guidelines for programme reaccreditation · 4 section 1: introduction 1. introduction the guideline...

Published by:

Quality Management & Enhancement Centre (QMEC)

Universiti Malaya

© 2016

Guidelines for

Programme Reaccreditation

2

List of Contents Page

Abbreviations 3

Section 1: Introduction 4

Section 2: Guidelines on Criteria and Standards for Programme Reaccreditation 5

Section 3: Submission for Reaccreditation

3.1 The Documentation Required 7

Part A: General Information of Programme

8

Part B: Programme Standards

Area 1: Programme Development and Delivery 9

Area 2: Assessment of Student Learning 15

Area 3: Student Selection and Support Services 19

Area 4: Academic Staff 26

Area 5: Educational Resources 31

Area 6: Programme Management 35

Area 7: Programme Monitoring, Review and Continual Quality Improvement 40

Part C: Programme Self evaluation 43

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

3

Abbreviations

HEP Higher Education Provider

COPPA Code of Practice for Programme Accreditation

MoHE Ministry of Higher Education

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

MQR Malaysian Qualifications Register

PoA Panel of Assessors

PSAR Programme Self Assessment Report

UM University of Malaya

4

Section 1: Introduction

1. Introduction

The Guideline For Programme Reassessment Report is an extraction from the Code of Practice for

Programme Accreditation (COPPA) (2nd. ed.) by MQA. The objective of this guideline is to provide the Faculty

with an outline in the preparation of essential pertinent information related to the programme for

reaccreditation.

The University will continue to utilise COPPA and other related quality documents as reference and the

PSAR-03 will be periodically reviewed and eventually prepare a standard of its own.

2. Programme Reaccreditation

Programme reaccreditation is warranted by the criteria set for the Self-accreditation status conferred to the

university by MQA on 29th April 2010. Every programme should conduct a comprehensive reevaluation of

the accredited programmes (every 5 years) to ensure the quality of the programme is sustained. Following

the reaccreditation exercise, the institution should register the programme in the Malaysian Qualifications

Registry.

The purpose of Reaccreditation is to ensure that the programme has met the set of standards and in

compliance with the Malaysian Qualifications Framework. Reaccreditation is an independent assessment

conducted by the University through its Panel of Assessors who would evaluate the Programme Self-

Assessment Report (PSAR-03) submitted by the Faculty.

The panel would also make an evaluation visit to the faculty. This site visit is to validate and verify the

information furnished by the Faculty. The panel will then submit the final report to the University.

The oral exit report and final reaccreditation written report will be provided to the Faculty with the aim to

further the quality improvement of the programme. Information on strengths, areas of concern as well as

recommendations by the panel will provide valuable insights for the Faculty to enhance the programme and

achieve and maintain accreditation for the programme.

UM will then forward an application to register the programme in the Malaysian Qualifications Registry

5

Section 2: Guidelines on Criteria and Standards for Programme Reaccreditation

Introduction

The Faculty is responsible for designing and implementing programmes that are appropriate to their mission

and goals.

Programme Self Reassessment Report guides the Faculty to quality assure the programmes offered. This

section discusses guidelines on criteria and standards for programme accreditation. It recommends practices

that are in line with internationally recognized good practices.

The guidelines are divided into seven areas of evaluation:

1. Programme Development And Delivery

2. Curriculum Design and Delivery

3. Student Selection and Support Services

4. Academic Staff

5. Educational Resources

6. Programme Management

7. Programme Monitoring, Review and CQI

Area 1: PROGRAMME DEVELOPMENT AND DELIVERY

1.1 Statement of Educational Objectives of Academic Programme and Learning Outcomes 1.2 Programme Development: Process, Content, Structure and Teaching-Learning Methods 1.3 Programme Delivery

Area 2: ASSESSMENT OF STUDENT LEARNING

2.1 Assessment Methods

2.2 Relationship between Assessment and Learning Outcomes

2.3 Management of Student Assessment

Area 3: STUDENT SELECTION AND SUPPORT SERVICES

3.1 Student Selection 3.2 Assessment Methods 3.3 Student Support Services 3.4 Student Representation and Participation 3.5 Alumni

