for evaluating and monitoring of franchise programmes. Academic Quality Audit for associate colleges is done yearly and carried out by internal auditors appointed by ined. These reports are discussed with the colleges and corrective actions are ordered. A summary of these reports are table to the Exceutive Committee, Senate and also presented to BOD. Refer Area 2: Section and Section for further information. 200

203 Appendix : MOU UiTM and Kolej Teknologi Perak Appendix : Audit Findings Report, Kolej SATT Appendix : Laporan Audit KKB, 2014 Appendix : Academic Quality Audit Schedule 2014 Appendix : Surat Pelantikan Penilai Appendix : Ringkasan Penemuan Tindakan Segera (KKB) How does a self-review process assist in identifying weaknesses and in improving academic programmes? In a self-review process, the faculty analyzed data from the following sources: Closing the Loop-Continuous Quality Improvement (CDL-CQI) Report CDL-CQI report is prepared by each faculty and campuses and submitted to the Curriculum Affairs Unit at the end of each semester. There are five indicators measured which are Course GPA, CO-PO-LO-KI (alignment of course outcome, programme outcome, lesson outcome and soft skill with other elements such as teaching learning activities and assessment methods), Entrance-Exit Survey, SuFO, and OBE-SCL Implementation. Results from both CDL-CQI and PLO Attainment are discussed at the Faculty Academic Committee for further improvement. Students feedback on the courses offered (SuFO) Students Feedback On-line or SuFO, is the University s system to obtain students feedback via on-line. SuFO functions as a mechanism to facilitate faculties, academic centers, and UiTM branch campuses in enhancing the quality of teaching and learning activities. All students complete this survey for all courses every semester. The survey gets feedback on, lecturers profesionalism, teaching and learning activities, and the related infrastructures. Feedback from Lecturer s Professionalism Monitoring (PRO-PENS) Lecturer s Professionalism Monitoring, also known as PRO-PENS, functions as the University s mechanism for all faculties, academic centres and branch campuses to self-monitor the teaching activities and professionalism of academic staffs. The monitoring tasks (on semester basis) are carried out by the appointed PRO-PENS committee members; they, who are also the peers of those academic staffs monitored. The two primary objectives of PRO-PENS are; to monitor the quality of teaching and learning (T&L) environment of various academic programmes and to monitor the values of integrity, ethics and professional amongst academic staffs Feedback derived from a survey of employers (practical training) One mechanism used to obtain and utilize feedback from employers for the improvement of the curriculum, training and workplace is through industrial training placement and evaluation. The student is jointly supervised by 201

204 supervisors from the faculty and the industry. Academic staff from the respective faculty visits the student and the workplace supervisor for feedback on student s performance. The student is evaluated and such feedback is used to improve the curriculum and training. Report by external examiners The external examiners appointed by faculties are highly experienced and are field experts from globally renowned universities. The examiner s responsibilities include a review/feedback on assessments. Hence, their reports when reviewing the programmes (report is structured with specific questions on assessment) include making comparison of the UiTM student assessments with those in reputable institutions, be it local or foreign. Appendix : Academic Circular 4/2012, PRO-PENS Guidelines, PRO-PENS Rubrics & PRO-PENS Report Appendix : Academic Circular 5/2010, SuFO Guidelines Appendix : Practical training feedback analysis Appendix : CDL-CQI Report to HEA Refer to Area 2: Section 2.1.2, Section and Section Explain how UITM ensures that identified concerns are addressed. The results of Practical Training Feedback, External Examiners, CDL-CQI, SUFO, RESUFO and PROPENS are provided to the faculties and campuses and for review and action. These reports are also tabled in Senate for discussion and further action at the University level. Faculty and campus internal audit by their respective quality units. The regular audits of faculties and campuses to examine if the faculties or campuses have analysed and have utilised the results for corrections and corrective actions. InQKA audits examine actions taken on examiners reports, the CDL and CQI Reports; SUFO and PROPENS surveys. Appendix 3.2.5_2 : Accreditation Report (Dentistry) Appendix : SUFO Report by HEA Appendix : CDL-CQI Report to HEA Appendix : InQKA External Review Report FKE Appendix : PROPENS HEA Appendix : RESUFO IPSIS Describe how UITM uses the feedback from programme review in programme development. From the feedback above, the University is able to identify the following: 202

205 Market and Employability data from Tracer Studies (MOE) is used to determine the relevance of the programmes. Faculties have been notified of programmes which have less than 60% employability. Some programmes have been rebranded, merged and others terminated. CDl-CQI reports are used to remove significant overlap between courses within programmes, revise the Student Learning Time and to remove assessment overload. Feedback from alumni and industry experts is used to determine new courses and also content refreshment and also delivery method. In order to succeed in programme development, there is a proper programme planning and this would involve change and development through forward planning. As such, attention is given to student learning outcomes, curriculum review, accreditation reviews and assessment findings. Inputs from various stakeholders are considered, and by examining findings, the faculty charts its future development against recent accomplishments including identification of programmes which are targeted for continual change and improvement. Refer to Area 2: Section and Section Appendix : Tracer Study Analysis CSPI, GEM Reports Appendix : CDL-CQI Reports Describe how evaluation activities are being enhanced and refined to cover all important components of the programmes Refer Area 3: Section 3.2.8, Section and Section How are student performance and progression analyzed to ascertain that learning outcomes have been achieved? Refer to Area 2: Section Enhanced Standards Explain how UITM utilises the analysis of student performance and progression to provide feedback to committee responsible for student selection, curriculum planning and student counselling. Provide examples. Analysis of student performance and progression takes place at two important levels. The reports and generated and discussed at the faculties and state campuses where completions, graduation on time, graduates with CGPA of >3.00, Deans and Chancellor s list, students on probation and also termination due to poor academic performance. Resolutions are made about both intake (foundations, pre-diploma, MDAB, STPM, Diploma etc.) in relation to performance or lack of performance), class groupings (large groups vs. small groups), teaching staff (young vs. experience staff), teaching 203

206 method (language and also engagement), facilities (class room conditions, laboratory and equipment. Faculties and campuses can act on these resolutions as necessary and report to MPU as actions enhance performance and to facilitate progression. The results are examined for effects of changes introduced in previous semesters for e.g. in extra language hours (APB), smaller classes (MDAB) etc. A case in point is the analysis of students performance (CGPA) and MUET band. The analysis showed that there is a weal correlation between MUET band and students performance which raises questions about the wisdom of raising the MUET to improve student performance. Appendix : Jawatankuasa Akademik Fakulti/Campus Minutes and Examination Report Appendix : MKU Minutes and report Appendix : Smaller Classes for MDAB Appendix :Analysis of Student Performance and MUET Bands (Senate Paper, Nov 2014) 7.2 Involvement of Stakeholders Which stakeholders are consulted in the monitoring and review of programmes? Describe the involvement of these stakeholders. Among the stakeholders consulted are: 1. Professional bodies: Most professional bodies periodically reaccredit the programmes. During and through these visits they monitor improvements in the curriculum, teaching, facilities etc. Faculties with professional accredited programmes keep the professional in the loop when making changes to the programmes. Some of these bodies seek to be informed of any changes proposed to the curriculum. 2. Employers/Industrial Advisory Panels: This is highly diffused groups of stakeholders. However, faculties and campuses identify sector related employers for consultation in developing new programmes and also in reviews of existing programmes. The Practical Training Reports provided valuable feedback on how the employers rate the interns and what areas need attention. 3. External examiners: External examiners are required by UiTM regulation and COPPA standards. They appointed for a term of 2 years and can be renewed up to 3 terms. They examine the programmes and on the return check on the progress of the changes recommended. They also offer ideas on improvements to the curriculum which is considered in the formal programme review. 4. Alumni: There is a formal body of UiTM alumni which provides feedback on UITM s direction, programmes and graduates. Specific alumni of programmes are invited in their own capacity and often also in dual a capacity alumni and 204

207 employer to provide feedback on programmes and future changes. Most recently, UiTM alumni expressed concern and urged UiTM to enhance English language proficiency among the graduates. 5. Lecturers and Students: These groups are principal stakeholders who are most direct involved in the programmes. Lecturers are primary actors in monitoring and review of programmes. Through SUFO, PROPENS, CDL-CQI and Entrance and Exit Survey processes lecturers are able to propose changes that will improve the effectiveness of the course. Refer to Area 2: Section and Section Evidence Appendix : Industrial Training Report Appendix : FPHP: Feedback from Industry Appendix : External Examiner s Report Appendix : Accreditation Report Show how the views of these stakeholders are taken into consideration. Feedback from External Examiners: They independently review and assess overall academic quality and standards of the programme, including courses, fieldwork, industrial training and project papers. Recommendations of the external examiners provide relevant input that would help in the review and the subsequent improvement of the curriculum. Feedback from Industrial Advisor: Recommendations of industrial advisors are valuable to the development of the programme as they are in the position to provide relevant and the latest information that concern the current needs of the industry and its preference of human resource. Feedback from Industrial Training: Feedbacks from industry are relevant in strengthening the curriculum by picking up on positive aspects and learning from any negative experience. Feedback from the Alumni: Alumni are invited to give talks to the students and contribute to the development of a programme by revealing the current practice of the profession. Feedback from Students (SuFO): Views of University students obtained via SuFO are used for improvements in each faculty, academic centre and branch campus, as follows: Used in understanding the current state of T&L activities and lecturers professionalism of the University 205

208 Analysed against the performance of students, especially for academic courses with high failure rates; Functions as an input to the academic administrators for future academic development (curriculum, T&L environment and facilities, lecturer s role and professionalism); Functions as an added value for the exercise of lecturer s performance appraisal. Refer to Area 2: Section and Section Appendix 3.2.5_1 : Industrial Training Report Appendix : FPHP: Feedback from Industry Appendix : External Examiner s Report Appendix : Accreditation Report Enhanced Standards Show how feedbacks obtained from stakeholders are incorporated in a programme review exercise. Refer to Area 2: Section 2.1.2, Section , Section and Section Do stakeholders have access to the final report of a programme review? The programme review reports are internal documents which may only be made available to external stakeholders if a request is made and approved by the top management of the University. However, all lecturers involved in the programme have access to these reports How are professional bodies and associations engaged in programme monitoring and review? Refer to Area 2: Section 2.1.2, Section , Section and Section In a self-review process, the faculty analyzed data from the following sources: Closing the Loop-Continuous Quality Improvement (CDL-CQI) Report CDL-CQI report is prepared by the faculties and campuses and submitted to the Curriculum Affairs Unit at the end of each semester. There are five indicators measured which are Course GPA, CO-PO-LO-KI (alignment of course outcomes, programme outcomes, lesson outcomes and soft skills with other elements such as teaching learning activities and assessment methods), Entrance-Exit Survey, SuFO, and OBE-SCL Implementation. Results from both CDL-CQI and PLO Attainment are discussed at the Faculty Academic Committee for further improvements. 206

209 Students feedback on the courses offered (SuFO) Students Feedback Online or SuFO is the University s system to obtain students feedback via online. SuFO functions as a mechanism to facilitate the faculties, academic centers, and UiTM branch campuses in enhancing the quality of teaching and learning activities. All students complete this survey for all courses every semester.the survey gets feedback on lecturers profesionalism, teaching and learning activities and the related infrastructures. Feedback from Lecturer s Professionalism Monitoring (PRO-PENS) Lecturer s Professionalism Monitoring, also known as PRO-PENS, functions as the University s mechanism for all faculties, academic centres and branch campuses to self-monitor the teaching activities and professionalism of academic staff. The monitoring tasks (on semester basis) are carried out by the appointed PRO-PENS committee memberswho are also the peers of the academic staff monitored. The two primary objectives of PRO-PENS are to monitor the quality of teaching and learning (T&L) environment of various academic programmes and to monitor the values of integrity, ethics and professionalism amongst academic staff Feedback derived from a survey of employers (practical training) One mechanism used to obtain and utilize feedback from employers for the improvement of the curriculum, training and workplace is through industrial training placement and evaluation. The student is jointly supervised bysupervisors from the faculty and the industry. Academic staff from the respective faculty visits the students and consults the workplace supervisor for feedback on student s performance. The studentsare evaluated and the feedback is used to improve curriculum and industrial training. Report by External Examiners The external examiners appointed by faculties are highly experienced and are field experts from globally renowned universities. The examiners responsibilities include a review/feedback on assessments. Hence, their reports when reviewing the programmes (report is structured with specific questions on assessment) include making comparison of UiTM student assessments with those in reputable institutions, be it local or foreign. Appendix : Academic Circular 4/2012, PRO-PENS Guidelines Appendix : Academic Circular 5/2010, SuFO Guidelines Appendix : FPHP: Feedback from Industry Appendix : CDL-CQI Report Refer to Area 2: Section 2.1.2, Section and Section

210 8 Leadership, Governance and Administration Overview The basic governance and management structure of the University is provided for in Act 173. The BOD, Senate, the Vice Chancellor, Deputy Vice-Chancellors, the Rectors, the Deans, the Registrar and the Bursar are principal officers of the university. The overall management system although seemingly is akin to any public university, is far more complex. The recurrent QMS, financial and quality audits have provided positive feedback on the governance systems. The Autonomy Audit by MOE in 2014 confirmed UiTM s governance and management system and the University will be granted autonomous status. Due to UiTM s size, growth and complexity, the conventional governance, leadership and management system is evolving into a more decentralised system with the state campuses invested with more powers to operate. The One University, Two Systems (1U2S) governance concept proposes a highly empowered and role differentiated state campuses within the framework of the present Act 173 and governing bodies to optimise resources and maximise impact on our goals. 8.1 GOVERNANCE Benchmarked Standards Show how the policies and practices of UITM are consistent with its statement of purpose UiTM is an academic institution with a mission of enhancing social mobility of Bumiputera through education. The policies and practices in UiTM are formulated to be in line with this purpose. The document Perancangan dan Pelaksanaan Rancangan Malaysia Kesepuluh (RMK10) Universiti Teknologi MARA is seen as the guide to UiTM s strategic planning for the period of 5 years between 2011 and Apart from stating the policies and practices in UiTM, it is also the main reference for the faculties, centres, departments, divisions and state campuses to plan their own strategic planning. UiTM s Statement of Purpose (Vision, Mission, Educational Objectives, Philosophy and Client s Charter) is reviewed periodically as necessary by the top management in consultation with the internal and external stakeholders. All the policies pertaining to the mission such as the Human Resource Policy, Communication Policy, Integrity Policy and Risk Management Policy are developed, approved and implemented to 208

211 ensure overall efficiency and effectiveness as well as to be consistent with applicable standards of institutional practices like COPIA/COPPA and the accreditation bodies. The institutional governance system was audited by MOE using the UGGI and the draft report was highly positive about UiTM as an educational entity. (Refer for further details on consistency with Statement of Purpose) Policies are kept consistent via reviews and audits. Among the audits that have taken place in the last academic year are: Autonomy Audit by the Ministry of Education. LRQA ISO 9001:2008 Surveillance Audit External Review (COPIA and COPPA Standards by MQA) Post Graduate Audit by MQA SIRIM for Registrar s Office ISO 9001:2008 (Refer for information on internal quality assurance system) Appendix : Perancangan dan Pelaksanaan Rancangan Malaysia Kesepuluh (RMK10) Universiti Teknologi MARA Document Appendix : University s Statement of Purpose VMG Appendix : Autonomy Audit by the Ministry of Education Document/Report Appendix : LRQA Surveillance Audit Report Appendix : COPPA Standards Appendix : COPIA Standard Appendix : Post Graduate Audit Report Appendix : SIRIM for Registrar s Office ISO 9001:2008 ISO 9001:2008 Certificate Describe the governance structures and functions, and the relationships between them. How are these made known to all parties involved? The organization chart of UiTM describes the three-tier system that determines policies and practices. The highest tier is Tier 1, Policies and Strategies that consists of the Board of Directors (BOD) and its committees. This is the executive body which exercises all the powers conferred upon it by Act 173 of the Universiti Teknologi MARA Act 1976 except in matters within the powers of the Senate or any power that has been conferred to any authorities, body and officers of the University by the Constitution or the Statutes, rules and regulations. This highest tier of the governance system formulates policies, goals and performance monitoring as well as important decision-making (see provision of Section 14, 15 & 16 of Act 173). Tier 2, Executive and Planning, consists of the Vice Chancellor of UiTM and Executive Committee (JKE) and the Senate, who are responsible for the overall planning, monitoring and implementation of decisions, instructions from BOD and the attainment of goals. The Executive Committee oversees the overall management of the university while the Senate presides over all academic matters. The Executive Committee consists of eight (8) members and the Chancellery acts as the 209

212 Secretariat. Similarly, the composition of the UiTM Senate complies with the minimum requirement of Act 173. The composition is as described in This level of governance is responsible for the general planning, monitoring, implementation of decisions and instructions as well as decisions of University Board of Directors and achievement of organizational goals. The most important and critical component of the organization structure is Tier 3, Operation and Implementation, which comprised of faculties, academic centres, departments and campuses, and it is the level where the core and designated activities are executed. This tier which is made up of the Heads of main departments, Deans of Faculties, and Rectors of autonomous state campuses, are responsible for the implementation of policies endorsed at the higher levels as well as the fundamental and selected activities (see Figure 1, pg 54 Organisational Chart of UiTM). 1 University 2 Systems The 1 University, 2 Systems (1U2S) concept was approved by the Board of Directors on 20 June 2007 (see Figure 18). The 1U2S framework defines the parameter for determining the structure and processes within UiTM to enhance interactions with external and internal parties. Under this system, the Anchor University (UiTM Shah Alam) is the centre of administration and the autonomous state campuses are the state centre of administration. The Vice Chancellor (VC) of UiTM is the Chief Executive Officer of the University while the Rectors are responsible for managing the state campuses. The anchor University consisting of the Shah Alam Campus and the Satellite Campuses (Puncak Alam, Selayang, Sungai Buloh, Puncak Perdana, Tanjung Gemuk, Section 17) concentrates on offering post graduate and professional programmes and also focuses on research activities via the University s Centres of Excellence. The Anchor University also seeks to enhance innovation and commercialisation activities. The targeted enrolment figure for the Anchor University is 42,000 by year The state campuses are given autonomy in phases after a governance audit. As of October 2014, there are nine (9) state campuses that have been granted the autonomy namely, Perlis, Perak, Terengganu, Sarawak, Melaka, Pulau Pinang, Johor, Sabah and Pahang campuses (see Table 11, pg. 65.). Autonomous state campuses can manage their own operations with minimal involvement of the Anchor University provided they adhere to the Universiti Teknologi MARA Act 1976 (Act 173 and its amendments). The two (2) main governance bodies for the state campuses are the Board of Directors (BOD) and the Senate. By this structure, UiTM is able to attain the common Vision, Mission and Philosophy (cross refer to 8.1.1). Information on these bodies, their functions and the relationships between them is depicted in the UiTM organisational chart (in UiTM web site), Carta Organisasi Universiti Teknologi MARA (Universiti Negeri) (see also page 10 of SRP) and in Tadbir Urus Akademik booklet. 210