Area 4: ACADEMIC STAFF

4.1 Recruitment and Management

4.2 Service and Development

6

Area 5: EDUCATIONAL RESOURCES

5.1 Physical Facilities

5.2 Research and Development

5.3 Expertise in Education

5.4 Financial Resources

Area 6: PROGRAMME MANAGEMENT

6.1 Programme Management

6.2 Programme Leadership

6.3 Administrative Staff

6.4 Academic Records

Area 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT

7.1 Mechanism for Programme Monitoring, Review and Continuous Quality Improvement

These guidelines have been developed in accordance to the Code of Practice for Programme Accreditation

(COPPA) (2nd. ed.) by MQA

7

Section 3: Submission for Reaccreditation

Introduction

This section contains information to assist the Faculty in the preparation of submission for Reaccreditation

of a programme. The Faculty is expected to provide appropriate information with evidences that support and

best illustrate their specific case. The information provided by the Faculty for its submission should be brief,

concise and succinct.

3.1 The Document Required

The Faculty is required to submit the documentations listed below for consideration for Reaccreditation.

PSAR(03) - Part A: General Information of Programme


This provides information pertaining to the seven areas of evaluation and the

standards in each of them.

Part C: Programme self evaluation

Submission may need to include relevant attachments, appendices and supporting documents.

8

Part A: General Information of Programme

1. Name of Academy/Faculty/Institution/Centre:

2. Name of department (if relevant):

3. Name of programme:

4. Name of award:

5. List of programmes offered by Academy/Faculty/Institution/Centre:

No. Name of Department/Institution/Faculty Name. of Programmes Offered

6. Date of last Curriculum Review:

Date of Approval

Senate

Ministry of Higher Education

7. Expected type of graduate employment.

8. Sample of scroll awarded.

9. Provide organizational chart (programme owner)

10. Programme Coordinator:

Name:

Designation:

Tel.:

Fax:

Email:

Data provided accurate as of : ___/____/______

(date/month/year)

9


Area 1: PROGRAMME DEVELOPMENT AND DELIVERY

Criteria and standards for programme accreditation

Submission requirements for re-accreditation Information/Evidence/Data for reference

Section 1.1 : Statement of Educational Objectives of Academic Programme and Learning Outcomes

1.1.1 The programme must be consistent with and supportive of the vision and mission of the HEP.

1.1.1 Show how the programme is in line with and supportive of, the institution. State the programme aim and objectives (PEO) Alignment of programme aim, programme objectives with vision and mission of UM

2015 UM self-review portfolio (MQA-03) Pg. 4 ; Pg. 39

1.1.2 The programme must be considered only after a need assessment has indicated that there is a need for the programme to be offered. (This standard must be read together with standards 6.1.5 Area 6)

1.1.2 Show evidence that the department have considered market and societal demand for the programme. [in line with 1.2.3, 6.1.5 and 7.1.3]

a) 2015 UM self-review portfolio (MQA-03) Pg. 39 b) JKPT Paper for Curriculum Review - Needs analysis (Justification) - Stakeholder Feedback (eg. Professional bodies, External Assessor, Employer, Alumni)

- Curriculum Committee Minutes - Exit Survey - Tracer Study

10



1.1.3 The programme must define its educational objectives and learning outcomes, and the alignment between them. 1.1.4 The programme learning outcomes must correspond to an MQF level and the eight MQF learning outcomes domains: i. Knowledge ii. Practical skills iii. Social skills and responsibilities iv. Ethics, professionalism and humanities v. Communication, leadership and team skills vi. Scientific methods, critical thinking and problem solving skills vii. Lifelong learning and information management skills viii. Entrepreneurship and managerial skills

1.1.3 (a) State the PLO and PEO 1.1.4 (a) Map the programme learning outcomes to an MQF level and the eight MQF learning outcomes domains. (b) Map the programme learning outcomes against the programme educational objectives Matrix of PLO against PEO Provide Programme Specification form as in Appendix 1.

Programme outcomes are stated in the: UM-PT01-PK03-BR014

1.1.5 Considering the stated learning outcomes, the programme must specify the career and further studies options available to the students on completion of the programme.

1.1.5 Describe how the learning outcomes and competencies relate to the career and further studies options of the student on completion of the programme

JKPT Paper for Curriculum Review - Highlight Niche Area and strength of the

programme - Relate with current needs of the nation and

industry.

11



Section 1.2 : Programme Development: Process, Content, Structure and Teaching-Learning Methods

1.2.1 The department must have sufficient autonomy to design the curriculum and to utilise the allocated resources necessary for its implementation. (Where applicable, the above provision must also cover collaborative programmes and programmes franchised to, or from, other HEPs in accordance with national policies.)

1.2.1 Describe the provisions and practices that ensure the autonomy of the department in the design of the curriculum, and its utilisation of the allocated resources. - Describe the decision making process at department with reference to Appendix 2. - Describe the decision making process at faculty with reference to Appendix 2.

2015 UM self-review portfolio (MQA-03) Pg. 22-26

1.2.2 The department must have an appropriate process to develop the curriculum.

1.2.2 Describe the processes to develop the curriculum.

a) 2015 UM self-review portfolio (MQA-03) Pg. 30-31

b) Refer to Work Instruction - UM-PT01-PK03 or UM-PT01-PK04

1.2.3 The department must consult the relevant stakeholders in the development of the curriculum.

1.2.3 State the stakeholders and explain how the relevant stakeholders are consulted in the development of the curriculum

a) 2015 UM self-review portfolio (MQA-03) Pg. 76

b) Stakeholders - Stakeholders consulted: Alumni, Employers, External Assessor, Ministry, Industry, - How are the stakeholder consulted : Survey, meetings, Focus Group discussion, Board of Studies

1.2.4 The curriculum must fulfil the requirements of the discipline of study, taking into account the appropriate programme standards, disciplinary requirements and good practices in the field.

1.2.4 Describe how the curriculum fulfils the requirements of the discipline of the study, including programme standards, disciplinary requirements and good practices in the field.

a) MQF, COPPA, Programme Standards, GGP Professional Bodies, Ministry and UM

requirements (Policies and Kaedah dan Peraturan)

b) Attach latest Senate approved version of these forms:

a. UM-PT01-PK03-BR006 b. UM-PT01-PK03-BR007

12



Table 1 : Components of the programmes and its value

Course Classification Credit Value Percentage

1. Compulsory courses/modules

2. Core/Major/Concentration: - Courses - Projects/ Thesis/ Dissertation

3. Elective courses

4. Minor courses

5. Industrial training/ Practicum

6. Others (specify)

Total Credit Value 100%

c. UM-PT01-PK03-BR008

1.2.5 There must be co-curricular activities to enrich student experience, and to foster personal development and responsibility.

1.2.5 (a) List the co-curricular activities made available to the students of this programme (b) Describe how these activities enrich student learning experience, and foster personal development and responsibility


b) Formal co-curricular activities– courses by CITra (Community Enggagement and Co-curriculum courses)

c) Informal co-curricular activities – activities by HEPA, Student Bodies, Faculties, Colleges, Outbound programme.

1.2.6 The department must establish mechanisms – for example, through the use of latest technology and through global networking -- to access to current information and to identify up-to-date topics of importance for inclusion in the curriculum and its delivery.

1.2.6 Show evidence that the department has the mechanism in place to keep abreast with the latest development in the field of study.


b) External Assessor : who assess and gives input to the programme

c) Lecturers : attend seminar, sabbatical, conference

d) Visiting Professors, Research Fellows, Academic Icon, MOU/MOA with Industries, etc.

13



Section 1.3 : Programme delivery

1.3.1 The department must take responsibility to ensure the effective delivery of the programme.

1.3.1 Provide evidence on how the department ensures the effectiveness of the programme delivery. Emphasize write up using PDCA cycle.

a) Competent lecturers are assigned to teach courses / Competent supervisors are appointed to students

b) Adequate resources are determined prior to implementation of programme such as infrastructure, time table, resources, lecturers’ workload etc)

c) UM-PT01-PK03-BR006 UMPT01-PK03-BR011 UMPT01-PK03-BR012 Course and Teaching Evaluation System(CTES) Industrial Training report

1.3.2 Students must be provided with the most current documented information about the objectives, structure, outline, schedule, credit value learning outcomes, and methods of assessment of the programme.