213 Figure 18: One University, Two Systems (Source: Appendix : UiTM Organization Chart Appendix : Tadbir Urus Akademik UiTM Booklet Appendix : Skop Tanggung Jawab Lembaga Pengarah Universiti (LPU Ke 91, 14 Julai 2008) Appendix : Self-Assessment Report for Autonomy Audit UiTM 2013 Appendix : Carta Organisasi Universiti Teknologi MARA (Universiti Negeri) (page 184 of RMK10) Appendix : Struktur Fungsi Universiti Negeri (page 185 of RMK10) Describe the functions, structure, leadership, membership and reporting protocol of major permanent decision-making bodies. The major permanent decision-making bodies of UiTM are the Board of Directors, The Executive Committee and the Senate. They are described according to their functions, structure, leadership, membership and the reporting protocol. The Board of Directors (BOD) The Act 173 of the Universiti Teknologi MARA Act 1976 Section 14(1) stipulates clearly the powers and functions of the Board of Directors (BOD) of the university. As the governing, policy-making and monitoring body of the university, the Board is responsible for providing input and clarifying the university s overall strategic directions and aspirations. Furthermore, the membership of the Board reflects a balanced mix of experience and expertise. Members are appointed by the Minister of Education Malaysia from among those who possess the experience and capabilities to effectively contribute toward the University. 211

214 Membership of the BOD as stated under Section 13 (2) of Act 173 consists of: (a) a Chairman; (b) the Vice-Chancellor; (c) two persons to represent the Government; (d) five persons who because of their knowledge and experience would, in the opinion of the Minister, be of assistance to the Board, and three of whom shall be from the private sector. The Registrar acts as the Secretary of the Board. Five members of the Board form a quorum at any meeting of the Board. Subject to this Act, the Board may determine its own procedure. Decisions of the Board on matters related to all the conduct of the University are informed to the related parties for subsequent actions via extracted minutes of meetings. The Executive Committee The Executive Committee functions as the advisor to the Vice Chancellor on administrative and management matters of the University. Membership of the Executive Committee consists of the Vice Chancellor, all four (4) Deputy Vice Chancellors, the Registrar, the Bursar and the Legal Advisor. The Senior Assistant Registrar (Chancellery) acts as the Secretary. The Senate The Senate establishes policies, procedures and guidelines on academic matters in accordance with Section 16 (A) of Act 173. Any proposals affecting policy and procedures must be submitted to the Senate for decisions to be made on the suitability of the direction pursued, in line with the University s strategic planning. Membership of the Senate as stated under Section 16 (A) of Act 173 is as follows: (a) Vice Chancellor as the Chairman of the Senate (b) Deputy Vice Chancellors (c) Deans and Heads of Schools / Centres / Academies / Institutes (d) three (3) representatives from among the Campus Rectors; appointed by the Vice Chancellor (e) three (3) Professors from among the academic staff of the University; appointed by the Board of Directors for a two-year term (f) Registrar acts as Secretary The five main functions of the Senate are to: 1. Make recommendations to the BOD in matters pertaining to: a. Content and arrangement of the University s academic programmes b. Method of teaching, learning and training conducted at the University c. Standard of teaching, learning and training at the University d. Academic curriculum and programmes conducted at the University 212

215 e. Suggestions related to any current or future academic curriculum or programmes f. Criteria on entry requirements to any academic programmes of the University g. Suggestions on implementation or discontinuation of academic programmes h. Conferment of Honorary degree, fellowship, Bachelor degree, Diploma, Certificate, scholarship, academic honours and awards, and others. 2. Endorse students academic evaluation and confer Doctorate, Master, Bachelor, Diploma degrees and Certificates 3. Authorise and appoint committees or sub-committees comprised of members as well as co-opt members, with co-opt members not having the right to vote 4. Empower or appoint representatives from its committees or sub-committees to carry out Senates obligations, duties and responsibilities 5. Set own procedures in line with Act 173 All decisions made at the Senate are delivered to Senate members via letters distributed by the Senate Secretariat during Post-Senate meetings. All Senate decisions are presented for further approvals or for implementation at various levels, as necessary. Appendix : Universiti Teknologi MARA Act 1976, Act 173 Appendix : Tadbir Urus Akademik UiTM Booklet Appendix : UiTM Organization Chart of UiTM Executive Management ( Describe how UITM ensures the effectiveness of relationship between the institutional leadership and the departments The relationship between the top management and the rest are facilitated through a number of ways. The organisational structure is designed and changed for this purpose. There are standard formal communication mechanisms to link with all the units. There are complementary mechanisms to communicate with all faculties, campuses and departments. The top management has structured mechanisms to get feedback on how well the University plans, policies, requirements and expectations are realised through the university. Finally, there are open and less structured form of communication and feedback - the social media which is availed by students, staff and also external stakeholders Organisational Structure The organisational structure provides clear lines of command and communication between and among the top management and the constituent faculties, campuses and departments. The plans and policies are proposed, discussed, changed and confirmed by the BOD for implementation. The EXCO, Senate, Majlis Kurikulum Universiti, Majlis Peperiksaan Universiti, Majlis Pengajian Siswazah, Majlis Penyelidikan Universiti and other conferences of senior management and academic administrators or academics like META, Rectors Council, Deans Council, 213

216 Professors Council ensure that there is frequent and open communication between the top management and the rest to implement the policies and plans. Formal Communication Decisions that have an overall or university-wide impact are conveyed through internal circulars with detailed descriptions / processes / actions to be taken by all department heads. Such communications are issued by the principal officers of the University VC, DVCs, Registrar, Bursar, etc. Decisions that have specific impact are conveyed to parties related to the original proposal. Certain departments are responsible for monitoring / supervising follow-up activities to BOD, EXCO and Senate s decisions as secretariats for these bodies. Departments/faculties/campuses are required to report their follow-up actions to the bodies in forthcoming meetings. The annual plans are communicated by the Vice Chancellor through his New Year s Address. The Bursar, Registrar and Chief Librarian have their own annual addresses to communicate the aspirations and strategic plans of the University to the administrative staff of UiTM. Similarly, the Deans and Rectors transmit the same through their own meetings and addresses. Some of the meetings and addresses are also streamed live to the campuses with the VC participating in campus meetings via video conference. Structured Feedback Mechanisms KPI and Regular Reporting The KPIs and their achievement are reported at regular intervals to top management (EXCO and BOD) which allows the top management to examine the effectiveness of their plans and policies. Lecturers Professionalism PRO-PENS which is the University s mechanism for all faculties, academic centres and campuses to self monitor the teaching activities and professionalism of academic staff. The primary objectives of PRO-PENS are to monitor the quality of teaching and learning (T&L) environment of various academic programmes as well as the values of integrity, ethics and professional are upheld amongst academic staffs. Students Feedback On-line (SuFO)/Research Students (RESUFO) SuFO and RESUFO are the University s systems for obtaining feedback every semester from the students. SuFO/RESUFO facilitates faculties, academic centres, and UiTM branch campuses in enhancing the quality of teaching and learning activities and supervision. Mesyuarat Timbalan Dekan Akademik (META) META is a meeting where Senate decisions are deliberated into detailed action plans / guidelines / procedures / initiatives which are then brought back to Senate for review and approval. The meeting is chaired by the Deputy Vice Chancellor 214

217 (Academic & International) and attended by Deputy Deans / Deputy Rectors / Assistant Registrars in charge of academic matters. Social Media Facebook and other online complaints mechanisms provide a stream of feedback on specific and general issues which is of interest to the University. Corporate Communication Unit receives and channels the issues to relevant departments for action. This unit also compiles and reports on this type of feedback to the top management via the MKSP a requirement of ISO 9001:2008 certification for the Chancellery. Appendix 1.3.3_1 : Self Assessment Report for Autonomy Audit 2013 Appendix : Tadbir Urus Akademik UiTM Booklet Appendix : Struktur Proses Pelaksanaan Dasar dan Tindakan Appendix : Corporate Communication Complaints Report Appendix : PROPENS - HEA Appendix : Faculty Academic KPIs HEA Describe the representation and role of the academic staff, students and other stakeholders in various governance structures and committees. Indicate the type and frequency of meetings held during the academic year. Academic staff, students and administrative staff are represented in the various governance structures and committees as to enable their views to be aired or heard. Academic Staff Departmental Joint Committee (DJC) is one of the platforms by which the management of the University listens to, disseminates information and discusses administrative concerns with the staff association e.g. MITASA, UTIMAS, KKUiTM and PPUiTM. Any resolutions made by the associations or union are submitted to Departmental Joint Committee (DJC) meetings for consideration. The representatives of the Academic Staff Association and the Administrative Staff Association, namely MITASA, UTIMAS and KKUiTM, are also invited to attend the meetings with the Vice Chancellor. To provide a voice for academic staff in Senate, two members (usually Professors) of the academic community are appointed to the Senate to represent the interest of the university academic community. Students UiTM students are represented by the Students Representative Council (JPP) who is annually elected. The representatives are involved in decision-making at the Students Affairs level. They are members of three (3) committees which are as follows: 215

218 1. JawatanKuasa Kebajikan Pelajar - two (2) representatives are permanent members. The committee meets every 6 months. 2. Mesyuarat Pengurusan UITM - four (4) representatives are permanent members. The committee meets every two or three months in a year. 3. Mesyuarat Pendaftaran Pelajar Baru & Minggu Destini Siswa (MDS) - all 52 student representatives (MPP) are members of this committee and all have the right to vote. This committee meets 4 times a year following the academic sessions. Ministry MOE and MOF are key stakeholders of the university. Their representatives are appointed as members of the BOD. As members, they are able to influence the directions, plans and policies of the University. Industry & NGOs The BOD membership also involves members of the industry and NGOs who provide the industry and community perspectives to the University s business and plans. Appendix : Minutes of Meeting for JawatanKuasa Kebajikan Pelajar. Appendix : Minutes of Meeting for JDC & meeting schedule Appendix : Minutes of Meeting for Mesyuarat Pengurusan UITM Appendix : Mesyuarat Pendaftaran Pelajar Baru & Minggu Destini Siswa (MDS) Appendix : Minutes of Meeting of MITASA, UTIMAS KKUiTM and PPUiTM Appendix : AKTA Peraturan-Peraturan UiTM Pemilihan Jawatankuasa Perwakilan Pelajar. Appendix : Senate membership Show evidence that the governing board is an effective policy-making body with adequate autonomy Board of Directors (BOD) BOD has full autonomy to formulate policies within the provisions of Act 173 and other statutes which apply to UiTM. However, in practice it adopts or adapts the policies and procedures emanating from the MOE, JPA, EPU, MOF and other central agencies in governing the University. To function effectively, the BOD has five (5) sub-committees namely Staff Affairs Committee, Audit Committee, Finance & Development Committee, Investment Committee, and Strategic Risk Management Committee that deliberate upon matters referred to them by the Board and make appropriate recommendations thereon to the Board. For example, the Staff Affairs Committee is entrusted with ensuring that the HR Plan as described in the University Strategic Plan is aligned with the overall strategy. The HR Plan covers aspects of HR Gain, HR Train, HR Retain and HR Risk. Matters such as annual staff turnover are handled by the Jawatankuasa Hal Ehwal 216

219 Kakitangan Universiti and it is reported as a general agenda in the annual report for the BOD. Similarly, performance reports are presented to the BOD for scrutiny, acceptance and approval accordingly, encompassing all aspects of the University. The performance reports, areas of concern and achievements are deliberated at the Board according to a specified agenda (see Mesyuarat Lembaga Pengarah sample minutes of meeting). The BOD also continually monitors the university s planning and financial policies through its Finance and Development Committee, which organises and controls the university s finances in line with the Act 173. The Chairman of the Finance and Development Committee is a member of the BOD. Minutes and highlights of the Finance and Development Committee are tabled to the BOD. The University s financial policy and plan are submitted for approval to the BOD. Also, the Annual Development Budget and the Operational Budget are tabled to ensure spending is well distributed to all departments in line with the University s development. The BOD ensures that the University s strategic plan and the implementation of the financial management planning and policies are in line with UiTM s Strategic Plan which emphasises among others, all aspects of human capital development, strengthening of soft skills and the need to uphold the MoHE s strategic plan. UiTM s Risk Management Policy is also stipulated in the UiTM RMK10 document. The Risk Management Unit has been set up to assist the BOD. Risk parameters are often deliberated through the Audit Committee, where all major risks are attended to. The Finance and Development Committee also deliberates on institutional risks and considers ways and means to mitigate losses through preventive measures. Risk management has also been assigned to the departments within the University. The BOD receives reports and updates of such risks that may jeopardise the University, and institutes proposals to enhance and strengthen the University s Risk Management policy, implementation and enforcement accordingly. The BOD maintains a strict calendar of prescheduled meetings with special meetings called to transact urgent business of the university. It has also developed protocols to measure its own performance. The effectiveness of this governing board has been observed through a variety of reviews. The recent MOE Readiness for Autonomy Audit found institutional governance at UiTM to be very good. In fact, MOE has decided to grant autonomy to UiTM after the audit exercise. UiTM, however, is still awaiting the formal communication of the decision. UiTM obtained a near perfect score for the SETARA 2011 and 2013 assessment on governance quality. Appendix : Skop Tanggung Jawab Lembaga Pengarah Universiti (LPU Ke 91 pada 14 Julai 2008) Appendix : Tadbir Urus Akademik UiTM 2013 Appendix : BOD Minutes of Meeting sample Appendix 8.1.1_2 : Self Assessment Report for Autonomy Audit

220 8.1.7 Describe the mechanisms to ensure functional integration and comparability of educational quality in campuses that are geographically separated At present, UiTM has 1 main campus (with 6 satellite campuses), 12 state campuses, and 22 affiliated colleges all over the country. With this vast network and a workforce of 18,050 (8771 academic staff and 9279 administrative staff) the University offers 485 academic programmes to 187,097 students with the following distribution: 161,106 full time students, 15,946 part time students in the PLP and PLK modes, and 10,045 students in the affiliated colleges (Kolej-Kolej Bersekutu). To ensure quality and uniformity of practices, all campuses carry out the TLA processes subject to the same requirements, expectations and standards. Faculties also play a huge role in coordinating and monitoring their programmes at campus level. Accreditation reviews and external examiners are also mechanisms to ensure comparable quality in different campuses. Apart from the above, common questions and the marking scheme are also mechanisms to ensure comparable standards. The Senate sub-committee on Examinations is the focal point for all faculties and campuses to present and discuss the performance of their students. BHEA coordinates the TLA processes throughout the university through such mechanisms as Senate and all its sub committees, META and METRA to ensure common standards are observed in the processes and educational outcomes. Additionally, the External Review is carried out by InQKA to ensure that all policies, processes and procedures specified by Malaysian Qualifications Agency (MQA) in COPIA, COPPA and programme documents are adhered to. The Programme Standards published by MQA is also referred to when reviewing the academic programmes. To further strengthen the quality assurance practices in all campuses/faculties and departments, UiTM Senate has approved the UiTM Quality Assurance and Enhancement Policy. BHEA has developed the following policies with the approval of the Senate in ensuring functional integration and comparability of educational quality: 1. Garis Panduan Kesetaraan Kualiti Penilaian Pelajar UiTM 2. Prosedur Pengurusan Pelaksanaan Kurikulum 3. Sistem Pengurusan Kurikulum Elektronik (SPeK v1.0) 4. Polisi Penilaian Akademik Pelajar UiTM 5. Manual Pengurusan Peperiksaan Akhir UiTM 6. Manual Pentadbir Akademik 7. Glosari Istilah Peperiksaan dan Penilaian Pelajar UiTM 8. Garis Panduan Pemantauan Peperiksaan Akhir UiTM 9. Garis Panduan e-exatt Appendix : Garis Panduan Kesetaraan Kualiti Penilaian Pelajar UiTM Appendix : Prosedur Pengurusan Pelaksanaan Kurikulum Appendix : Sistem Pengurusan Kurikulum Elektronik (SPeK v1.0) Appendix : Polisi Penilaian Akademik Pelajar UiTM Appendix : Manual Pengurusan Peperiksaan Akhir UiTM 218

221 Appendix : Manual Pentadbir Akademik Appendix : Glosari Istilah Peperiksaan dan Penilaian Pelajar UiTM Appendix : Garis Panduan Pemantauan Peperiksaan Akhir UiTM Appendix : Garis Panduan e-exatt Appendix : COPIA Appendix 2.1.1_2 : COPPA Appendix : InQKA External Review Reports Describe the department or unit set up to assure educational quality. Describe the internal quality assurance system and mechanism There are number of units or bodies which take on the role of ensuring common and comparable quality throughout the university system. Bahagian Hal Ehwal Akademik (BHEA) This central department develops policies, guidelines, standards and procedures to ensure high quality TLA experience (AcT2012; cross refer to 8.1.7) in all its programmes. It also oversees operations in all faculties and campuses through a variety of mechanisms and take or request corrective actions where deviations or variations are noted. Majlis Kurikulum Universiti (MKU) MKU was formed according to Section 16A (8) & (9) of the Universiti Teknologi MARA Act 1976 (Act 173). MKU examines new curriculum and reviews existing curricula to ensure that they are current, relevant and marketable. MKU consists of the following Senate members: 1. Deputy Vice Chancellor (Academic & Internationalization) 2. Three appointed Senate members 3. Cluster Chairpersons from: i. Science and Technology ii. Social Science and Humanities iii. Business and Management The role of MKU encompasses curriculum review, academic assessments and new programmes. Institute of Quality and Knowledge Advancement (InQKA) InQKA develops policies and structures through which the TLA experiences are reviewed regularly and deviations noted for remedial action. There is a 2-tier system of IQA. The first level is the faculties where they have a quality unit which carries out QA activities to ensure all processes and outcomes are as planned and required. The outer level is InQKA which audits all faculties, institutes, campuses and academies to ensure the IQA systems are robust and improving. 219

222 Appendix 2.1.1_5 : Tadbir Urus Akademik UiTM 2013 Appendix : Academic Tranformation 2012 Appendix : Self-Assessment Report for Autonomy Audit UiTM 2013 Appendix : New Directions for Quality Assurance, Institute of Quality and Knowledge Advancement (InQKA) Appendix : Senate Paper No.173 dated 9 January 2013 Appendix : Board of Directors Meeting No.131 Minutes dated 15 January Enhanced Standards Highlight the major community engagement activities of members of UITM. How is involvement in such activities recognized? Community engagement (CE) is the responsibility of all departments, faculties and campuses. However, the Office of Industry, Community and Alumni Network (ICAN) and its department - Community Network Unit (AIC) provide the university level leadership to focus on the activities to achieve set goals and targets. Parties involved include the Department of Social Welfare (Jabatan Kebajikan Masyarakat) and non-governmental organizations such as Al-I tisam Relief Programme. Participants of AIC activities include students and staff of the University. Appendix : Senarai Aktiviti Masyarakat ICAN Enhanced Standards Describe the committee system responsible for academic programmes in UITM and how it utilizes consultation and feedback, and considers market needs analysis and employability projections. The Academic Affairs Division (BHEA) is responsible for ensuring the soundness of UiTM s academic programmes as well as ensuring the robust, uniformed and standardised academic delivery of programmes throughout the UiTM system. To that effect, each unit within The Academic Affairs Division has specific roles to play, beginning from the entry of the students, who are UiTM s most important stakeholder, right up to their graduation, encompassing all learning stages and processes in between. In tandem with with the current development and requirement of higher education in Malaysia, UiTM has made significant changes and improvement to the Academic Governance to enhance and strengthen the academic management of the University. The New Academic Governance was approved by the Board of Directors of UiTM on 15th January 2013 and documented as a guide and official reference for many departments directly involved in the academic management at the faculty and campuses. 220

223 The three-tier UiTM Academic Governance is the manifestation of the complexity of the academic management of UiTM that has no less than 32 campuses (main state campuses, city and satellite campuses) scattered throughout the country, involving a wide range of faculties and academic centres. The governance takes into account the need of UiTM to meet the challenges of academic development in the future. The committees such as JAF, JKF, JP, JK-OBE, JKKAPS at the faculty level deliberate on issues raised by the stakeholders, and through market analysis. These committees receive regular feedback from students, staff, graduates, alumni, advisors and external examiners. These feedbacks are used in the development of new programmes and the reviewing of current programmes. The viewpoint of the external examiners and advisors are also sought before the new proposals are drafted and changes made. Market studies are mandatory for new programmes and for review of existing programmes. Employability is one of UiTM s quality objectives and KPI thus programme reviews actively address employability issues. Appendix : UiTM s Quality Objectives Describe the representation and role of the academic staff, students and other stakeholders in the various governance structures and committees of UITM. Representation and roles of academic staff, students and other stakeholders in the various governance structures and committees, including the Board of Directors, are described in Sections and Describe the role and function of the Chair of the governing board - BOD The role and functions of the Chair of the governing board are stipulated in Act 173 Universiti Teknologi MARA Act 1976, Tadbir Urus Pengurusan & Pembangunan Sumber Manusia UiTM 2013 and also in Skop Tanggung Jawab Lembaga Pengarah Universiti (LPU Ke 91 pada 14 Julai 2008) documents. As stated in Act 173, the Chairman of the Board presides over the BOD meetings that deliberate on matters within the purview of the BOD such as student affairs, academic, finance, development, industrial linkage and community, audit, investment, risk management and staff affairs. It is the Chairman s responsibility to ensure that meetings are held as planned and that the agenda items are all adequately discussed by all members before a decision is arrived at Describe how free is the governing board from undue external pressures The BOD has legal duty to act professionally and exercise due diligence in all decision making. To free itself from undue external pressures as stipulated in Section 14 (1) and (2) and Section 15 of Act 173 and in Tadbir Urus Pengurusan & Pembangunan Sumber Manusia UiTM 2013, all BOD members must declare their interests in matters before them to maintain the integrity of the governance process. (Pengisytiharan Kepentingan oleh Pengerusi dan Ahli Lembaga Pengarah Universiti di bawah Jadual Kedua, Peraturan 9, Akta 173). 221

224 Appendix : Section 14(1) and (2) of Act 173, Section 15 of Act 173 Appendix : Tadbir Urus Pengurusan & Pembangunan Sumber Manusia UiTM 2013 Appendix : Pengisytiharan Kepentingan oleh Pengerusi dan Ahli Lembaga Pengarah Universiti di bawah Jadual Kedua, Peraturan 9, Akta Describe the policy pertaining to conflict of interest, particularly in relation to private practice and part-time employment of its employees Employees observe the government circular that allows administrative staff in Grade B, C and D to have part-time employment outside of UiTM office hours. The academics are allowed to teach part-time within the university system as and when it is required. All UiTM staff must inform and obtain department head s approval to carry out any outside work which defined as carrying out business, working for hire either on a contract of service or a contract for service. As a way of encouraging academics in the sharing of knowledge and expertise with outside community, they are allowed to conduct consultancy work with any firms related to their field, as long as the consultation does not interfere with their primary duties giving lectures, preparing assessments and is carried out following UiTM procedures. Appendix : Garis dan Panduan Perundingan UiTM 2013 (RMI) Appendix : Pekeliling Pendaftar 2/2012 Kerja Luar Describe UITM s participation in the socio-economic activities of the community in which it is located The location of the many UiTM campuses and satellite campuses are intended to provide economic impetus to the development of an otherwise rural and poorly serviced area. Hence, UiTM involvement in the socio-economic development of the community starts even before it begins operation. The presence of UiTM offers employment and creates opportunities for small and medium businesses to flourish with the market created by students and staff. Additionally, the Bahagian Jaringan Masyarakat of the Office of the Industry, Community and Alumni Network (ICAN) plans activities with the surrounding community with the involvement of the industry and the non-governmental organizations (NGOs). ICAN plays the following roles in engaging with the community: enhancing university-community networking via sharing of expertise to the community, providing assistance to the community by facilitating the university and the industry in Corporate Social Responsibility activities facilitating the University and NGOs in community outreach programmes instilling entrepreneurial and leadership skills among staff and students of UiTM via community service activities. 222

225 Appendix : Economic Impact Study by CSPI Appendix : Location Map of UiTM campuses 8.2 INSTITUTIONAL AND ACADEMIC LEADERSHIP Describe the selection criteria, selection process, job description, and the qualification and experience required of members of the institutional executive management team of UITM. The appointment of institutional executive management team, along with the power and duties, is based on Act 173. The criteria for the appointment of these officers and the specific processes are stipulated in the Ministry of Education guidelines - Garis Panduan Pencalonan/Pemilihan/Pelantikan Pengurusan Tertinggi Universiti for external appointments (by the Minister). External appointments are exclusively for the positions of Chairman of the Board, the Board of Directors, Vice Chancellor, Deputy Vice Chancellors and Rectors. The Vice Chancellor The Vice Chancellor is appointed by the Minister of Education upon the recommendation of the selection committee that is chaired by the Minister of Education. The candidate for Vice Chancellor is a person who has extensive administrative experience in the university and is a respected academic and in the opinion of the selection committee is fit to lead the university. The Top Management Team Specific selection criteria are used as guidelines for the appointment of the management team which are consistent with the prerequisite of the Ministry of Education such as: Possess vast knowledge of what constitutes the role and function of the University in the 21 st century particularly in the context of rapid globalization Possess the ability to steer towards the University s vision and mission and capable of transcending the entire University towards excellence and glory Talented and able to propel the University towards self-sustenance. Deputy Vice Chancellors (DVCs) are appointed by the Minister of Education upon the recommendation of a selection committee headed by a representative from the Ministry of Education, with the consent of the Vice Chancellor, the Registrar, the Bursar and the Chief Librarian. Deputy Vice Chancellors report to the Vice Chancellor. The general criteria for selection of a Deputy Vice Chancellor basically encompass the following: Academic excellence International recognition Leadership aptitude Reputable Good disposition 223

226 Other suitable criteria in the niche area of the University Additional mechanisms such as psychological profiling and KPIs of the Board and the VC are applied in the selection of Deputy Vice Chancellors. The common practice in UiTM with regard to the selection process of DVCs and Rectors is as follows: 1. Jawatankuasa Pemilihan Pelantikan will announce of a vacancy of a DVC / Rector position six (6) months before the tenure of the outgoing DVC ends. 2. An interview session follows suit between the nominees and the selection committee 3. A report and verification of committee s selection are sent to the Minister of Education for approval of the appointment and a copy is given to the candidate. Garis Panduan Pemilihan dan Pelantikan Peringkat Universiti is referred to in appointing Deans, Directors of Institutes or Centre of Excellence, Directors of academic centres or Heads of departments and Principal of Residential Colleges. Appendix : Garis Panduan Pemilihan dan Pelantikan Peringkat Universiti oleh MoE Describe the current leaders of academic programmes and departments 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. The current leaders of academic programmes and departments are chosen from among academic members of the faculties, campuses and departments. They must be confirmed academic staff with reasonable seniority. They not only have to be academically competent but also able to manage resources and need to be knowledgeable in academic procedures. Faculty Academic Centres integrate the areas of study (minimum of three programmes) in a faculty for the purpose of developing scholarly excellence, reinforcement of thrust areas and for the purpose of sharing of knowledge and resources as well as to facilitate the administration. Every Academic Centre is led by the Head of Academic Centre (Ketua Pusat Pengajian) who are appointed by the Deputy Vice Chancellor (Academic & Internationalization). The Heads of Academic Centres (Ketua Pusat Pengajian) are responsible for the management of academic programmes for the undergraduate levels (bachelor degree and diploma) from the planning stage up to the curriculum design, delivery and review. Similarly, the Heads of Post Graduate Centre manage the faculty programmes at postgraduate levels (Master and Doctorate). The Heads of Academic Centres are assisted by Programme Coordinators (Koordinator Program), who are managers of each programme at the faculties and campuses. To manage programmes that are offered at multi-sites, a Programme 224

227 Chairperson (Pengerusi Program) is appointed to oversee matters across the campuses offering such programmes. Appendix : Panduan Asas Staf Akademik Universiti Teknologi MARA Describe the relationship between the UITM leadership and the academic leadership in matters such as recruitment and training, student admission, and allocation of resources and decision-making processes Agenda Utama Kepimpinan dan Keserakanan defines the strategic objectives and leadership strategy for the purpose of enhancing performance quality and staff dynamics. There is close consultation between the JKE which is the general management of the University and the Senate that is the authority on academic matters. There is also close consultation between the JKP (finance) and JKPS. The organization chart in Figure 1(pg.39) shows the relationship between the top management and the academic leaders. Appendix : UiTM Organization Chart Describe how the performance of the academic leadership of the departments and programmes is periodically evaluated The academic leadership of the departments and programmes review of key officers performances is based on their KPIs and terms of reference which are also aligned with the vision and mission of the University. Job descriptions are developed based on inputs from external and internal sources namely the UiTM Management Team (e.g. the Executive Management, Senior Management, Deans of Faculties), service scheme representatives, and personnel audit exercises. The Annual Performance Appraisal (Laporan Penilaian Prestasi Tahunan), which comprises the Sasaran Kerja Tahunan or KPI is assessed by the immediate superior of every staff member at the end of every year. Laporan Nilai Prestasi Tahunan (LNPT) / Performance Appraisal Handbook ensures an effective and transparent performance appraisal system in UiTM. The appraisal system allows for an objective and open appraisal of staff performance. A new e-perform system (OPAL) has been rolled out this year to automate and integrate many aspects of this exercise. The Heads of Academic Centres and Programme Coordinators are evaluated by the Deans of Faculties or Campus Rectors. Their performance is measured by the KPIs set at the beginning of the year during the setting of annual work targets using the common appraisal form which can be downloaded from the Registry s website. Appendix : Circular on Annual Performance Appraisal Form Appendix : OPAL Pekeliling/Manual OPAL 225

228 Appendix : Collegiality and Congeniality Survey Enhanced Standards Show how UITM leadership and the academic leadership create a conducive environment to generate innovation and creativity in the institution UiTM leadership creates a supportive internal innovation ecosystem by setting directions and goals, creating special units to lead innovation, providing incentives and funds and by organising competitions to catalyse innovative drive among the staff as outlined briefly in the following. Creating policies, plans and KPIs: UiTM has published the Innovation DNA for Universiti Teknologi MARA and Local Communities for to spell out new initiatives and guidelines to spur creativity and innovation that can further enhance the University s achievements in teaching, learning, research and management. UiTM not only produces innovative academic and non-academic staff but also innovative graduates for the nation. To provide clear directions to innovators, UiTM has policies on IP and commercialisation, and consultancy. Funding innovation: UiTM provides funding for meritorious projects from Dana Kecemerlangan. Through RMI, UiTM aggressively seeks grants from the various schemes provided by the MOE and also MOSTI such as the FRGS, PRGS, LRGS, ERGS, and RAGS. Special Unit for Commercialisation of Innovation In principle, RIBU acts as a one-stop reference center for management of innovation and creativity activities, intellectual property (IP) protection and UiTM technology commercialisation. RIBU enhances UiTM innovation and creativity activities, improving the number of IP in university, stabilizing income generation through the commercialisation of UiTM researchers invention/technology as well as establishing Syarikat Terbitan Universiti (STU), in line with UiTM Vice Chancellor s aspiration as set out in Amanat Tahun Organising Conventions to showcase the achievements The Research Management Institute (RMI) organises competitions on Innovation, Invention and Design (IID) and the Institute of Quality and Knowledge Advancement (InQKA) organises conventions on Innovation and Creativity (KIK) to encourage participation from both the academic and administrative staff. All innovation and creativity activities are meant to stimulate identification of new ideas, methods and processes. 226

229 Incentives/recognition Promotion criteria require and reward staff who have patents, copyrights and other forms of intellectual property Describe the policies to enhance the leadership capabilities of UITM leadership and the academic leadership The action plan outlined in Agenda Utama Kepimpinan dan Keserakanan is described as follows: Develop a leadership succession programme Enhance academic talent and expertise Elevate academia s credibility Reinforce the generation of successors The plan Agenda Utama Kepimpinan dan Keserakanan outlines the strategic objectives and leadership strategies formulated to enhance workplace performance and staff dynamism. There are four (4) strategic objectives defined for this purpose: 1. Create a talent pool to support the higher education succession plan 2. Cultivate academic leadership 3. Identify, develop and retain high calibre individuals 4. Preparing future leaderships The Institute of Leadership and Quality Management (ilqam) is entrusted with providing the necessary training for the identified staff. All academic leaders are to attend the following courses organised by ilqam: 1. Academic Management Series (7 hours) Participants : Academic Administrators (Coordinators, Head of Discipline, Head of Programme and other academic leaders) (The course is one of the terms stated in the appointment letter.) 2. Succession Management (7 hours) Participants: Deans, Rectors, Deputy Deans dan Deputy Rectors 3. Talent Management (14 hours) Participants: Deans and selected Deputy Deans 4. Deanship & Rectorship (14 hours) Participants: Deans, Deputy Deans, Rectors, Deputy Rectors dan Directors of Centre of Excellence (COE) The Registry manages the STARS system where all details of courses and training attended are recorded and maintained. 227

230 8.3 ADMINISTRATIVE STAFF MANAGEMENT Benchmarked Standards Describe the structure of the administrative staff which supports the educational programmes. There is over 9,000 administrative staff of all levels and speciality who support the university processes involved in meeting the University s mission. The Registry, Bursary, Library, Facilities Management, and Student Support Services represent the main functional structure of the administrative service. The Registrar, the Bursar and the Librarian are the key officers of the University who manage the administrative services which straddle the faculties in the main campus and all the branch campuses. Each of these functions and the principal officers and their roles are explained as follows: The Registry The Registry is the administrative component of UiTM that manages the whole University system in all matters pertaining to staff affairs, student and staff record management and functions as the secretariat to the Board of Directors and Senate. The departments and divisions under the Registry are established to support the educational programmes at the campuses, faculties and centres. The Registrar is the principal officer of the University. Part IV Section 21 (1), (2) and (3) of Act 173 states the appointment of a Registrar who is under the direction and control of the Vice Chancellor. The Registrar is assisted by nine (9) Heads of Departments, Divisions and Units. The operations of the Registry can be summarized as follows: Departments: 1. Jabatan Pengurusan Sumber Manusia (JPSM), which is further departmentalized into five (5) divisions Bahagian Pengurusan Perjawatan, Bahagian Peningkatan Prestasi & Kerjaya, Bahagian Saraan & Perkhidmatan, Bahagian Perhubungan & Kebajikan Staf, Bahagian Pengurusan Maklumat Sumber Manusia. 2. Jabatan Pembangunan Sumber Manusia (JPbSM) which also manages the Institut Latihan Universiti Divisions and Units: 1. Bahagian Governan & Sekretariat Universiti 2. Bahagian Pengurusan Rekod Pelajar & Konvokesyen (BPRPK) 3. Bahagian Perkhidmatan Psikologi (BPPs) 4. Bahagian Pengurusan Kualiti (BPQ) 5. Bahagian Arkib & Muzium (BAM) 6. Galeri Tun Abdul Razar (Gtar) 228

231 Heads of Departments (Ketua Jabatan) manage the Divisions/Units placed in their department. These divisions and units are subsequently headed by Ketua Bahagian or Ketua Unit. The Staff Information Unit that is responsible for monitoring and maintaining the staff database (STARS) and students database (SIMS) at the Registry is the Office of Information Technology or Infotech. The Bursar Part IV Section 22 (1) and (2) of Act 173 provides for the appointment of a Bursar who is the principal financial officer of the University under the direction and control of the Vice Chancellor. Other Principal Officers Part IV Section 22A (1) and (2) of Act 173 states the appointment of other principal officers who are identified as the Chief Librarian. Appendix : Organizational Structure of the Registry Office - Figure 3.2 from Perancangan Strategik Sumber Manusia Universiti Teknologi MARA 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. The administrative staff requirement is determined in accordance with the Human Resource Strategic Plan (Perancangan Strategik Sumber Manusia UiTM ). The criteria for determining the number of staff are outlined in Norma Penandaaras Agihan Peruntukan Perjawatan Akademik & Bukan Akademik dan Jawatan Naik Pangkat (Bukan Akademik) UiTM They are summarised as follows: (Academics to Administrative ratio of 1:1 towards 1:2) Administrative to Student ratio is 1:60 Number of laboratories and machineries Number of students and programmes offered Level of programmes (Undergraduate/Postgraduate) The recruitment and selection of the administrative staff are conducted in accordance to the requirements of and guidelines set by the Government and UiTM based on the ratios and norms developed and reviewed. Terms and conditions of service are in accordance with the Government Schemes of Service. 229

232 Appendix : Perancangan Strategik Sumber Manusia UiTM Appendix : Norma Penandaaras Agihan Peruntukan Perjawatan Akademik & Bukan Akademik dan Jawatan Naik Pangkat (Bukan Akademik) UiTM 2000, Appendix : Pekeliling Pengambilan Staf Describe the effectiveness and efficiency of the administrative support for academic programmes. The administrative support system working with the academic leadership controls and coordinates all processes from admission to graduation and alumni. This role is assessed through internal audits and reviews and also by regular InQKA reviews of faculties and campuses. The autonomy audits of campuses are a rigorous assessment of the units in following all processes and procedures. Internal and external audits have validated the effectiveness of the support services State the mechanisms for training and career advancement for administrative and management staff of UITM. Describe the achievements of this training and career advancement activity in the last five years. The mechanisms for training and career advancement for administrative and management staff are as follows: 1. Training Policy To ensure every staff attends training (course/seminar/workshop) a minimum of 42 hours a year. Evaluation is conducted after the training is completed and the effectiveness is measured Training encompasses those organised internally by UiTM (JPbsm) and by other agencies, external to UiTM 2. Training Needs Analysis TNA is done by the immediate superior to monitor staff s competency at the end of the year. This is also in accordance with ISO 9001:2008 requirement that TNA be used for planning for appropriate training programmes for staff. 3. Scholarship and Study Leave for Administrative Staff This is provided for under Perancangan Strategik Sumber Manusia Among the programmes under this plan are attractive career advancement, sabbatical programme, study leave and industrial linkage for which targets have been set under the plan. Appendix : Perancangan Strategik Sumber Manusia (page 58) Appendix : Pelaksanaan Dasar Latihan Universiti Teknologi MARA Appendix : Academic Training Programme Book 2013 ilqam Appendix : Dasar, Syarat dan Peraturan Pengurusan Biasiswa dan Latihan UiTM 230