1.3.2 (a) State how students are provided with the most current documented information about the programme (b) Provide sample of the Student Study Guide, Student Handbook and Student Project Handbook, where applicable.

a) Students are given Pro-forma and Current Course Information (Maklumat Semasa Kursus) in the first week of semester.

b) Information uploaded in SPECTRUM for students’ viewing

c) Students’ Handbook (Buku Panduan) and any other handbook/guidelines given to students

1.3.3 The programme must have an appropriate full-time coordinator and a team of academic staff (e.g., a programme committee) with adequate authority responsible for the effective delivery of the programme. (This standard must be read together with related Programme Standards and Guidelines to Good Practices, and with standards 6.1.2 and 6.2.2 in Area 6)

1.3.3 (a) Provide details of the coordinator of the programme and members of the team responsible for the programme. (b) State the manner in which the academic team manages the programme - What are their authority and responsibility? - What are the established procedures that guide the planning, implementation, evaluation and improvement of the programme?


b) Letter of appointment of Programme Coordinator

c) Letter of appointment of Curriculum Committee (Jawatankuasa Kurikulum) and their TOR

d) Policies, AK, Guidelines and relevant MQF Forms

14



1.3.4 The programme team must have access to adequate resources to implement teaching and learning activities, and conduct programme evaluation for quality improvement.

1.3.4 Describe briefly the resources available to the programme team and how programme evaluation is conducted.


b) Library resources, online resources, lab, SPECTRUM, etc

c) UMPT01-PK03-BR011 UMPT01-PK03-BR012 Course and Teaching Evaluation System (CTES)

1.3.5 The department must provide students with a conducive learning environment.

1.3.5 Provide brief description of the learning environment. (This standard must be read together with standards 5.1.1 in Area 5)

- Teaching and learning facilities, Cube, OKU facilities, Wifi, PG rooms, faculty library etc.

1.3.6 The department must encourage innovations in teaching, learning and assessment.

1.3.6 Describe the department’s initiatives to encourage innovations in teaching, learning and assessment.


b) Professional/specialized staff training c) ADeC & AKePT courses, d) Conferences & Seminars, sabbatical to other

centre of excellence e) Educational resource person appointed by

faculty (if any) f) UM-LiTeR

1.3.7 The programme team must obtain feedback from all relevant sources to improve the delivery of the programme

1.3.7 State how the programme team obtains feedback to improve the delivery of the programme.


b) Feedbacks from various sources - CTES, Students’ survey, External Programme Assessor report, Industrial Training feedbacks

15

Area 2: ASSESSMENT OF STUDENT LEARNING

Criteria and standards for

programme accreditation Submission requirements for re-accreditation Information/Evidence/Data for reference

Section 2.1 : Assessment methods

2.1.1 The frequency, methods,

and criteria of student assessment

-- including the grading criteria

and appeal policies -- must be

documented and communicated

to students on the

commencement of the

programme.

2.1.1

(a) Describe the student assessment methods in term of its duration,

diversity, weight, criteria, and coverage and appeal policies. Explain

how are these documented and communicated to the students.


b) Rules and Regulations (either undergraduate or postgraduate)

c) Student’s Guide Book (either in soft copy or printed version) given to student,

d) Students’ portal (MyUM)

(b)Explain how the department provides feedback to the students on

their academic performance to ensure that they have sufficient time to

undertake remedial measures.

(c) Explain how records are made available to the students for purposes

of feedback on performance, review and corrective measures.


b) Refer to Kaedah maklumbalas in Proforma c) Assessment records (test paper, assignments,

quiz, etc) – d) Final Examination scripts e) Online Progress Report by supervisor (for

Research students)

(d) Specify whether students have the right to appeal.

Provide information on the appeal policy and processes.