233 8.3.5 Describe how UITM conducts regular performance review of its administrative and management staff. UiTM conducts annual performance appraisal for all staff and each PTJ reviews staff performance based on KPIs set. Laporan Nilai Prestasi Tahunan (LNPT)/Performance Appraisal Handbook has been developed to ensure an effective and transparent performance appraisal system in UiTM. The appraisal system is deemed effective as it allows a very objective and open appraisal of staff performance with clear annual KPIs and the final decision is determined via the respective PPSM and not an individual decision. To ensure a smooth and objective process, Bahagian Pengurusan Prestasi dan Pembangunan Kerjaya (BPPPK), JPSM sends out notifications for the exercise of Annual Performance Appraisal in October every year inclusive of the schedule for relevant processes. This allows the responsibility centres (PTJ) ample time to conduct an objective performance appraisal of their staff. Appendix : Laporan Nilai Prestasi Tahunan (LNPT) Appendix : Screenshot of the staff appraisal record in STARs 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. HR Audit activities are carried out by the HR Department involving self-audit by PTJs and on site auditing for ensuring equitable distribution of duties and responsibilities and also the optimum number of staff by PTJs. Regular reviews and reallocation of staff have been effective in ensuring equitable and optimal distribution of administrative and management staff. High performers are rewarded through various PTJ-level activities. University-wide recognition awards include: Anugerah Perkhidmatan Cemerlang Pingat Perkhidmatan Cemerlang Pencalonan Pingat Darjah Kebesaran Appendix : Senarai APC Describe the processes and procedures in managing the discipline of the staff. In managing the discipline of staff, UiTM follows the Statutory Bodies (Discipline and Surcharge) Act The specific procedures related to disciplinary actions are laid out under Regulation Six (6) and disciplinary committees are established to preside over disciplinary matters of the staff of all levels from the top management to the office assistants. Unit Integriti acts as the Secretariat for Unit Disiplin UiTM. 231

234 Jawatankuasa Tatatertib Kakitangan (1) (6) and Jawatankuasa Rayuan Tatatertib Kakitangan (2) (6) are set up for deliberating on matters concerning the discipline of staff of all levels. Appendix : Buku Tadbir Urus Pengurusan & Pembangunan Sumber Manusia Enhanced Standards Describe the training scheme for the administrative and management staff to fulfill the needs of the educational programmes Training and development for administrative staff in UiTM is managed by Bahagian Latihan, Jabatan Pembangunan Sumber Manusia (JPbSM). JPbSM is tasked with training and development of the administrative staff to ensure competent support staff. Generally, training and development activities are focused on generic and functional competencies. The university assesses the strength of the administrative staff by identifying training programmes needed and conducting the evaluation. Individual Development Plan (IDP) are developed to guide staff and Heads of Department to fulfil training requirements according to the staffs scheme and grade. Training Needs Identification (TNI) and Training Needs Analysis (TNA) are carried out and courses are conducted based on the annual training calendar. JPbSM organises in-house training and sends staff for external training to fulfil the 42- hour requirement to ensure that every staff is given the opportunity to enhance their knowledge, skills and competencies. Training programmes are divided into four categories, namely organizational development, professional and ICT development, personal development and career development Table 43 shows a sample of the training programmes available to administrative staff. Table 43: Training for Administrative Staff No Types of Training 1 In-house trainings and seminars 2 Attending courses and seminars organised by local and foreign agencies 3 Presenting Academic Papers, Posters and Attending Overseas and Local Conferences 4 Opportunities to further studies with or without scholarship (Diploma, Degree, Master and PhD) 5 Industrial and Professional Attachment Programs 6 Post Basic Attachment UiTM also conducts sharing sessions for staff who have attended training organised by agencies from outside the university through the Smart Sharing (P3R programme). Staff are also encouraged to become speakers and trainers and they are invited to conduct in-house training. Some of them are also invited by other agencies as facilitators of training programmes. These groups will later train other colleagues to 232

235 become trainers. Appendix : Training Calendar Appendix : Sample Letters Inviting Staff to be Trainers 8.4 ACADEMIC RECORDS State the policies on the secure retention, retrieval and disposal of student and academic staff records Policy: The Garis Panduan Pengurusan Maklumat (DATA) UiTM outlines the systems for managing information and data with integrity to support processes such as TLA, enculturation of knowledge, research, consultancy, administration as well as to facilitate the management of UiTM. The guideline ensures that all references and ICT information originate from one source. The guideline is also for all staff and students; encompassing all departments and units. Records Management: Academic records i.e. student and staff records are managed by using the following systems by the Academic Office, the Registrar and the Bursar respectively: 1. Students records are handled by the Academic Affairs Office (HEA) via a database - Student Information Management System (SIMS) - which could be accessed at the following URL address 2. Staff records are managed by the Registry via the Sistem Pengurusan Maklumat Staf (STARS) system - a database which could be accessed at the following URL address 3. Staff and students financial records are managed by the Bursar using thte Financial Accounting Information System (FAIS). Staff and students can access their financial records via the FINePortal at Records Retention: The retention period of records in the above-mentioned systems is specified within the Quality Management System of the respective departments. Systems and Record Security: 233

236 Office of Information Technology or Infotech manages the IT infrastructure that supports the above-mentioned systems. There is a strict regime of controls and authorisation to protect these systems and the records from unauthorised access. For the purpose of security of staff and students data and information in STARS, SIMS and other databases, maintenance is performed by authorised personnels at Infotech. Records of students and staff are not deleted and are not sent to archives. The data are stored in the storage for swift retrieval and reference. As a safety precaution, backup of records is done daily to the disc (server) and tape whereby the retention period of tape backup is 2 weeks (14 days). Archival of Old Records: Selected records are sent to UiTM Archives for retention because of historical and institutional value. Criteria for records to be archived are stipulated in the Arkib Negara Malaysia Act Describe how UITM ensures the rights of individual privacy and the confidentiality of records Chapter 9 of Garis Panduan Kerahsiaan Maklumat UiTM of the Garis Panduan Penggunaan ICT UiTM (2009) is a set of guidelines for administrators involving access to data and confidential information. To ensure the privacy and confidentiality, the use of password is enforced by UiTM. Users and administrators are obligated (Borang Akujanji) to adhere to all rules of privacy and confidentiality of data and records. Failure to adhere can result in disciplinary action. In addition, UiTM observes the government s guidelines on record keeping and filing system and abides by the Official Secrets Act (1972). Enhanced Standard Describe UITM s review policies on security of records and its plans for improvements Infotech as the department responsible for the ICT infrastructure is responsible for reviewing the existing ICT policies, practices and protocols to ensure safety and security of UiTM records. The ICT infrastructure is reviewed annually (budget preparation) and periodically (RMK-10/11) to ensure maintenance and improvements of the systems to counter the ever-presence internal and external threats. Appendix Infotech Strategic Planning 8.5 INTERACTION WITH EXTERNAL SECTORS Describe the mechanisms to ensure that UITM interacts constructively with the external sectors, including its external stakeholders UiTM maintains a good relationship with external stakeholders. Meetings between the University and the industry, external examiners, as well as the public, are 234

237 organised by UiTM or the external parties, and are attended accordingly by representatives of the University. The following departments are responsible for different aspects of UiTM s interaction with external sectors. There are different mechanisms established by these departments to facilitate the interactions. Corporate Communications Office The Corporate Communications Office is the body that manages and organises the meetings and activities with outside parties which involves the Chancellery. All major interactions with the ministries, industries and social bodies are managed by this unit. This unit s annual report provides a list of activities that it has managed for the University. Office of Industry, Community & Alumni Network (ICAN) The Office of Industry, Community & Alumni Network (ICAN) which is headed by the Deputy Vice Chancellor ICAN is the department that organises interactions with external parties. Examples of these external engagements are meeting with employers, arranging for career fair, and organising community engagement activities. The University s alumni relation is managed by ICAN. Office of International Affairs Office of International Affairs, a department in the Academic Affairs Office, oversees UiTM s relationship with foreign universities pertaining to educational programmes and services. Currently, UiTM is engaged in a wide range of collaborations with academic, research and scientific institutions and organizations around the world. Faculties, campuses and COEs Faculties, campuses and COEs also have mechanisms to engage with relevant external stakeholders. For example, faculties and campuses Deputy Deans/Deputy Rectors for Industrial Linkage and Community regularly organise meetings with external parties for purposes of curriculum development and delivery including practical training. Appendix : Annual Report Corporate Communications Office Appendix : Bulletin ICAN for Convocation Appendix : Laporan MoU/MoA_all Laporan MoU/MoA 2013 Appendix : ICAN activities Describe the effectiveness of the relationships between UITM and the external sectors The effectiveness of the relationships between UiTM and the external sectors is reflected in its ability to maintain support for its vision and mission, ability to raise funds for research and widening access to education for the poor and ability to get support for its enrolment expansion plan. 235

238 Support for Vision and Mission Due to UiTM s good relationship with the authorities, NGOs, industries, and mass media, it is able to continue to serve its original vision and mission philosophy despite many and frequent challenges faced. Raising funds for research and MDAB UiTM has been successful in raising funds to support its research programmes from the government, industry, and also international bodies. It is now the largest recipient of some types of grants provided by the government. Most notably UiTM has raised millions of ringgit from the alumni to fund its flagship programme called MDAB which has inspired similar programmes at national and international levels. Support for enrolment expansion Since 2010, UiTM has almost doubled its enrolment to 190,000 and this is made possible by strong support by external stakeholders i.e. the government through funds to support the construction of new satellite campuses. Appendix : Data on Grants received Appendix : Data on MDAB/funds raised by MDAB Appendix : Campus Development Plan (PFI) - cross refer Area 6 Appendix : Act 173 (Reference to constitutional provision 153) Describe any type of shared responsibility between UITM and the external sectors UiTM and the external sectors share responsibility in the following areas: Research MOUs were signed for collaboration between research centres and UiTM. TLA Franchise colleges (Kolej-Kolej Bersekutu) to train students in UiTM programmes. UiTM collaborates with private colleges in broadening access to the bumiputera. Known as franchise colleges, they offer UiTM programmes thus their graduates are UiTM graduates. As of May 2014, the enrolment for 20 active franchise colleges is 9,742 students. HiCOE ARI which is between UiTM and MOE - funding in return for research and publication in stated areas. Appendix : Laporan MoU/MoA 2013_Coll_all, Appendix : List of Affiliated Colleges Appendix : Annual Report of HiCOE ARI activities & MITRANS 236

239 Enhanced Standard Describe the Formal Agreements between UiTM and its External Sectors All formal agreements between UiTM and outside bodies have to be vetted by the Legal Office and endorsed by EXCO and BOD. Some of the major formal agreements signed between UiTM and the external sectors include MOU/MOA with foreign universities and franchise arrangements with local private colleges. Two major units are involved in managing these agreements - Office of International Affairs (OIA) and Institute of Neo Development (INeD). Office of International Affairs (OIA) oversees the formal agreements with international bodies and universities. A total number of 329 MOUs, MOAs and collaborations have been signed by UiTM with various external sectors since The outcomes of the formal agreements include technology transfer, strategic investments, research and innovations, and income generation. Institute of Neo Development (INeD) is responsible for managing the MOA with about 20 local private colleges which offers diploma and degree programmes on a franchise arrangement. A complete list of all major agreements is available at the Legal Office. Appendix Laporan MoU/MoA 2013, List of International Collaborations Appendix : List of Affiliated Colleges 237

240 9 Continual Quality Improvement Overview UiTM is committed to continually and also in specific cases, dramatically improving the institutional management processes to deliver excellent TLA, research and services. The setting up of Centre for Total Quality in Education (CTQE) in 1994 marks an important milestone in institutionally driving quality improvement in education. The QMS accreditations for non-academic services, the Innovation and Creativity programmes, the AKNC and lean management drive are evidences of the quest for improvements. INQKA through reviews catalyse CQI together with all central units HEA UITM, Registry, Bursary, Library, Facility etc. The VCSPs phases I and II projects drive significant changes and improvements in institutional managements. The effect of these changes and improvements earned UiTM AKPM (2008), Entreprenuerial University in 2012 and 2013 and Excellent SETARA rating for teaching and learning in undergraduate programmes. 9.1 Quality Improvement Benchmarked Standards Describe the policies and procedures for regular reviewing and updating of the internal quality assurance activities of UiTM. UiTM s approach to reviewing and updating IQA Internal quality assurance (IQA) is an integral part of the systems in place in this University. All aspects of university mission are subject to IQA systems to review, ensure and assure that all requirements are met and if any failures are noted, these are addressed appropriately. All university basic services i.e. financial, student support services, facilities management, library and, human resources except the academic services are under ISO based quality management system which are regularly internally and externally audited. Not only have these systems been maintained, they have been continually improved through feedback, benchmarking and also internal innovation (e.g. Kumpulan Inovatif dan Kreatif (KIK) activities). As a result, the SIRIM and also LRQA have continued to recertify the main university services. 238

241 Description of reviews and changes to IQA structure in UiTM in the academic sphere IQA system in the academic sphere predates the ascension of ITM into a university. In 1994, a Centre for Total Quality in Education (CTQE) was established to drive the quality agenda in the institute. CTQE has evolved under various Rectors and Vice Chancellors to its current form as INQKA. The evolution is marked by key milestones which signal changes in the IQA approach and system due to the internal and external changes (size, complexity, market imperatives, internal challenges to maintain quality etc.). Initially, CTQE s scope entailed all of university operation academic and non-academic. In 2004 when INKA was first mooted, it was an amalgamation of roles of organisational development (Change Agent) and IQA with a university wide focus. InQKA since 2010 is mandated to oversee the university quality agenda. However, InQKA oversees the quality of university services through a two prong approach. All basic university services are quality assured and enhanced via IS0 9001:2008-based QMS certification system while the academic services (faculties, centres and academies) are quality assured through a network of quality units within the academic centres and a system of university based reviews and audits keeping all the requirements in close view. This evolution shows the changes in the approach and structure of IQA in UiTM based on reviews of its effectiveness and emerging needs. Since 2010, the most significant review and changes are reflected in the Quality Assurance and Enhancement Policy, The IQA systems and approaches have been incorporated into the draft. Recognizing the need to encompass all existing IQA processes within an overarching policy, InQKA has drafted, consulted and submitted the Quality Assurance and Enhancement Policy (QAEP) to Senate on 17 th of September 2014 which will be submitted to the BOD in due time. QAEP prescribes and describes UiTM s requirements for quality assurance in all its faculties, campuses and departments. This policy is intended to provide confidence to UiTM s stakeholders that academic standards are maintained despite the greater autonomy granted to the campuses and faculties. The policy is a mechanism to ensure that the faculties and autonomous campuses continue to maintain the same level of rigour in their quality assurance operations by keeping in view the new expectations of MOE and MQA. It also clarifies the requirements and expectations of the university and to provide basic and common baseline standards for quality assurance activities in all its responsibility centres. By setting the baseline requirements in terms of the structure, responsibilities, resources and operation, this policy ensures that all units have minimum quality assurance capability and capacity to evaluate the RCs operation and draw the attention of the management team at regular intervals for timely corrective, preventative and developmental actions. InQKA changes the IQA processes and procedures based on the feedback from the regular reviews carried out by InQKA and other similar reviews. For example, to be more focused and to reduce report production time after a review visit, InQKA now focuses on the areas of concerns in the written reports. In addition, Google Doc is used as a common platform for all reviewers to write and edit their part of the report with the Chair maintaining a close watch on the content, style, evidence and judgments etc. policy of practice to ensure the creation, maintenance and improvement of a system of quality assurance that is appropriate to the needs of the university and stakeholders. 239

242 Appendix : CTQE Handling Over Notes of CTQE Appendix : Gerakan Kualiti ( ) Appendix : Rangka Operasi Menyeluruh (ROKUM),CTQE, 1996 Appendix : Quality Assurance and Enhancement Policy 2014 Appendix : Senate 194 Minutes of Meeting Appendix : InQKA External Review Reports Describe the efforts taken by the internal quality assurance unit to keep abreast with the changes and best practices in quality assurance. Efforts taken by the internal quality assurance unit to keep abreast with the changes and best practices in quality assurance are through several ways such as: 1. All InQKA heads attend at least 2 local seminars or conference or workshop a year on Quality Assurance. 2. All staff must undergo 42 hours of training; a part of this will be in QA for heads of units in InQKA. 3. InQKA monitors and also considers for implementation good and new practices posted by MQA and other EQA agencies around the world (e.g. QAA, United Kingdom, NZQAA, New Zealand TECSA, Australia). 4. PNC who is also Deputy Chairman of MQA s Jawatankuasa Akreditasi, Jawatankuasa Nilai Taraf, participates in other MQA activities and leads many institutional audits shares observed good practices in other institutions within UiTM. For example, the QAEP urges all RCs to engage students and the representatives in curriculum development, review, teaching and learning in more active ways than is the case now. Good practices guide issued by MQA and other EQA agencies around the world are also used to improve UiTM s IQA systems. Appendix : Staff Training Records Appendix : Quality Assurance and Enhancement Policy 2014 Appendix : COPPA, 2 nd edition, 2009 Appendix : COPIA, Identify those responsible for continual quality improvement within UITM and their qualifications and experiences. As is stated in UiTM Quality Assurance and Enhancement Policy, all heads of RCs are responsible for quality of their processes and outputs including their continual improvements. However, specifically, the Assistant Vice Chancellor (InQKA) and the quality units in the faculties, campuses and departments are among the key catalyst for CQI through their IQA activities. These officers are trained in matters regarding institutional and academic quality and have vast experience in this area as well. Also, 240