How are appeals dealt with?


b) Rules and Regulations (either undergraduate or postgraduate)

c) Jawatankuasa rayuan peringkat Universiti dan PTj

2.1.2 There must be a variety of

methods and tools appropriate to

assess learning outcomes and

competencies.

2.1.2

- List and describe the various methods (both summative and formative

assessment) to show the variety in assessing learning outcomes and

competencies.


b) Information from UM-PT01-PK03-BR009 regarding Assessment Methods

c) Dasar Pengurusan Program Akademik

16



2.1.3 There must be mechanisms

to ensure, and to periodically

review, the validity, reliability,

consistency, currency and fairness

of the assessment methods.

2.1.3

(a) Explain how the department ensures the validity, reliability,

consistency, currency and fairness of student assessment over time and

across sites.

(b) Indicate the authority and processes for verification and moderation

of summative assessments


b) Description how a lecturer / examiner of a course prepares the examination questions and also the assignments and how he/she ensures these assessment tools are valid, reliable and current.

c) Examination questions moderation committee (Jawatankuasa Penyaringan) looks into the examination questions for verification and moderation

d) Jawatankuasa Pemeriksa e) Department’s Curriculum Committee f) Revision of UM-PT01-PK03-BR004

(c) Describe how the review of the assessment methods in the

programme is conducted periodically.


b) Every semester by the lecturers - Course outcome analysis (UM-PT01-PK03-BR009)

c) Every academic year by Programme Coordinators -Programme Annual Report UM-PT01-PK03-BR012

d) Once in 5 years by Programme External Assessors

2.1.4 Changes to student

assessment methods must follow

established procedures and

regulations and be communicated

to the student prior to their

implementation.

2.1.4

Explain how these changes are made known to the students.


b) UM-PT01-PK03-BR004 is distributed to students at the beginning of the semester.

17



Section 2.2 : Relationship between assessment & learning outcome

2.2.1 Assessment principles,

methods and practices must be

aligned to the achievement of

learning outcomes of the

programme.

2.2.2 Assessment must be

consistent with the levels defined

in the MQF, the domains of

learning outcomes and the

programme standards.

2.2.1 and 2.2.2

Explain how assessment principles, methods and practices are aligned

to the achievement of learning outcomes of the programme and

consistent with the levels defined in the MQF.

Table 2 : Alignment of courses and methods of assessment to programme learning outcomes. (List only core and university courses)

Programme

Learning Outcomes Courses

Methods of

Assessment

PLO1

PLO2

PLO3

PL04

PLO5

PLO6

PLO7

PLO8


b) Provide Programme assessment plan based on UM-PT01-PK03-BR009 for core courses

c) Programme owner needs to explain the relationship between the measurable verbs used, with the taxonomy levels appropriate with the course level.

2.2.3 The alignment between

assessment and the achievement

of learning outcomes in the

programme must be

systematically and regularly

reviewed to ensure its

effectiveness.

2.2.3

Describe how the alignment between assessment and learning

outcomes are periodically reviewed to ensure its effectiveness.

2015 UM self-review portfolio (MQA-03)

Pg. 88

18



Section 2.3 : Management of student assessment

2.3.1 The department and its

academic staff must have

adequate level of autonomy in the

management of student

assessment.

2.3.1

How autonomous is the department and its academic staff in the

management of student assessment?


Pg. 100


to ensure the security of

assessment documents and

records.

2.3.2

Describe how the confidentiality and security of student assessment

processes and documents as well as academic records are ensured


Pg. 105

2.3.3 Student assessment results

must be communicated to the

student within reasonable time.

2.3.3

Explain how the assessment results are made available to students


Pg. 103

- eg: spectrum, notice board,sms,myUM, etc…

2.3.4 The department must have

an appropriate guidelines and

mechanism to address cases of

academic plagiarism among

students.

2.3.4

Describe the guidelines and mechanisms to address cases of academic

plagiarism among students

a) Garis Panduan menangani kes plagiat oleh pelajar/calon available on portal : http://portal.um.edu.my/doc/ips/Plagiat/Garis%20Panduan%20Plagiat.pdf

b) Students are informed through briefings c) Literasi Maklumat and Research Method

courses d) Students need to run through their work via

the TURNITIN programme before submitting their work for examination.

2.3.5 The department must

periodically review the

management of student

assessment and act on the

findings of the review.

2.3.5

Explain how the department periodically review the management of

student assessment and measures it take to address the issues

highlighted by the review.

a) 2015 UM self-review portfolio (MQA-03) Pg. 115 and 106

b) Any issue will be discussed at the Departmental meetings and other meetings at various levels such as JKID/JKIT

c) Issues are then brought to Senate meeting for follow-up discussion with relevant sections

http://portal.um.edu.my/doc/ips/Plagiat/Garis%20Panduan%20Plagiat.pdf

http://portal.um.edu.my/doc/ips/Plagiat/Garis%20Panduan%20Plagiat.pdf

19



such BA/IPS, to get suggestion for improvement of the programme.

Area 3: STUDENT SELECTION AND SUPPORT SERVICES


programme accreditation


Section 3.1 : Student selection

3.1.1 The programme must have a

clear criteria and processes for

student selection, including that of

transfer students.

3.1.1 (a) (c)

State the academic criteria for student selection (including transfer

student, and students with special needs)

Explain the mechanism of student selection (including students with

other equivalent qualifications)


b) Selection of students refer to : UG - UM-PT01-PK01-AK005 and UM-PT01-

PK01-AK006

PG - UM-PT01-PK02-AK006 and UM-PT01-

PK02-AK007

c) Transfer of students refer to : 2015 UM self-review portfolio (MQA-03)

Area 4

d) Technical standards deployed for admission of students with special needs

(b) provide evidence that the students fulfil admission policies

(c) provide admission mechanism and criteria for students with other

equivalent qualifications

a) 2015 UM self-review portfolio (MQA-03) Pg. 118 -120

b) Refer to perakuan Jawatankuasa Pemilihan Kemasukan (JKPK) PTj

3.1.2 The criteria of student

selection must be consistent with

national requirements and

accessible to the public. The

processes of student selection

3.1.2 (a&c)

Describe how selection criteria are consistent with national

requirements and accessible to the public – with evidence that policies

and mechanisms are free from discrimination and bias –

a) 2015 UM self-review portfolio (MQA-03) Pg. 122 (slightly outdated – requirement for

interview decided by programme owner).

b) Refer to UM’s website and Buku Syarat Kemasukan Ijazah Dasar UM (aliran Sains dan aliran Sastera)

20




must be transparent and

objective.

3.1.2 (b)

Describe the selection process utilizing interviews (where applicable)


(b) If applicable refer to - INTERVIEW KIT 3 -

INTERVIEW GUIDELINES INDIVIDUAL (SESI

2015_2016)

3.1.3 Student enrolment must be

related to the capacity of the

department to effectively deliver

the programme.

3.1.3 (a&b)

(a) Provide the size of student intake for each session

Table 3: Size of student intake for each session- to be provided by

programme owner

Applicant Intake Enrolment

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

Total

a) Mechanism for adjustment : b) If applicable, faculty describe how they handle

admission of visiting, exchange and transfer student

(b) Provide the forecast for student intake:

Table 4: Student intake forecast - to be provided by programme owner

16/17 17/18 18/19 19/20 20/21

Numbers

(c) Describe the mechanism to determine the size of the intake in

relation to capacity of the department and how adjustments can be

a) Provide staff : student ratio b) Refer to Polisi Universiti Inklusif Siswa Orang

Kurang Upaya for technical standards that have been deployed for the admission of students with special needs

21




made [taking into account admission of visiting, exchange and transfer

students]

3.1.4 There must be a clear policy

on, and appropriate mechanisms

for, appeal on student selection.

3.1.4

State the policies, mechanism and practices for appeal on student

selection


b) UG : UM-PT01-PK01-AK016 PG : Faculty provide write-up

3.1.5 The department must offer

appropriate developmental or

remedial support to assist

students who need such support

3.1.5

Provide information about special programmes provided for those who

are selected but need additional development and remedial assistance.