243 the Kumpulan Inovatif dan Kreatif (KIK) acts as a key continuous quality improvement mechanism for UiTM. New approaches via Lean Management concept and techniques are also deployed to integrate CQI in university processes. Appendix : Staff Training File Appendix : Staff Personal File Appendix : Kumpulan Inovatif & Kreatif File Appendix : Lean Management Courses, JBPSM How does the unit or department dedicated to quality assurance support UiTM s attempt to ensure continuous quality improvement? InQKA, the unit/department dedicated to quality assurance supports the UiTM s attempt to ensure continuous quality improvement (CQI) through the following ways: 1. Highlighting and recognizing units which have made significant improvements through the Anugerah Kualiti Naib Canselor (AKNC) whereby in the course of these evaluations, presentation by the finalists are organized and all staff are invited to observe the plans, strategies and activities adopted to bring about improvements and to measure their impact. 2. Coordinates and funds the KIK activities to stimulate CQI by all staff. Annually, 4 regional KIK conventions are held which culminates in a national convention. The winners are selected to attend other national and international conventions to showcase problem solving ideas. These ideas have saved money and time, and some of these solutions have also been commercialized. InQKA works to extend new solutions identified through these conventions to the entire university system to optimize the institutional impact of these ideas. 3. The IQA work that InQKA carries out seeks to test processes in RCs and to offer advice on corrections, prevention and improvements. Since 2010, by moving away from mere compliance type audit approach to effectiveness or from assurance to enhancement. InQKA recognizes that substantive CQI comes by keeping a keen eye on the purpose of processes and procedures and that demands for improvement provide the impetus for enhancement within RCs. 4. At a more strategic level, InQKA s membership in Senate, MKU and MPS permits introduction of good practices to enhance UiTM processes (e.g. decentralizing postgraduate (PG) activities, improving curriculum review template to address market, financial and strategic considerations, setting English proficiency standards for academic staff recruitment etc.) 5. This role of Quality Unit is now codified in the form of university Policy called UiTM Quality Assurance and Enhancement Policy, September

244 Appendix : AKNC Files Appendix : Kumpulan Inovatif & Kreatif Files Appendix : InQKA External Review Reports Appendix : Quality Assurance and Enhancement Policy Describe how UiTM implements the recommendations for quality improvement and record the achievements of such implementations. Recommendations for improvements come via many sources such as internal quality audits (IQA, ERR), external quality audits like programme and institutional audits, LRQA surveillance reviews, external examiners evaluation, students and employers surveys, Senate suggestions etc. Each of these improvement suggestions are handled differently. The improvements carried out pursuant to internal and external reviews and audits are documented and conveyed to the reviewers, following a set procedure, while others are recorded in minutes of JKE, JAF, JAN etc. and reported to the suggesting entity as action taken. Appendix : Internal Quality Audit Reports Appendix : Minutes of Management Meetings Appendix : InQKA External Review Reports Appendix : Corrective & Preventive Action Files Appendix : Minutes of JKE Appendix : Minutes of JAF Describe the link between the quality assurance processes and the achievement of the institutional goals. UiTM s goal of becoming a premier university producing competent Bumiputera professionals, generating and exploiting knowledge and community engagement which is expressed as measurable quality objectives requires that the university processes are robust and capable of delivering consistent outcomes. The scale and strength of the QA processes provides confidence in the indicators of our achievement. Broadly, the University s educational goals are to produce Bumiputra professionals in all fields who can be locally and globally competitive, to generate and exploit knowledge. Appendix : Strategic Plan & UePMO Appendix : Quality Manual (Chancellory) 242

245 Enhanced Standards How prominent is the internal quality assurance unit in the organizational structure of UiTM? InQKA is the quality assurance unit at the corporate level for the UiTM. It is invested with the responsibility for setting directions and quality policies that brings the university into compliance with national standards and expectations, and promotes good practices towards academic excellence. Its prominence is evidenced by a Penolong Naib Canselor (PNC) heading the unit and PNC InQKA reporting to the VC. In addition, PNC InQKA also sits in major decision making fora such as the Senate, MKU and MPS to advice on the quality implications of the decisions made Describe the recent and projected activities undertaken by UiTM with the purpose to ensure that it remains responsive to its changing environment and in embracing the spirit of continual quality improvement. Recent Activities 1. To develop and strengthen the infrastructure for quality assurance and continual improvement, the UiTM Quality Assurance and Enhancement Policy was formulated and endorsed. This policy outlines the IQA requirements with a strong emphasis on change and improvement. 2. To actively encourage more participation of the academic staff in use the KIK platform to showcase their innovations in teaching and learning. To this end, InQKA has organized special workshops to provide hands-on training for academic staff to identify and solve problems faced in TLA. 3. More robust reviews of new and existing programmes with added focus on market needs, employability of graduates and use of new pedagogies. 4. QMS version 2.0 is a special project that has commenced in September 2014 to review and improve the overall quality management system of UiTM keeping in mind the impending changes to ISO 9001 and other changes that have taken place in the educational arena. 5. InQKA led the development of and continue to monitor the implementation a strong anti-plagiarism policy which, among others, laid down a clear university policy on this practice, guidelines for students and staff to avoid plagiarism, guidelines for staff and administrators in taking actions against plagiarism cases and require the use of Turnitin for all final year students work. Projected Activities 1. To intensify TLA improvements via the KIK. 2. To study the effectiveness of external examiners in generating changes in curricula and also to review QA practices in coursework assessment and external reviews by InQKA to ensure that UiTM remains responsive to its changing 243

246 environment and in embracing the spirit of continual quality improvement. Other institutional improvements include greater autonomy given to campuses to facilitate effective decision making, revising the QMS based on the impending new ISO 9001 standard expected to be issued in 2015 and MQA standards, creating new policies and practices to fight plagiarism, policy on authorship, raising the MUET band for future admissions, and to make OBE as the centre piece of educational management. Appendix : Quality Assurance and Enhancement Policy 2014 Appendix : VCSP QMS Version 2 File Appendix : UiTM Policy on Plagiarism, What are the attempts made by UiTM to have its internal quality assurance system accredited and recognized by a relevant, external and authoritative accreditation body? The university successfully established and obtained ISO 9001 certifications for all its faculties, campuses and service divisions between 2004 and Some of the faculties and service units in fact, obtained ISO 9001 certification well before this period. However, in 2010 the university decided that all external certifications be terminated but the quality management system shall continue to be operated with appropriate modification to comply with COPPA and COPIA. InQKA was entrusted with the job of ensuring that the QMS appropriately addresses all MQA requirements and focused more on teaching and learning effectiveness in addition to procedural fidelity. The corporate level and all the service divisions within the university continued to maintain external ISO 9001 certification. The university s internal quality assurance systems i.e. processes and systems by which we ensure that all requirements are met, are periodically reviewed by MQA programme accreditation and institutional review panels (APA in 2009; Postgraduate Audit in 2013; Readiness for Autonomy Audit by KPM/MPC in 2014 and Entrepreneurship Award Assessment in 2012 and 2013). This is further augmented by foreign programme accreditation teams which also periodically assess the processes by which curricula are developed and delivered and improved. In short, there are always external reviews which test the fitness for purpose of the faculty, campus and university processes. Thus far, these reviews have been highly positive. Appendix : ISO 9001:2008 certificates Appendix : OBE Files Appendix : APA Report (2009) Appendix : Postgraduate Audit Reports (2013) Appendix : Struktur Fungsi Universiti Negeri Appendix : Entrepreneurship Award Assessment (2012 & 2013) Appendix : External Examiner s Reports 244

247 10 PROPOSED PROGRAMME ACCREDITATION PROCESS Introduction The briefing report on self accrediting status application by MQA, amongt others, required that all invited universities to submit their proposals on the system to be adopted if self accrediting status is granted. Pursuant to this requirement, a proposal was tendered to UiTM EXCO for their endorsement in relation to curriculum development and approval process and the assignment of responsibility for new programme reviews. Programme Review There are two important aspects to this proposal. Firstly, a new Quality Assurance and Enhancement Policy (QAEP, 2014) which was being formulated also included the need for the university to have programme reviews at specified intervals in view of the new system of accreditation in perpetuity instituted by MQA. Under this requirement, all UiTM programmes (except for professional programmes where such periodic reaccreditation is practised) will be subjected to a programme review. This comprehensive review will involve external panels culminating in a Programme Review Report. The proposed programme review will be carried out in addition to the curriculum review which is an internally conducted assessment of the programme once in every 3 years (quality objective of UiTM). This programme review will be a new responsibility for INQKA, the central quality unit in UiTM. INQKA is required to develop the processes, procedures, rules and formats to guide this process. For all intents and purposes, the process is expected to reflect the MQA programme audit procedures. The QAEP, 2014 has already been endorsed by UiTM Senate and is pending discussion and endorsement by EXCO and later by BOD. The new requirement for programme review will incur cost in terms of honorarium for internal and external panels and other associated travel and accommodation costs. The request for additional funds has been submitted as Dasar Baru in UiTM budgetary system in 2014 for financial years 2015 and Accreditation Process The University after discussion has resolved that there is no need for a separate Senate committee to address new programmes as is the case with other self accrediting universities. The present Majlis Kurikulum Universiti can, as part of its curriculum development and review respsonsibility, deliberate and decide on new programmes in the self accreditation setting. The existing processes can be modified to include the new process of obtaining panels to review new programmes for initial 245

248 accreditation and final accreditation. Figure 19 shows the proposed changes to the current new programme development and approval processes. INQKA will be charged with the responsibility of appointing review panels, organising the reviews, managing the improvements to the new programme and issuing a clearance certificate to UHEK to proceed with the approval by the Senate, LPU and JPKT. Once the programme is approved by JKPT, INQKA will issue the CQC and inform the Senate, MQA and other parties of the same. Figure 19: Proposed New Programme Accreditation Process When the 1 st cohort of the new programme is in the final year, INQKA will call for the preparation of UiTM/INQKA-02 supported by a programme audit to commence the final accreditation process. A qualified panel will be formed to carry out a comprehensive audit and report the outcome to INQKA. Once a positive outcome is achieved, INQKA will present the report to the Senate. HEA as Senate Secretariat will inform KPM and MQA of the accreditation. Figure 20 shows the final accreditation process. 246

249 Figure 20: Final Accreditation Process 247

250 Self-Review Report Overview UiTM aspires to become a premier university offering a comprehensive array of professional programmes to spearhead Bumiputera human capital development to energise the growth of the Malaysian economy. To this end, UiTM plans, implements, reviews and improves the strategies, policies, programmes, practices and processes on an iterative basis. The University is in the process of developing its five year development plan for after taking stock of the achievements, the global environment, the challenges, the risks and also the national direction. The 5 year plans (managed by Centre of Strategic Planning and Information) are detailed in the 2 year budget plans (managed by Bursar) and annual plans (Responsibility Centres division, faculties, campuses, centres and academies). This cyclical process involves not only the governance bodies within UiTM but also external agencies like MOE, MOF, MQA, JPA, SIRIM, LRQA and a host of professional bodies both within and without the country. Internally, there are regular performance reports on general and specific matters. The EXCO, Senate and BOD and various university level committees review the overall and/or functional performance and direct remedial actions to achieve preset targets. Majlis Peperiksaan Universiti reviews academic performance on a semesterly basis with decisions on actions to be taken by the divisions, faculties and campuses. The Bahagian Pembangunan reviews progress in physical developments through the University with recommendations to meet the requirements. The Bursar also monitors the expenditure of the various RCs and submits regular reports to heads of RC to ensure all allocations are expended in a planned manner. To ensure all TLA activities are in keeping with the University s policies and practices, InQKA carries out regular reviews of all academic centres and recommends improvements to TLA policies and practices. The PDCA process is very evident in the cyclical process of managing the university s core businesses. This self review report presents a concise but fair description of the University s review of its policies, programmes, practices and achievements. While the University has undoubtedly achieved a lot in the past, it recognises that there are still many challenges to face and overcome. In this report, the key strengths, achievements and challenges are identified and the actions to deal with them outlined. 248

251 VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES ITM and now UiTM has maintained its philosophy and core mission of spearheading Bumiputera human capital development in all professions and fields to support their equitable participation in the economy with necessary adaptations by successive university leaders to national plans (New Economy Masterplan, PSPTN 1, PSPTN 2, RMK10) and industry needs. As a public university and in the context of an innovation-led economy, entrepreneurship, research and industry-community service have risen as important complement to the educational mission of the university. The university s motto, philosophy, vision, mission and educational objectives underpin its transformative role as aptly reflected in the tagline Mengubah Destini Anak Bangsa (Changing Destinies). The SETARA 2013, the Autonomy Audit by MOE, 2014 and the post graduate audits, among others, have all provided positive feedback on the strategic directions of the university, the governance architecture and the educational objectives. The key strengths and concerns are listed below. UiTM continues to review these concerns and seek ways in consultation with the stakeholders to address them. Notwithstanding these concerns, UiTM, as validated in the recent audits, meets all the requirements of COPIA, A. STRENGTHS 1. Strong Government Support UiTM as an affirmative action university forms a critical component of the government s plan to transform the Bumiputera socio-economic condition. As a result, the University has been able to mobilise resources (see Table 44 on funding) to support its goal of widening access (see Figure 21) to qualified Bumiputera from every part of the nation. The government s commitment is further evidenced by its readiness to support development of satellite campuses in all states. In all, UiTM has 30 state and satellite campuses which can accommodate the growth in enrollment. The Readiness for Autonomy Audit in 2014 showed that UiTM is a well governed institution that is crafting new governance architecture to face the demands of the 21 st century Malaysian higher education. It appears imminent that MOE will grant UiTM autonomy to generate more income on its own to finance further growth in enrollment. 249

252 200, , , , , ,000 80,000 60,000 40,000 20, , , , , , , , , , , , ,233 99, , , , ,564 Figure 21: Enrollment Growth Since 2007 Table 44: Operating and Development Expenditure Tahun Perberlanjaan Mengurus Perbelanjaan Pembangunan ,833,612, ,442, ,885,569, ,902, ,149,787,000 26,488, Strong Professional, Skills and Entrepreneurial Orientation Historically, UiTM has strong skills, vocational, professional, entrepreneurial and industrial orientation to its programmes. Unbeknownst to many, UiTM introduced third languages (esp. Mandarin) and entrepreneurship courses long before these courses were made mandatory. This tradition continued to shape UiTM s diploma programmes with about 90% of the programmes having a strong to significant psychomotor component to the course and programme outcomes. At least 70% of the bachelor s degree programmes meet the criteria set by MOE for programmes to be classified as TEVT 8. UiTM has very strong foundation to support the present call for producing more students who can be self employed and be entrepreneurs. The MOE Entrepreneurial University award won for two years running since 2012 is testimony to this strength. But the University is not resting on its laurels. UiTM has plans to broaden the ambit of entrepreneurship education to include recommendatory programmes for all post graduates. The Senate has discussed and sanctioned the pilot programme with selected faculties to expose post graduate students to problem identification, product development, commercialisation, venture creation etc. to guide their post graduate work to tap into the many opportunities in the industry. 3. Social Responsibility UiTM s entry requirements into its diploma programmes have been higher than national requirement of three (3) credits. Due to intense competition, the merit rating 8 A paper on these issues was presented by Unit Hal Ehwal Kurikulum, UiTM in November 2014 for Senate deliberation. 250

253 to secure a place has pushed the effective minimum to a string of A s in SPM or equivalent standing in other assessments (see Figure 22). Figure 23 shows the mean CGPA of diploma holder entering degree programmes. PRESTASI PENGAMBILAN MENGIKUT GUGUSAN BERDASARKAN PURATA MARKAH MERIT Markah merit SP - SAINS PENGURUSAN SP - SAINS SOSIAL ST - SAINS & TEKNOLOGI Figure 22: Bachelor s Admission Quality by Clusters (Ave. CGPA) PRESTASI PENGAMBILAN DIPLOMA BERDASARKAN MARKAH MERIT MARKAH MERIT Min of MERIT Max of MERIT Average of MERIT Figure 23: Admission Rating for Diploma University s quest for excellence requires, among others, excellent students. However, being always mindful of the historical origins and UiTM s philosophy that all students including the weak, if given the opportunity and help, will be successful, UiTM started the Mengubah Destini Anak Bangsa (MDAB). This programme which is financed wholly through internally generated and donated funds now supports about 8,000 very poor students with good academic potential but do not meet the minimum entry requirements for the diploma programmes. Over 80% of these students have 251

254 successfully completed the 1 year residential bridging programme to join the diploma programmes. Their progress in the diploma programme of their choice as shown in Figure 24 is very encouraging. CGPA Purata Jun 2010 Nov 2010 Jun 2011 Nov 2011 Jun 2012 Bahagian 01 Bahagian 02 Bahagian 03 Bahagian 04 Bahagian 05 Figure 24: Performance of MDAB students in Diploma The success of this socio-educational experiment has attracted worldwide attention as an effort to provide access to disadvantaged sections of the community. The initial misgivings about this programme have changed to admiration and emulation. 4. Comprehensive/Multi-disciplinary University As a comprehensive university, UiTM is able to offer programmes at all levels in wide range of disciplines. To realise the full potential of this multidisciplinarity, both programmes and researches are moving towards this convergence. Engineering students are taking more business courses and applied science programmes are incorporating social science courses. The resulting cross disciplinary synergies is making the graduates more attractive to the employers. The CORE research niches encourage science and social science academics to collaborate in suitable research programmes to make compelling case of their proposals. The involvement of marketing, art, management and policy researchers in science research projects have made them stronger by formulating proposals that cover the whole gamut of the project life from conception, prototyping, rolling out to pre and post application issues including social and cultural issues. B. AREAS OF CONCERN 1. Graduate employability Overall, employability rate (ER) of UiTM graduates is satisfactory at 70%. The reported rates are usually for periods between 2 to 3 months upon completion of the programme. The ER within 6 months of completion (which is the official measure) is expected to be higher. Even so, the University is concerned with the ER for 252

255 bachelor degree graduates. As can be seen from Tables 45 and 46, the ER for some faculties and programmes are a matter of concern. Table 45: Graduate Employability Tracer Study by MOE ( ) No Fakulti Kejuruteraan Elektrik Kejuruteraan Mekanikal Kejuruteraan Awam Kejuruteraan Kimia Sains Komputer Dan Matematik Senibina, Perancangan dan Ukur Sains Gunaan Perladangan Dan Agroteknologi Sains Kesihatan Sains Sukan dan Rekreasi Farmasi Perubatan Pergigian Pengurusan Perniagaan Perakaunan Pengurusan Hotel dan Pelancongan Pengurusan dan Teknologi Pejabat Pengurusan Maklumat Komunikasi dan Pengajian Media Seni Lukis dan Seni Reka Undang-Undang Sains Pentadbiran dan Peng.Polisi Pendidikan Filem, Teater dan Animasi Muzik Akademi Pengajian Bahasa Jumlah Table 46: Employability Rates for State Campuses No Kampus UiTM Perlis UiTM Kedah UiTM Pulau Pinang UiTM Perak UiTM Negeri Sembilan UiTM Melaka UiTM Johor UiTM Pahang UiTM Terengganu UiTM Kelantan UiTM Sabah UiTM Sarawak UiTM Shah Alam UiTM Puncak Alam UiTM Puncak Perdana Jumlah