Pg. 127

If applicable

Section 3.2 : Articulation and transfer


in place policies and mechanisms

that facilitate student mobility

that may include student

movement between institutions,

within the country and cross-

border, articulation arrangements,

joint degrees, exchange

semesters, advanced standing

arrangements, and the like


well-defined and effectively

disseminated policies, regulations

and processes concerning

articulation practice such as credit

transfer and credit exemption.

3.2.1 and 3.2.2

Describe how the department facilitates student mobility, exchanges

and transfers, nationally and internationally


b) Include ISC, MoU, MoA and policies, regulations and processes of articulation practice such as credit transfer and credit exemption, and how these are disseminated.

c) Refer to Garis Panduan Pemindahan dan Pengecualian Kredit

http://portal.um.edu.my/doc/akademik/Pemindahan%20dan%20Pengecualian%20Kredit/GP%20Pengecualian%20dan%20Pemindahan%20Kredit%20%28Dikemaskini%20pada%2025.2.2016%29.pdf

http://portal.um.edu.my/doc/akademik/Pemindahan%20dan%20Pengecualian%20Kredit/GP%20Pengecualian%20dan%20Pemindahan%20Kredit%20%28Dikemaskini%20pada%2025.2.2016%29.pdf

22




3.2.3 The department must ensure

that the incoming transfer student

must have the capacity to

successfully follow the

programme.

3.2.3

Indicate how transfer students demonstrate comparable achievements

in previous programme of study and describe appropriate pre-

requisites or remedial mechanisms where necessary

a) 2015 UM self-review portfolio (MQA-03) Pg. 123, Pg. 132

b) Not applicable unless special circumstances

Section 3.3 : Student support services

3.3.1 Students must have access

to appropriate and adequate

support services, such as physical,

social, financial, recreational and

online facilities, academic and

non-academic counselling and

health services.

3.3.1

List support services made available to students.

List any other additional support programmes provided by other

organisations that are accessible to student

(a) 2015 UM self-review portfolio (MQA-03) The Student Affairs and Alumni Division provide

and maintain services

Pg. 137; Pg 140-143

(b) Faculty to include any additional services provided.

3.3.2 There must be a designated

administrative unit, with a

prominent organisational status in

the HEP, responsible for planning

and implementing student

support services staffed by

individuals who have appropriate

experience consistent with their

assignments.

3.3.2

(a) Describe the roles and responsibilities of those responsible for

student support services.


Pg. 138 -139

Student Affairs and Alumni Division is responsible

for managing, supervising and advising student on

their co-curriculum activities.

3.3.2

(b) Describe the management of the student support services activities

and maintenance of student records.


Pg. 140

3.3.3 An effective induction to the programme must be made available to new students with special attention given to out of state and international students as well as students with special needs.

3.3.3 Describe how students are orientated into the programme


b) Faculty to elaborate on activities conducted at faculty level

23




3.3.4 Academic, non-academic

and career counselling must be

provided by adequate and

qualified staff.

3.3.4 (a)

Describe the accessibility, effectiveness and confidentiality of the

academic, non-academic and career counselling services available to

students.


b) Faculty to provide write-up on Academic Advisory Committee

3.3.4 (b)

Explain 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 skills and professionalism of the counsellors?


Pg. 144- 146


that actively identify and assist

students who are in need of

academic, spiritual, psychological

and social support.

3.3.5

Describe the mechanisms that exist to identify and assist students who

are in need of academic, spiritual, psychological and social support.


Pg. 146-147

3.3.6 The HEP must have clearly

defined and documented

processes and procedures in

handling student disciplinary

cases.

3.3.6

Describe the processes and procedures in handling disciplinary cases

involving the students.


Pg 150

3.3.7 There must be a mechanism

for students to air grievances and

for issues to be resolved on

academic and non-academic

matters.

3.3.7

Describe the mechanism available for students to complain and to

appeal on issues relating to academic and non-academic


Pg. 138; 377

Academic – faculty to write up on appeal on

academic matters. Refer to Rules and Regulations

Non-academic - Mechanism for Complaints and

Appeals Relating to Student Support Services

24




3.3.8 Student support services

must be evaluated regularly to

ensure their adequacy,

effectiveness and safety.