256 2. Strengthening Soft Graduate Attributes The University graduate attributes centres on the critical skills of communication, thinking, leadership, entrepreneurship and innovation. Many surveys have observed the significant soft skills deficit which must be addressed. Curricular and extracurricular programmes have been aligned to provide greater opportunity for students to develop these key skills besides professional knowledge. C. IMPROVEMENT INITIATIVES 1. To intensify teaching skills for educators to nurture the soft skills. The CIED programme offers CPD opportunities to lecturers to deepen their knowledge and skills in developing and measuring soft skills. 2. To address the issue of proficiency in English language, the MUET band requirement for entry to various disciplines is being revised. 3. The VC has already articulated the need to set high standards of language proficiency in selection of academic staff and to offer remedial courses for those found wanting. 4. To raise English language proficiency which is key complaint by employers, MUET bands for several programmes have been raised. Consistent withthe 2014 Prime Minister s Budget announcement, more such changes are likely. 5. All TLA in UiTM is carried out in English language. To reaffirm this practice, the UiTM Assessment Policy has officially codified the requirement to use English in all assessments. 6. To deal with structural problem of discriminatory hiring practices in the industry with the very highest levels in government and industry. Since the industry is the employment destination of majority of UiTM graduates, this issue is important to resolve. MOE and other ministries are discussing ways to overcome this longstanding inequity in employment opportunities for Bumiputera graduates. 7. To place more emphasis on soft skills development in all UiTM programmes. Under RMK 11 guided by the slogan Dynamic Graduates, the soft skills will become an even greater focus in the TLA processes. 8. UiTM has a strong programme to train students in entrepreneurship which has won the Entrepreneurial University of the Year for two years since Two percent (2%) of the graduates are expected to be self employed. UiTM has reached this target and setting an even higher target in 2015 is a real possibility. 9. The programmes with low ER are either terminated, merged or revamped to enhance the prospects of employment. 254

257 10. Industrial training is a requirement for all bachelor programme students and the management of the internships is being strengthened under the auspices of ICAN. Longer practical training and placing it in the last semester of their studies will open opportunities for students who have been industry exposed to continue with their employers after the stint. 11. The plan to encourage diploma graduates to work and enrol in part time courses will ensure that graduates have and keep their jobs while seeking further professional development. This line of thinking is consistent with lifelong learning strategy of UiTM and MOE. 255

258 CURRICULUM DESIGN AND DELIVERY UiTM s vision and the educational mission rely critically on the development, evaluation and improvement to its 485 programmes. The Outcome-Based Education promoted via MQF has been embraced to design and deliver programmes which, has as its focus, the promised graduate outcomes and competencies. UiTM is constantly improving and innovating both the design and delivery sphere to ensure dynamic and relevant contents and pedagogies which are more learner-centred. The e-learning policy aims to tap technology to complement traditional classroom learning and to inspire the younger learners toward self and lifelong learning. Internal and external monitoring, reviews and accreditations are means by which UiTM continually tests its curricula and its teaching and learning effectiveness to stay relevant. The 1U2S policy will differentiate roles, focus resources, and optimise the delivery of curricula between and among the many state campuses of the University as it seeks to realise the premier university status. Generally, all new curricula and reviews of old curricula call for more industry exposure (practical training, internships, practicum etc), more industry engagement and more focus on outcomes with employability as a key indicator. The SETARA 2013, the Autonomy Audit by MOE, 2014, the post graduate audits and the many programme accreditation audits, among others, have provided positive feedback on programmes and their delivery. The key strengths and concerns are listed below. UiTM continues to review these concerns and seek ways in consultation with the stakeholders to address them. Notwithstanding these concerns, UiTM, as validated in the recent audits, meets all the requirements for curriculum design and delivery in COPIA, A. STRENGTHS 1) Institutionalised Curriculum Development and Review Process UiTM has a very clearly defined process to establish, review and evaluate the curriculum in which the faculty/campus, UHEK, Majlis Kurikulum Universiti, UiTM Senate as well as the Lembaga Pengarah Universiti play active roles. Policies, guidelines and procedures for development and review of the curricula are available through the web ( UHEK, in particular plays an important role in monitoring and controlling this process. Consistent with the OBE curriculum, HEA has developed systems to assist curriculum developers to describe their programme and course outcomes on the eight LODs of MQF and also the levels of difficulty using Bloom s taxonomy. UiTM is committed to ensure that all programmes keep abreast with the latest developments of the disciplines. Hence, one of UiTM s quality objectives is to review all programmes (by coursework) every three years. The target for a major curriculum review in 2013 was achieved. (2012: 98.5% (339/344); 2013: 100%). 256

259 Amalan Terbaik UiTM telah menubuhkan jawatankuasa khusus untuk membantu Senat melaksanakan fungsinya menerusi sistem 3 tier iaitu: Tier1 Fungsi Eksekutif (Dipengerusikan oleh Timbalan Naib Canselor), Tier 2 Fungsi Operasi & Pengurusan dan Tier 3 Fungsi Operasi dan Pengurusan. Sistem 3 tier ini telah membantu Senat mentadbir urus UiTM dengan lebih cekap mengambil kira bilangan PTJ and kampus cawangan yang banyak berbanding universiti-universiti (Extracted from Readiness for Autonomy Audit Panel Report, 2013 (pg.43) Tracer studies data indicate an increasing trend in graduate satisfaction with curriculum as seen in Figure Curriculum ) Variety of Programmes Figure 25: Graduate Satisfaction with Curriculum ( ) As a comprehensive university, UiTM offers the largest number of academic programmes at all levels, ranging from diploma to PhD (see Table 47). This is to realize the objective of providing maximum opportunities for Bumiputera to pursue professionally-recognised programmes in science, technology, industry, business, arts and humanities. Selected programmes are also offered via distant education to working adults. As of May 2014, UiTM has graduated 575,396 students. Under the new governance systems, autonomous state campuses will also initiate the development of new programmes. Already several programmes under this initiative are awaiting MQA accreditation. Table 47: Faculties/Academies/Centre and the Programmes No. Name of Faculties/Schools/Departments/ Centres No. of programmes offered 1. Accountancy Business Management Hotel & Tourism Management Information Management Applied Sciences Architecture Planning & Surveying

260 7. Chemical Engineering 9 8. Civil Engineering Computer & Mathematical Sciences Dentistry Electrical Engineering Health Sciences Mechanical Engineering Medicine Pharmacy Sport Science & Recreation Administrative Science & Policy Studies Art & Design Film, Theatre and Animation Communication & Media Studies Education Law Music Plantation & Agro-Technology Academy of Language Studies (APB) Academy of Contemporary Islamic Studies (ACIS) Centre of Foundation Studies Malaysian Institute of Transport (MITRANS) 2 TOTAL 485 3) English as the Formal Medium of Instruction UiTM graduates have a significant edge over other graduates because they are taught and assessed in English the language of commerce. English is the formal medium of instruction in UiTM. Except for courses in third languages, ACIS and Cocurriculum, it is a UiTM policy that student assessments shall be in English. 9 As the industry, employers and global world of work demand more proficiency in the English language, UiTM is well placed to meet this challenge. Although most students are in MUET band 2 and band 3, UiTM is now poised to raise the MUET band requirement for its programmes to signal the importance of English among potential applicants. In addition, for more than a decade UiTM has made it a requirement for all undergraduates to learn a third language recognising the global mobility in the world of work. The options include Arabic, German, Japanese, French, Mandarin and Korean. 4) Excellent Delivery of Programmes In the last 3 SETARA exercises (2009, 2011 & 2013), UiTM (Shah Alam) was rated as excellent in teaching and learning processes by MQA (Figure 26). The 2011 D- SETARA rating for Hospitality, Engineering, Medical and Allied Health disciplines were also rated between Very Good to Excellent. 9 Polisi Penilaian Akademik Pelajar UiTM Edisi Item

261 Figure 26: SETARA Rating for UiTM (Shah Alam) Figure 27: Evaluation of Supervision Post graduate students have also consistently rated the supervisory processes as highly satisfactory (average score of >3 on a 4 point scale) (see Figure 27). Results of MOE s Tracer Study in Figure 28 show that graduates have expressed high satisfaction with lecturer quality. The average score has been more than 4 since 2006 and increasing since

262 Lecturers Figure 28: Graduates' Rating of Lecturer Quality ( ) 5) e-learning Platform To accommodate the anywhere and anytime concept of learning, UiTM s e- Learning initiatives have expanded the number of courses using the blended format to about The Vice Chancellor has set a target of fifty percent of the courses to be operated in the blended mode. There are courses registered as blended learning mode (as of November 2014) and about 140,000 e-contents developed for students. Student evaluation of lecturers is also conducted through the portal and lecturers can view results of the evaluation through the same medium for self review and improvement. To energise the transformation to blended learning, candidates for promotion must show evidence of going blended irrespective of track selected. UiTM ilearn portal recently won the category for elearning Management System (Self development) in the 2014 National University Carnival on e-learning validating the commitment to blended learning using the ilearn portal. B. AREAS OF CONCERN 1) Teaching and Learning outcomes UiTM s programmes are all outcome-based as articulated in the MQF. The POs and COs have been defined, mapped and achievements checked. While PO-CO matrices have been established to ensure alignment of PO, CO, teaching methods and assessment methods, the POs, are however, not truly the focus of T&L activities. The POs are available as part of programme documents. However, InQKA s reviews indicate much more must be done to ensure that the programme outcomes become the centre of all academic considerations related to TLA. There is significant 10 CAP E-Learning Report to MOE for the 3 rd Quarter

263 difference in awareness of and attention to the POs between programmes subjected to reaccreditation by professional bodies (e.g. EAC, MMC, DCM etc.) and those which are not. All InQKA review reports raise the lack of outcomes centricity. 2) Closing the Loop (CDL) and Continuous Quality Improvement (CQI) Mechanism A CDL outcomes attainment report is generated for every course every semester to examine outcomes attainment. A general picture of the outcomes achievement for each course is obtained through the combination of inputs from Course GPA, CO- PO-LOKI (lecturer s perception of alignment), EXIT-ENTRANCE survey (students self assessment of learning), SuFO (student satisfaction with TLA) and OBE-SCL implementation. These reports while providing some feedback on course outcomes achievement do not provide specific measure of each course outcome or students attainment of the outcomes. The OBE curriculum will eventually require assessment of students attainment on the programme outcomes. InQKA reviews show that the actions following the CDL processes i.e. the CQI needs imporvement. Due to the large number of bi-annually generated CDL reports, the process has become somewhat ritualistic and is not contributing to constructive alignment. C. IMPROVEMENT INITIATIVES 1. Internal reviews by InQKA will focus more on the articulation, expansion, elaboration, assessment and communication of programme and course outcomes. The dual focus on process fidelity and outcomes centricity in InQKA review will compel faculties to do the same. 2. To carry out 5 yearly programme reviews with internal and external panels to strengthen the periodic curriculum review process. The policy containing this requirement was endorsed by Senate in September Promotion of innovations in T&L via various platforms such as IID, KIK, CHAD etc. 4. The establishment of MKU to screen all aspects of new and existing curricula. 5. Refining the reviewing activity on curriculum documents by UHEK before approval: SLT/Alignment/ Taxonomy 6. Sharing of best practices via scheduled meetings and academic conferences (e.g. META, CHAD, AKNC presentations) 261

264 ASSESSMENT OF STUDENTS Assessment plays a critical role in UiTM s educational function. UiTM Assessment Policy, 2014 provides an overarching framework of principles, approaches, policies and rules within which programme and professional standards are to be observed. The system of internal and external reviews continues to evaluate the university wide practices and seek corrections and improvements on a cyclical basis. The SETARA 2013, the Autonomy Audit by MOE, 2014, the post graduate audits and the many programme accreditation audits, among others, have provided positive feedback on programmes and its delivery. The key strengths and concerns are listed below. UiTM continues to review these concerns and seek ways in consultation with the stakeholders to address them. Notwithstanding these concerns, UiTM, as validated in the recent audits, meets all the requirements for assessment in COPIA, A. STRENGTHS 1. Management of Examinations Managing the final examination for 485 programmes is a major challenge. UiTM has developed a stable quality management system for the management of the examination in all the campuses. The examination unit was among the first units in UiTM to be certified to ISO 9001 and remains certified to this global standard. Standard operating procedures ensure that all examination questions are prepared, vetted and finalised in a secure and safe manner. The storage, printing and eventual distribution of the examination papers according to the schedule to about 30 locations nationwide is a major challenge that UiTM has managed successfully. Based on this strength and experience, UiTM will devolve more authority to state campuses to develop, vet, finalise, store, print and distribute the papers in the near future. The examination unit has carried out audits to ensure all campuses are ready to take on this responsibility. 2. Valid, Reliable and Fair Assessment All forms of assessments are aligned to the outcomes they are intended to evaluate. This alignment is achieved through the requirement that test specifications, project specifications and other assignment rubrics be developed and applied in assessments. The final examination specifications are endorsed by MKU while all lecturers are required to develop and use rubrics to assess for any assignment. The availability and use of test specifications and rubrics are reviewed internally at the faculty and also by InQKA. This policy and practice ensure transparent, reliable and fair evaluation of student s work. The soon to be deployed Item Bank System (IBS) will create an item bank with test items from which test sets can be generated much like the TOEFL tests. The system 262

265 has been developed and is now in the final stage of deployment. This system will substantially reduce risks associated with the decentralisation of assessments to the state campuses. The graduate satisfaction with the assessment system based on the 2013 tracer studies shows an increasing trend in the average score during the period 2004 to 2013 (see Figure 29) Assessment Figure 29: Graduate satisfaction of assessment ( ) B. AREAS OF CONCERN 1. Parity of continuous assessment (e.g. test, quiz, assignment) While final examinations undergo stringent setting and vetting processes, the same cannot be said for majority of the continuous assessments despite requirements stipulated in the university assessment guideline 11. Although all continuous assessments are carried out using rubrics, InQKA reviews have not indicated evidence of their use. This concern is heightened for courses that are graded totally on continuous assessments for undergraduate programmes as well as the postgraduate programmes by coursework. In addition, the university academic regulations 12 do not provide avenues for appeal for other than final examinations at the undergraduate level. 2. Review of assessment methods 11 Garis Panduan Kesetaraan Kualiti Penilaian Pelajar UiTM Edisi , Lampiran 1.1: Carta Alir Penilaian Berterusan, 12 Peraturan Akademik UiTM (Pindaan 2013) Program Diploma dan Sarjana Muda, Item

266 Reviews of assessment take place via proxies such as CDL/CQI reports and examination result meetings. Nevertheless these reviews do not extend to the review of assessment methods to ensure currency. For some programmes, the review of assessment methods takes place only during curriculum review which happens every 3 to 5 years. C. IMPROVEMENT INITIATIVES 1. Each faculty, which is the custodian of the programmes, appoints a Resource Person for each course who is responsible for overseeing and ensuring that all course assessment processes abide by the stipulated CLOs. 2. HEA/ Faculty regularly conducts workshops or briefings that bring together all heads from various sites to where the programme is run. These workshops/briefings serve as a platform to disseminate consistent and accurate information and discuss matters pertaining to the standardisation of all assessments. 3. Developing a repository of assessment items that are valid, reliable, fair and consistent called the centralised Item Bank System (IBS), in preparation for a decentralised examination system. 4. AIMS is an academic system that is currently being developed to assist the University's overall academic management. The six (6) modules of AIMS are the Academic Regulations and Policies Module, the Curriculum Management Module, the Academic Calendar Management Module, the Scheduling Management Module, the Workload Management Module and the Examination Management Module. 5. Plagiarism policy, guides as well as plagiarism detection software, Turnitin, are all made available and accessible (and mandatory for final year degree and all postgraduate students) to students and lecturers to ensure that students work are free from plagiarism. 264

267 STUDENT SELECTION & SUPPORT SERVICES UiTM observes all minimum academic requirements established by UPU, MOE, MQA and professional bodies for enrolment of students in its academic programmes. In addition, interviews and performance tests are conducted for specific programmes to gauge aptitude and special skills. Due to intense competition for places in the programmes, merit-based requirements tend to be much higher than the minimum entry requirements. To support personal and professional development, UiTM provides a wide variety of extra and co-curricular activities in sports, recreation, culture and arts, and community service. To ensure a satisfying university experience, UiTM provides transportation, accommodation, medical, counselling, learning support, library, research and financial assistance services to all students. Given the large enrolment and the geographical fragmentation of the main and the state campuses, ensuring the same or similar level of service support is a major challenge. Nevertheless, UiTM provides all required services to ensure similar learning opportunities in all its campuses. Feedback from students and staff, and internal reviews are used to identify, prioritise and improve facilities and services. Our partner colleges are also evaluated annually for their provision in running UiTM s programmes on a franchise basis. The following report lists the strengths as well as the areas of concerns and the improvement initiatives in progress and in the pipeline. Despite some areas of concern, UiTM is mindful of the standards and complies with all and in many cases exceed the requirements. A. STRENGTHS 1. High merit of applicants Over the past 3 years, students enrolled in UiTM have been of commendable merit. The average merit score of students entering at diploma level has consistently been between 55% to 68% as shown in Figure

268 MERIT SCORES Min of MERIT Max of MERIT Average of MERIT Figure 30: Merit score for admission to diploma programmes Diploma students enrolled in the management sciences have an average merit score of approximately 67.2% (see Figure 31). Accountancy is one of the programmes in this cluster which has seen it being the choice of top SPM performers. This dispels the notion that UiTM is not a first choice institution among good school leavers. The average merit for the science and technology students and social science students are 61.6% and 56.9% respectively Markah merit SP - SAINS PENGURUSAN SP - SAINS SOSIAL ST - SAINS & TEKNOLOGI Figure 31: Merit score for diploma intake by clusters ( ) 266

269 CGPA/HPNG SP - SAINS PENGURUSAN SS - SAINS SOSIAL ST - SAINS TEKNOLOGI Figure 32: CGPA of Applicants for Bachelors by clusters ( ) Quality of admission to degree programmes is equally high as shown in Figure 32. The CGPA for all clusters are above 3 for the periods of 2010 to Alumni network With UiTM having graduated 575,396 students up to May 2014, the alumni network is by far the largest in the country. As such, there is vast opportunity for UiTM to actively link and develop continuous relationship with its alumni. UiTM continues to benefit from their skills and experience and the alumni are great models for current students. One area where this strength shines is in raising funds to support the MDAB programme that provides life changing access to higher education for children of very poor families. The vast network of alumni forms a potent force that shields and defends UiTM s unique role as an affirmative action university. By the same token, they are also active in nudging UiTM to change, modernise and improve the education. Some are engaged in UiTM as adjuncts, advisors and industrial partners. 3. Promotion and recruitment drive The annual Ekspo Selangkah Ke UiTM, introduced in 2008, is a university initiative to assist qualified candidates to choose appropriate fields of study with guidance from academics. The programme is held not only in Shah Alam but also at the branch campuses to reach out to a bigger crowd. The Selangkah Online System, developed and used at UiTM, allows potential applicants to automatically check the UiTM programmes for which they are eligible (Asasi, diploma or degree). 267

270 At the Dploma/Asasi level, the system takes 2 to 5 seconds to display programmes that the applicants would be eligible to apply for as the system links to the SPM results database. For applicants to degree programmes, potential applicants take additional 2 to 5 minutes to key in their SPM/STPM/Matriculation results before the programmes can be listed. The efficacy of the system made UiTM the champion for the OSS Case Study Award during the Malaysia Government Open Source Software (Mygosscon) The system was eventually adopted by the Ministry of Education and students can now check programmes at any IPTA that they are eligible for (system in MOE known as imascu). 4. Mengubah Destini Anak Bangsa (MDAB) This unique programme sees UiTM incorporating social responsibility by privileged consideration to students who do not meet entry requirements but are underprivileged in terms of finance and accessibility. These students are not identified through the normal application process. They are enrolled in the prediploma programmes in Commerce and Science. These students are provided with financial assistance and are required to go through an immersion programme before enrolling in the regular diplomas. The success rate of this programme has been described as strength in Area 1. B. AREAS OF CONCERN 1. PhD graduates While the number of PhD candidates has increased (PhD enrolment: 1650 (2012), 1846 (2013), 1974 (2014)), the targeted number of 700 PhD graduates by 2015 is far from being achieved. The number of PhD graduates as of June 2014 stands at English language proficiency Poor English proficiency has been identified as a common attribution of students weak academic performance. Students not only have to understand lectures conducted in English but have to contend with assessments in English. Although our internal analysis has shown that English language proficiency (judged by MUET band) has very weak correlation with academic performance (CGPA), UiTM is relooking at the English courses to enhance students communication skills to the level expected by Malaysian employers. C. IMPROVEMENT INITIATIVES 1. The Academy of Language Studies has already experimented with changes in learning time to enhance students English language proficiency. In the programme review sessions, MKU is scrutinising the English language components within the programme outcomes. 268

271 2. The 5-Pillar Attributes of UiTM Graduates programme under VCSP train students the five important soft skills: Leadership, Critical & Creative Thinking, Effective Communication, Entrepreneurship and Teamwork (LCCEET). The programme ran for three consecutive years ( ) and produced more than 800 change agents who would share skills learnt during the programme. 3. IPSis has developed mechanism to monitor the Graduation on Time (GOT) rate and also to accelerate the graduation of post graduate students. The decentralisation of the defence of proposal and thesis viva to 10 faculties is step to increase GOT rate. 269

272 ACADEMIC STAFF The planning, recruitment, selection, assignment, development, promotion, remuneration, retirement and academic staff data management functions are principally managed by the Registrar s office. In carrying out the varied staff management responsibilities, many processes are co-managed with the Deans, Rectors and heads of departments. HEA is actively involved in crafting the new HR policies to attract and retain the right calibre and mix of academic talent to drive the University s vision, mission and aspirations of becoming a premier university. As a public agency, UiTM observes the terms and conditions of public agencies as endorsed by the BOD. Despite the University being a public agency, it has significant latitude in making policies to manage its academic staff affairs to drive the University s plans, a point that has been reaffirmed in the recent decision to grant autonomy to UiTM by MOE. The central staff management activities and processes are externally certified by SIRIM as meeting ISO 9001:2008 Quality Management Systems standards and by LRQA under the Chancellery certification. Although the University has a sound system of HR governance, it is not without challenges. The strengths and the areas of concern are listed along with the improvement initiatives in progress and in the plans. Our reviews nevertheless show that UiTM meets all academic staff requirements imposed by MQA and other professional bodies. A. STRENGTHS 1. Human Resource Governance UiTM has almost 9000 academic staff located in its 30 campuses nationwide. Despite the size and the fragmentation, the HRG has been selected for pilot when the University Good Governance Guide was developed by MOE. This evaluation has been borne out against the recent readiness for Autonomy Audit by MOE. The commendatory HRG balances central control with growing levels of autonomy for state campuses through a system of internal reviews. In fact, more HR autonomy is in the pipeline as 2015 unfolds to expedite staff decisions by locating them closer to the line managers. The 1 University, 2 Systems governance concept will further enable greater optimisation of the staff resources to achieve UiTM s goal of widening access to higher education to qualified Bumiputeras. 2. Student Evaluation of Academic Staff (SUFO, RESUFO & Tracer Studies) UiTM staff are regularly evaluated by students (SUFO), by graduates (Tracer Study) and by peers (ProPENS). Graduates and students have consistently expressed high satisfaction with lecturer quality in T&L activities as well as supervision. Be it at faculty or state campus, evaluation of academic staff professionalism and T&L delivery has been excellent with an average score of at least 87 as seen in the Figure 33. This is also described as strength in Area 2 and Area

273 Skor Fakulti/ Pusat Akademik UiTM Negeri/ Cawangan Purata (%) Profesionalisma Pensyarah Pembelajaran & Pengajaran Fakulti/ Pusat Akademik Mac-Jul 2012 Sept-Jan 2013 UiTM Negeri/ Cawangan Figure 33: SuFO score for professionalism and T&L delivery at faculties and campuses 3. Choice of tracks Academic staff have the option of choosing one of the 3 tracks for annual evaluation and promotion namely Teaching and Learning, Research, and Academic Leadership. These tracks differ in terms of the relative weight but require work to be performed in all 3 domains. The weights are not immutable. The Dean and Rectors are allowed to alter the weights between the tracks and within the tracks with proper justification. B. AREAS OF CONCERN 1. Raising staff competency percentage of PhD UiTM has the highest number of academic staff with PhDs (1,127) but this constitutes only 15% of the total number of academic staff. There are plans to raise this to 30% by 2015/16. Given the sheer size of the academic staff population, raising the qualification level to PhD is an expensive and time consuming process. Statistics of scholarship holders ( ) among academic staff who graduate is a major concern. The GOT percentages for years 2007, 2008 and 2009 are 15.69, and respectively. 2. Challenge of modern pedagogies With OBE requirements to demonstrate outcomes attainment and e-learning on the rise, lecturers are hard-pressed to learn modern or contemporary pedagogies as well as be up-to-date with tools in e-learning. Training of academics on modern pedagogies and attitudes is an on-going challenge. 3. Low Per Capita Research and Publications In absolute terms, UiTM s grants and publications are up with the best of local universities. However, given the large staff base, the per capita productivity is low. The three track career option and the role differentiation between the main and state 271

274 campuses can potentially make efforts to raise research productivity more challenging. C. IMPROVEMENT INITIATIVES 1. Improved selection methods and more stringent enforcement of the contracts are measures to impress upon scholarship holders to complete their studies on time. 2. The One University, 2 Systems concept will enable UiTM to concentrate PhD qualified staff in the main campus to support the research intensiveness and the post graduate programmes. This differentiation of role will allow UiTM to optimise its high trained staff resources to maximum impact. 3. ilearn is intensifying its training programmes to get more staff to train in content development and in the use of modern tools to support blended learning. 4. The setting of 50% target for blended learning to drive the adoption of newer pedagogies and tools to render teaching and learning more flexible and exciting to the students. 5. Kumpulan Kreatif and Inovatif (KIK) or the quality circles have traditionally been focused on non-teaching institutional processes. A special effort has been made to encourage innovation in the teaching and learning via KIK route. Several projects from the Perak and Pahang campuses have been contested. 6. RMI has launched the Research Vanguard plan to intensify research. The Vanguards are academic staff who have been identified as key personnel driving the research and publication agenda forward. This programme is being recalibrated to ensure the allocation of staff between teaching focus and research focus is optimal. 272

275 EDUCATIONAL RESOURCES Through the five year plans and the annual budget planning process, UiTM identifies, prioritises and provides funds for the procurement of all types of educational resources (physical facilities, equipment, labs, fields, books, hostels, counselling, sports and recreation, medical care, transportation, security etc.) needed to run the 485 programmes to the satisfaction of the MQA, professional bodies, students and staff. Generally, the resources are adequate despite some lag between planning and acquisition and also distributional issues among the 30 campuses as evidenced by the positive audit and accreditation outcomes. UiTM strives to optimise the use of all educational resources by rationalisation and regionalisation of programmes between the campuses and concentrating post graduate resources at Shah Alam campus. The library, the bursary, facilities management and development, student affairs in the main and state campuses regularly review the quantity and quality of services available to students. Despite the best efforts, there are areas of concern which UiTM is working with other stakeholders like MOE, UPU and MOF to overcome. Some of the challenges UiTM face are listed with improvement actions to ameliorate these issues. Notwithstanding these concerns, UiTM always strives to meet and exceed the requirements of MQA, professional bodies and MOE. A. STRENGTHS 1. Library services The management of Perpustakaan Tun Abdul Razak (PTAR) has consistently used its QMS as a platform for effective continual improvement in providing service excellence within and outside of UiTM. Improvements are not merely confined to the main campus in Shah Alam but extended to state campuses. Graduate satisfaction of the library (facilities and services) from 2009 to 2013 has been steadily increasing from an index of 4.10 (2009) to 4.40 (2013) (scale of 1 to 5) for UiTM Shah Alam which is ranked third (see Figure 34). PTAR is also ranked first compared to other facilities or services in UiTM (Table 48). The number of hits for the PTAR portal experienced a 12% increase from 2011 (83,211,085 hits) to 2013 (96,944,954). Customer satisfaction with counter services for the category of Very Good rose from 46% in 2011 to 94.5% in

276 Figure 34: Tracer Studies Graduate Satisfaction Index for PTAR UiTM Shah Alam ( ) Table 48: Graduate Satisfaction Index for UiTM Facilities ( ) BIL KEMUDAHAN / TAHUN PTJ PERPUSTAKAAN (KEMUDAHAN & PERKHIDMATAN SECARA KESELURUHAN) MAKMAL (KOMPUTER, SAINS, STUDIO, DAPUR, BENGKEL, DLL) KEMUDAHAN DEWAN KULIAH / BILIK TUTORIAL PTAR FAKULTI HEA KEMUDAHAN SUKAN/REKREASI SUKAN KEMUDAHAN KAFETARIA / KANTIN FASILITI KEMUDAHAN PENGINAPAN KOLEJ KEMUDAHAN PENGANGKUTAN HEP KEMUDAHAN PUSAT / KLINIK KESIHATAN KESIHATAN KEMUDAHAN TEMPAT LETAK KENDERAAN POLIS BANTUAN KESELAMATAN KAMPUS POLIS BANTUAN PEMBELAJARAN BERSEPADU ATAS TALIAN HEA KEMUDAHAN KEDAI BUKU KAMPUS KOPERASI KEMUDAHAN RUANG BELAJAR YANG KONDUSIF HEA KEMUDAHAN ICT DI KAMPUS INFOTECH Excellence and integrity in financial management Despite challenges such as limited financial allocation (increase of 2.7% in 2013 when enrolment increased by 11.7%) and pressure to generate income, UiTM Bursary taps on the in-house Financial Accounting Integrated System (FAIS) to provide service delivery excellence. The system which has been in place since 1993 is the platform for financial services throughout the university. Comprising 23 financial modules, FAIS has enabled the Bursar s Office to professionally manage financial services for customers which include students, staff, RCs, and vendors via a zoning system. The integration of FAIS with other internal management systems as 274

277 well as external financial partners (IBG) has reduced processing time and made this system client friendly. The Sijil Audit Bersih for 14 consecutive years, Penarafan Tertinggi 4 Bintang (Sangat Baik) Akauntabiliti Indeks Pengurusan Kewangan (2010), and Anugerah Kecemerlangan Pengurusan Kewangan Berdasarkan Indeks Akauntabiliti (2013) bear testimony to the financial service quality of the Bursary. 3. Research Grants & Publications In UiTM s quest to be research intensive, RMI is the key player to manage, monitor and implement all matters pertaining to research, consultation and commercialisation. Activities conducted by RMI include seminars, workshops and road-shows to encourage, motivate and train academic and non-academic staff in research and consultancy matters. These initiatives expose researchers to appropriate methods of securing research grants, managing research finances, attaining targeted research outcomes in terms of indexed publication as well as training postgraduate research students. The conscientious effort saw an increase in government, private and international grants secured as shown in Table 49. Table 49: UiTM s Research Grant ( ) From 2010 to 2012, UiTM secured the most FRGS grants compared to other IPTAs (See Figure 35). 275

278 RM14 RM Peruntukan 2010 Peruntukan 2011 Peruntukan 2012 Millions RM10 RM8 RM6 RM4 RM2 RM UiTM UKM UPM UTM USM UNIMAP UM UIAM UUM UTHM Figure 35: Comparison of UiTM s FRGS Grant with Other IPTAs ( ) Along with this, indexed publications also increased to make UiTM more visible in the research arena (Figure 36). ISI Indexed SCOPUS Indexed Figure 36: Number of Indexed Publications ( ) 4. Existence of Campuses throughout the Nation All states in Malaysia have at least two campuses, making UiTM the biggest higher learning institution in Malaysia. Apart from fulfilling the nation s social obligation, the existence of UiTM campuses nationwide has greatly contributed to and further enhanced the national socio-economic development of the country. 276

279 B. AREAS OF CONCERN 1. Information and Communication Technology (ICT) While the ICT infrastructure is in place and guided by policies, continuous improvement efforts to keep up with technology is somewhat hampered due to a decrease in financial allocation for ICT whilst campuses and the population have grown in numbers. Table 50 shows the disproportionate increase in total operating budget allocation compared to increase in student enrolment for UiTM. Table 50: Total Operating Budget Allocation and Student Enrolment ( ) Expenditure Total Operating Budget Allocation 1,710,057,437 1,835,469,124 1,885,748,931 Percent Increase from Year Before 8.4% 7.3% 2.7% Student Enrolment 158, , ,629 Percent Increase from Year Before 10% 2% 11.7% During independent reviews by InQKA at campuses and faculties outside of Shah Alam, the common complaint was the slow and unstable Internet connectivity. With the increased use of the e-learning platform for TLA, such disruptions frustrate users and eventually will impact upon attainment of learning outcomes. 2. Readiness of TLA facilities at state campuses While the burgeoning of campuses in the different states enhances UiTM s social responsibility, independent reviews by InQKA observed that some basic infrastructure like laboratories and equipment were not ready even though student intake at the new campuses had begun. Such situations were observed during the reviews at the Bukit Besi campus and Bertam campus. C. IMPROVEMENT INITIATIVES 1. The Pusat Pembangunan Fasiliti (PPF) has been given the mandate to plan for future developments as per Dasar PPF and Perancangan Pelan Induk Tahunan for 20 years to improve facilities in line with the development in TLA. 2. There is continuous promotion of the quality circles (KIK) focused on institutional processes. More staff are joining these circles in KIK competitions internally and externally. UiTM has published a book, Innovation DNA for Universiti Teknologi MARA and Local Communities for to spell out new initiatives and guidelines to spur creativity and innovation for the enhancement of teaching, learning, research and management. 3. The establishment of the University Research Council serves to deliberate and develop policies, procedures, guidelines and standards to raise the stature and intensity of research and innovation. 277

280 4. Seven university priority research areas have been identified and seven Communities of Research have been established as a platform for collaborative and inter university research endeavours. 5. The Bursar s Office has embarked on Lean Financial Management to increase efficiency as well as enhance integrity and accountability of financial management. 6. Granting more authority to the state campuses to become complete academic centres. 278

281 PROGRAMME MONITORING & REVIEW The University is cognizant of the need to ensure its programmes are dynamic reflecting the changes in the discipline and practice. Hence, programme delivery is monitored from several stakeholder perspectives students, graduates, employers and the ministry. There are regular mechanisms to observe and report on the delivery of the 485 programmes in UiTM. These observations are acted upon appropriately and collated for use in the periodic programme reviews which is an important KPI and quality objective of UiTM. The faculties and campuses, under the watch of the Senate through its sub-committees - Majlis Kurikulum Universiti, Majlis Peperiksaan, Majlis Pengajian Siswazah and Majlis Penyelidikan Universiti carry out regular reviews to remain competitive and aligned to local and international benchmarks. Notwithstanding the strengths listed below, there are challenges in monitoring and review which UiTM is actively seeking to overcome. Chief among these challenges is to optimally use the monitoring and review results to speedily introduce improvements. Some of the other concerns are explained in the foregoing sections. Despite these concerns, UiTM meets all the requirements of MQA and professional bodies. A. STRENGTHS 1. Student feedback SuFO (Students Feedback Online) is a mandatory exercise to obtain students' perception on academic courses attended, lecturers professionalism, teaching and learning activities, and the related infrastructures. The percentage of SuFO scores above 75 (good to excellent) on lecturers professionalism and teaching and learning activities has consistently been at least 97% in the past two years since the March July 2012 session (Figure 37). 279

282 Figure 37: Percentage of SuFO Scores for Lecturers Professionalism and T&L Activities ( ) Lecturers have access to individual SuFO scores and academic centres have access to the same information to initiate continual improvement. ReSuFO is used for the postgraduate programmes by research. This was made mandatory beginning September 2013 to solicit information on postgraduate experience, supervision and infrastructure. Table 51 shows that except for infrastructure, average scores for postgraduate experience and supervision have been above 80% (good). Table 51: ReSuFO Scores for Postgraduate by Research (Sep 2013 Sep 2014) BAHAGIAN Sep 2013 Mac 2014 Sep 2014 Postgraduate Research Experience Sep 2013 Purata (%) Mac 2014 Sep Postgraduate Supervision Keseluruhan Sep 2013 Mac 2014 Sep % (3.27) 82.58% (3.30) 82.69% (3.31) Infrastructure Jumlah menjawab Monitoring of lecturers professionalism Lecturer s Professionalism Monitoring (PRO-PENS) is the University s mechanism for all faculties, academic centres and campuses to self monitor teaching activities and professionalism of academic staff. This independent review is conducted by the 280

283 respective Jawatankuasa PRO-PENS of the RC. Items are evaluated on a scale of 1 to 5. Figure 38 shows that scores for the various aspects have consistently been above Monitoring by professional bodies Figure 38: PRO-PENS Average Scores Several programmes have professional accreditation and the ongoing monitoring by the respective professional bodies ensures effectiveness and relevance of the curriculum. Figure 39 shows that for some these programmes UiTM has obtained full 5 years accreditation when compared with other public universities. 281

284 UiTM UM UKM UPM USM UiAM UTM USIM UniMAP Chem Eng Civil Eng Mech Eng Dentistry Medic Pharmacy Archi Qsur Hosp & Tour Figure 39: Comparative Analysis of Accreditation Outcomes for Engineering programmes between IPTA B. AREAS OF CONCERNS 1. Following up on external examiners feedback Feedback or findings reported by external examiners are available at faculties where external examiners have made visits. While some findings are very detailed, there are also reports that are found wanting. In addition, circulation of the external examiner reports to some campuses where the same programme is offered does not take place so as to ensure necessary corrective actions are taken. 2. Different academic sessions for diploma and degree/postgraduate programmes Diploma programmes currently commence in June and December while degree and postgraduate (by coursework) start their sessions in March and September. Hence, there is a continuous stream of operational activities in the TLA processes from admission to graduation that take place all year round which leaves little time for effective planning of programmes. Activities that overlap include lectures, final examinations (including assessment of final year projects) and preparation of final examinations. Intense moments of heightened activity put a strain on both academic and non-academic staff. As a result, there is limited opportunity (especially for affected academic staff) to attend training or utilise their annual leave. C. IMPROVEMENT INITIATIVES 1. The Quality Assurance and Enhancement Policy, 2014 addresses the whole gamut of processes and activities within the UiTM academic system. In particular, this policy calls for the Quality Units within the faculties and campuses to take charge of external examiner visits and to follow up on all the recommendations. 2. To showcase and share good practices in monitoring, review and improvements to enable institution-wide diffusion. AKNC, KIK and CHAD are platforms which have increased focus for this purpose. 282

285 LEADERSHIP, GOVERNANCE & ADMINISTRATION The basic governance and management structure of the University is provided for in Act 173. The BOD, Senate, the Vice Chancellor, Deputy Vice-Chancellors, the Rectors, the Deans, the Registrar and the Bursar are principal officers of the university. The overall management system although seemingly akin to any public university, is far more complex. The recurrent QMS, financial and quality audits have provided positive feedback on the governance systems. The recently concluded Autonomy Audit by MOE confirmed UiTM s governance and management system and the University will be granted autonomous status. Due to UiTM s size, growth and complexity, the conventional governance, leadership and management system is evolving into a more decentralised system with the state campuses invested with more powers to operate. The One University, Two Systems (1U2S) governance concept proposes a highly empowered and role differentiated state campuses within the framework of the present Act 173 and governing bodies to optimise resources and maximise impact on our goals. Due to the sheer size, complexity and the changes, UiTM continually reviews various aspects of its governance, leadership and administration. Many challenges await the university which it seeks to overcome through smart and innovative solution like Public-Private Partnerships. Nevertheless, UiTM meets and, in many cases, exceeds the requirements of the MQA standards. A. STRENGTHS 1. Strong Institutional Governance The composition of the Board of Directors (BOD) appointed from different backgrounds and the Vice Chancellor exercising executive powers on behalf of the university provide for strong institutional governance. The vast experience of the BOD is invaluable input for UiTM to overcome challenges and constraints in achieving its goals. The BOD actively partakes in the review and revision of the university s KPIs and targets as set in the University s Strategic Directions based on performance reports to ensure that informed decisions are made. In essence, the members of the BOD are committed to the cause of UiTM. The recurrent QMS, financial and quality audits have provided positive feedback on the governance systems. The just concluded Autonomy Audit by MOE confirmed UiTM s governance and management system and the University would be granted autonomous status. In addition, UiTM obtained a near perfect score for the SETARA 2011 and 2013 assessments on governance quality 283

286 2. Succession Planning system for Senior Management The Institute of Leadership and Quality Management (ilqam) has in place a system to ensure effective implementation of the Agenda Utama Kepimpinan dan Keserakanan that outlines the strategic objectives and leadership strategies formulated to enhance workplace performance and staff dynamism via training of identified staff. The system ensures that a talent pool is created to support the higher education succession plan and that high calibre individuals are identified, developed and retained to prepare for future leaderships. 3. Managing Mega University Given the size, growth and complexity of UiTM, the 3 tier system that determines policies and practices as described in UiTM s organisation chart has helped in the effective execution of functions (refer to Part B, Item 8.1.2). This is necessary for the governance, leadership and management system to evolve into a more decentralised system with the state campuses invested with more powers to operate. The 3 tier system which is emulated in terms of academic governance has helped the Senate to effectively execute its functions 13. The system is necessary given the number of RCs and campuses in UiTM that spread around the country. Committees and sub-committees with clear terms of reference have been established to execute the Senate functions and to ensure informed decision making takes place. This system was reported as a best practise in academic governance during the recent Readiness for Autonomy Audit in B. AREAS OF CONCERNS 1. Autonomy and Quality There are many misgivings about university autonomy. The same discomfort is extended to the necessary process of devolving more powers to the state campuses in all domains of management in UiTM within Act 173. Although UiTM leadership is devolving administrative autonomy in a systematic and measured manner, the perception of its effects on future quality of graduates is a concern that must be managed and dispelled. 2. Adequate Support Staff The number of administrative staff currently stands at 9279 throughout the system to support all university processes. Of this number, 8242 (88.9%) are categorised as support staff (l and ll as in Part A, Table 9) who are involved at the operational level. While this number had been adequate when each state had only one campus, the 13 Tadbir Urus Akademik Universiti Teknologi MARA 284

287 same number now has to be shared between 2 or more locations. Likewise, faculties have to share support staff with Centres of Excellence. Increasingly, academic administrators take on operational tasks of the support staff to ensure minimal disruption to operations. C. IMPROVEMENT INITIATIVES 1. Implementation of the One University 2 Systems governance model to accommodate the autonomous administration of state campuses. 2. Better engagement of stakeholders (e.g. JPT) to create confidence in the decentralisation programme. JPT has been apprised of the changes and how the BOD and Senate will continue exercise control of the quality of the programmes and graduates. There growing appreciation of the need for such governance changes and careful manner in which these changes are instituted. 3. Approval of the New Academic Governance by the Board of Directors of UiTM on 15th January 2013 and documented as a guide and official reference for many departments directly involved in the academic management at the faculty and campuses. This is to ensure functional integration and comparability of educational quality. 4. The establishment of MKU to examine new curriculum and review existing curricula to ensure that they are current, relevant and marketable. 5. InQKA has undertaken independent review of faculties, academic centres and campuses in place of the ISO9001 certification body to ensure effectiveness of quality assurance systems throughout UiTM. 6. Office of the Industry, Community and Alumni Network (ICAN) has planned and stepped up activities with the surrounding community with the involvement of the industry and the non-governmental organisations (NGOs). 285

288 CONTINUAL QUALITY IMPROVEMENT UiTM is committed to continually and also in specific cases, dramatically improving the institutional management processes to deliver excellent TLA, research and services. The setting up of Centre for Total Quality in Education (CTQE) in 1994 marked an important milestone in institutionally driving quality improvement in education. The QMS accreditations for non-academic services, the Innovation and Creativity programmes, the AKNC and lean management drive are evidence of the quest for improvements. InQKA through reviews catalyses CQI together with all central units HEA UITM, Registry, Bursary, Library, Facility etc. The VCSP phases I and II projects drive significant changes and improvements in institutional managements. The effect of these changes and improvements earned UiTM AKPM (2008), Entrepreneurial University in 2012 and 2013 and Excellent SETARA rating for teaching and learning in undergraduate programmes. Notwithstanding the strengths listed below, there are challenges in CQI which UiTM is actively seeking to overcome. Chief among these challenges is to optimally use the QMS as a platform to systematically introduce improvements and ensuring that PDCA takes place at all levels. Some of the other concerns are explained in the foregoing sections. Despite these concerns, UiTM meets all requirements of MQA and professional bodies. A. STRENGTHS 1) Importance placed on quality assurance and enhancement A very prominent organisational status in the university is accorded to the internal quality assurance unit of UiTM, the Institute of Quality & Knowledge Advancement (InQKA). 14 a. The unit which has an Assistant Vice Chancellor at its helm, reports directly to the Vice Chancellor on quality matters. b. The unit is tasked to lead and coordinate all quality assurance work (plans, strategies and policies) carried out in all academic centres and support services. c. The Assistant Vice Chancellor (InQKA) sits on various university level committees to provide input for informed decision making (eg. UiTM Senate, University Curriculum Council as member in attendance, Graduate Studies Council as member). The last restructuring of InQKA in 2010 saw to it that the department concentrates only on quality matters of the university 15. All faculties, academic centres and branch campuses were instructed to terminate external ISO 9001 certification in that year and the responsibility to act as the external (or third) party auditor to the QMS at these RCs was devolved to InQKA. 16 The change was deemed significant and Keputusan mesyuarat JKE Bil. 11/ Pekeliling Naib Canselor Bil. 12/

289 necessary as MQA looks to a strong, independent and well positioned quality assurance function for self accreditation. 2) Spirit of continual quality improvement The spirit of continual quality improvement, as evidenced by various projects and scheduled activities which include VCSP projects, annual AKNC process, KIK activities, among others, is instrumental in various system and process improvements that have taken place throughout the university. Platforms to implement recommendations for quality improvement exist at various levels throughout the university. For example, i) UiTM Senate comprising academics holding high level administrative positions meets according to its yearly meeting calendar to discuss issues on academic policies, planning and development and to provide recommendations for quality improvement; ii) the Jawatankuasa Kecil Mesyuarat Kaji Semula Pengurusan comprising the main departments of corporate management in UiTM meets bi-annually to review core processes within the scope of the UiTM Quality Management System. 3) Independent review conducted internally In embracing the spirit of continual quality improvement, UiTM has an established process of an independent review of the core business of teaching and learning at all faculties, campuses and academic centres. The review is led by InQKA and conducted together with trained members among UiTM academics. This extensive review (named InQKA External Review/Penilaian Luar InQKA) which uses COPIA and ISO-based QMS requirements as its criteria began in 2011 and is into its second cycle. It is an effective mechanism to evaluate whether policies are well-deployed and to what extent intended results are achieved. The departments are provided with a written report (External Review Report, ERR) to act upon for CQI. Important findings especially those that require collective decisions are also presented to the UiTM Senate. This review and results of studies conducted have resulted in two policies: i) Dasar Plagiarisma UiTM dan Pelaksanaannya (2012) (ii) Quality Assurance and Enhancement Policy (QAEP)/Dasar Jaminan dan Pengukuhan Kualiti (2014). 4) Implementation of internal audits SePADU (Sistem e-pelaporan Audit Dalam UiTM) is used by all RCs to implement their respective internal audit processes. This allows InQKA to review quality assurance activities throughout UiTM and evaluate the effectiveness of the internal audit teams at the RCs. 5) Quality Management System The UiTM QMS for the scope of UiTM Corporate Management has been accredited by LRQA to ISO 9001 requirements since There have been no major 287

290 nonconformities since certification. In addition, a noticeable improvement in the trend of graduate satisfaction beginning 2005 is seen through tracer study results shown in the figure 40. B. AREAS OF CONCERN 1) Capacity to regularly audit/review Figure 40: Graduate Satisfaction with UiTM The availability of trained academic staff and capacity to regularly conduct External Reviews throughout UiTM is a concern for InQKA. Three training sessions on External Review were conducted from (one session a year) with a total of 96 participants. Of this number, only 42 (43.8%) have been actively involved in the last two cycles of External Review. Except for a Kesetaraan Jam Syarahan (KJS) of 6 hours that contributes to the calculation of a lecturer s Amanah Tugas Pensyarah (ATP), there is no monetary remuneration for conducting the reviews which encroaches upon the main responsibilities of a lecturer (teaching, research, publication) and contributes significantly to his/her annual performance appraisal. 2) Timeliness of issuing External Review Reports (ERR) Average time taken to issue the ERR during the first cycle ( ) was 28 weeks (5 working days per week) and this was improved slightly to 20 weeks during the second cycle ( ) (some reports are still pending from the second cycle). RCs use the delay as the reason for not addressing areas of concern raised during the review. 288

291 3) Resolution of areas of concern from InQKA External Reviews by RCs Average percentage of areas of concern from the first cycle External Review that have been resolved, unresolved or still in progress are 52.10%, 25.33% and 22.57% respectively. This was reviewed by InQKA during the second cycle that commenced after two years from the first review. It was observed that the majority of RCs only addressed the issues after obtaining the review schedule for the second cycle. 4) Updating of Quality Management System After the termination of the QMS ISO9001 certification for academic RCs, the majority of QMS was not used as the platform for continual improvement,hence, the delay in resolution of areas of concern discussed above. The massive flow of changes to the university QMS has overwhelmed centres resulting in poorly updated systems even though all academic operations are consistent with new requirements. 5) Data rich, information poor UiTM has a data mine consisting of student satisfaction, student performance, lecturer appraisal, quality of admission, integrity index etc. However, these data are not actively monitored and analysed to draw strategic insights. This is evidenced by the Self Review Reports from RCs that lack evaluation of such data to be used for continual improvement C. IMPROVEMENT INITIATIVES 1) InQKA through the office of the Special Projects officer will carry out special research projects using readily available data and present insights to UiTM for action. 2) InQKA continues to train academic staff for independent (external) review. Academic staff who are auditors for MQA have been identified. These 200 staff will be recruited to conduct the internal independent review of academic RCs. 3) A series of training exercises relevant to ISO9001 based QMS has been planned. The training on document and record control was conducted in December The expected outcome is for an effective control of documents and records at all RCs. 4) RCs have been informed that External Review findings presented during the exit meeting can be used to initiate continual improvement. Hence, the onus is on RCs to prioritize and implement needed actions based on areas of concern highlighted during the exit meeting without having to wait for the written ERR. 5) The NC has apprised the chairs of MKU and Senate to demand greater evidence of analyses of key issues when reviewing new and existing programmes. 6) A total review of the faculty and campus QMS is underway to update, strengthen and also incorporate impending changes to ISO9001:

292 The Lead Writers and Team SELF REVIEW PORTFOLIO UiTM PROJECT TEAM Area 1: Vision, Mission, Education Goals and Learning Outcomes 1. Prof Dr Haji Hazman Shah Abdullah, Penolong Naib Canselor (InQKA) 2. Prof Madya Dr Azizan Abdullah, Ketua Perancangan Strategik (Operasi), CSPI 3. Dr. Hajah Aniah Baharom, Ketua, Jabatan Pengurusan Sumber Manusia Area 2: Curriculum Design and Delivery 1. Prof.Dr. Roziah Mohd Janor, Pengarah, Unit Hal Ehwal Kurikulum (BHEA) 2. Dr. Rozzana Mohd Said, Ketua Pengiktirafan Akademik & Pendigitan (BHEA) 3. Dr Sharipah Ruzaina Syed Aris, Ketua Kurikulum Akademik (BHEA) 4. Prof Madya Dr. Zarina Suriya Ramlan, Timbalan Dekan Akademik (APB) 5. Prof Madya Dr. Artinah Binti Zainal, Timbalan Dekan Akademik (FPHP) 6. Dr Nik Rosli Abdullah, Timbalan Dekan (Akademik), FKM 7. Prof Madya Hjh Masitah Hashim, Timbalan Pengarah (ined) Area 3: Assessment of Students 1. Prof Madya Juridah Atin, Ketua Projek Khas (InQKA) 2. Prof Madya Dr Haji Ahmad Mazli Muhammad, Ketua Pentaksiran dan Penilaian (BHEA) 3. Prof Madya Dr Zuhaina bt Zakaria, Timbalan Dekan (IPSis) 4. Dr. Wan Aida Wan Yahaya, Timbalan Dekan Akademik (FiTA) Area 4: Student Selection and Support Services 1. Puan Haliza Mahyuddin, Ketua Timbalan Pendaftar (BHEP) 2. Encik Muhamad Nizam bin Noordin, Pengarah (INTAKE) 3. Puan Zarina Zainal Abidin, Penolong Pendaftar Kanan (INTAKE) 4. Dr Suriyani Ariffin, Ketua Pengurusan Akademik (BHEA) 5. Dr Ainul Azreen Adam, Ketua Jaringan Alumni (ican) 6. Prof Madya Sr. Hj. Mohammed Yaziz Hj. Ahmad, Pengarah Pusat Kokurikulum (BHEP) Area 5: Academic Staff 1. Dr Mohd Mursyiddin Abdul Manaf, Ketua Pusat Pengurusan Sistem & Pengembangan Profesional (ilqam) 2. Puan Noorziah Daim, Timbalan Pendaftar Kanan (PERJAWATAN) 3. Puan Azliah Othman, Penolong Pendaftar Kanan, InQKA 4. Puan Nusuhah Mohamad, Ketua Bahagian Pengurusan Prestasi dan Peningkatan Kerjaya 5. Tuan Hj Jamaluddin Ardani, Ketua Jabatan Pembangunan Sumber Manusia 6. Prof Madya Dr Norlida Kamaluddin, Timbalan Dekan (Akademik & Kualiti), FPP 7. Prof Madya Dr Ramlan Zailani, Ketua Pembangunan Akademik (BHEA) 8. Prof Madya Dr. Rugayah Hj Hashim, Ketua Penyelidikan (Impak & Etika Penyelidikan), RMI 9. Encik Mohd Nor Hajar Hasrol Jono, Ketua Unit Bahagian Latihan, Pusat ilearn 290

293 Area 6: Educational Resources 1. Prof Madya Dr Famiza Abd Latif, Ketua Inovasi & Kreativiti (InQKA) 2. Encik Jamalludin bin Sulaiman, Timbalan Ketua Pustakawan Kanan (PTAR) 3. Encik Mohd A'zimi Mokhtar, Penolong Pendaftar (FASILITI) 4. Puan Shalezah Binti Shafe'e, Penolong Bendahari Kanan (BENDAHARI) 5. Encik Mohd Khanafi Haron, Ketua Sistem Kanan (Maklumat Pengurusan Pelajar), InfoTech 6. Prof. Dr. Hjh Nor Aziah Hj Alias, Pengarah, Pusat ilearn 7. Encik Mohd Sufian Ruslan, Penolong Pendaftar (RMI) 8. Prof Madya Dr Posiah Mohd Isa, Pengarah (OIA) Area 7: Programme Monitoring and Review 1. Puan Hairani Wahab, Ketua Penilaian Kecemerlangan & Amalan Terbaik (InQKA) 2. Prof Madya Dr Haslinda Yusoff, Ketua Pengurusan Operasi Akademik (BHEA) 3. Prof Madya Dr Nora Zakaria, Ketua Gabungan Pelajar-Industri (SILC) (ican) 4. Prof Dr. Mohd. Nazip Suratman, Timbalan Dekan (FSG) 5. Prof Dr Abdul Hadi Nawawi, Timbalan Dekan (Penyelidikan & Jaringan Industri), FSPU Area 8: Leadership, Governance and Administration 1. Puan Ainul Zanariah Abd Aziz, Ketua Penerbitan, ICT & Komunikasi (InQKA) 2. Puan Azida Azmi, Pendaftar 3. Puan Rohayah Hashim, Timbalan Pendaftar (Bahagian Sekretariat) 4. Puan Rizadora Muhamad Arsad, Timbalan Pendaftar (Latihan), JPbSM Area 9: Continual Quality Improvement 1. Prof Madya Dr Roslina Ab Wahid (AAGBS) Self Review Report 1. Prof Madya Rosmawati Abdul Halim, Ketua Penilaian Kendiri/Audit (InQKA) 2. Prof Dr Haji Hazman Shah Abdullah, Penolong Naib Canselor (InQKA) Chief Editors: Prof Madya Juridah Atin Pn Ainul Zanariah Abdul Aziz Prof Dr Hazman Shah Abdullah Secretariat: Puan Hanizan Abdul Samat Puan Hairina Ahmad Bakri Puan Norhasnida Mohamad Puan Nuryuhaini Khamis Encik Muhammad Zanjabil Md Janum Encik M Tuah Samsuddin Graphic Designer: Puan Noor Sazila Md Sarip 291

294 Prepared By Institute of Quality and Knowledge Advancement U n i ve r s i t i Te k n o l o g i MA R A

Ijazah Sarjana Muda Pengurusan Sumber Manusia Uitm

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