3.3.8

Describe how the adequacy, effectiveness and safety of these services

are evaluated and ensured

a) 2015 UM self-review portfolio (MQA-03)

Pg 373-375 b) The adequacy, effectiveness and safety of

these services are evaluated and ensured

during the annual internal audits, special

audits, faculty audit and external 3rd party

audit.

Section 3.4 : Student representation and participation

3.4.1 There must be a policy and

processes for active student

engagement especially in areas

that affect their interest and

welfare.

3.4.2 Student rights and

responsibilities must be

acknowledged, clearly

documented, and made known to

the students.

3.4.3 There must be adequate

student representation and

organisation at the institutional

and departmental levels.

3.4.1

Describe policies and processes in place for active student engagement

especially in areas that affect their interest and welfare

3.4.2

Describe how student rights and responsibilities are acknowledged and

made known

3.4.3 Detail student representation and organization at the institutional

and departmental level.


Pg. 149-155; Pg. 150

b) Students’ rights and responsibilities – AUKU

c) Generally UM has the MPP which represents

all students in all matters academic and non-

academic. UM student represented by MPP.

MPP will represent students in all aspects.

d) In academic affairs, students have the faculty

representative; however, the students can at

any time approach the faculty management

(Programme Coordinator, HoD, Deputy Dean,

Dean) to discuss students’ interest and

welfare.

e) Non-academic – College, HEP, ISC to cater for

students’ welfare, UCE, SERU

3.4.4 Student must be facilitated to develop linkages with external stakeholders and to participate in activities to gain managerial, entrepreneurial and leadership

3.4.4 (a) Describe how the department facilitates students to gain managerial, entrepreneurial and leadership skills in preparation for the workplace

(a) SERU and CITRA activities. (b) Faculty to elaborate on activities at faculty

level.

25




skills in preparation for the workplace.

(b) Explain what the department does to facilitate students to develop

linkages with external stakeholders

3.4.5 Student activities and

organisations must be facilitated

to participate in activities that

encourage character building,

inculcate a sense of belonging and

responsibility, and promote active

citizenship.

3.4.5

Explain how the HEP facilitates student activities and organisations that

encourage character building, inculcate a sense of belonging and

responsibility, and promote active citizenship.

a) 2015 UM self-review portfolio (MQA-03) Pg 139; Pg. 151

b) Students are involved in many programmes

conducted by SERU, UCE, Colleges and SKET to

encourage character building, inculcate

responsibility and active citizenship

c) Faculty to elaborate on activities at faculty level.

Section 3.5 : Alumni


encourage the alumni to play a

role in the development, review

and continuous improvement of

the programme and in preparing

the students for their professional

future through linkages with

industry and the professions.

3.5.1

(a) Describe the role of the alumni in development, review and

continuous improvement of the programme.

(a) 2015 UM self-review portfolio (MQA-03) Pg 153-155

Involvement of alumni as one of the member in the

University of Malaya’s Board of Directors.

The graduates are required to participate in the

Graduate Tracer Study to be used in the

curriculum development, achievement of

learning outcomes and the future direction of

the university.

(b) Faculty to elaborate on activities at faculty level.

(b) Describe how the department encourage the alumni to assist the

students in preparing their professional future and in providing linkages

with industry and the professions?

Faculty to elaborate on activities at faculty level.

26

Area 4: ACADEMIC STAFF



Section 4.1 : Recruitment and management

4.1.1 The department must have a

clearly defined plan for its

academic manpower needs

consistent with institutional

policies and programme

requirements.

4.1.6 The recruitment policy for a

particular programme must seek

diversity among the academic

staff in terms of experience,

approaches, and backgrounds.

4.1.1 Describe the mechanism used to identify the manpower needs of the programme. 4.1.6 Describe the recruitment policy to seek diversity among staff (senior-junior; academic-non academic staff; between academic staff with different approaches to the subject; and academic staff with multi-disciplinary backgrounds and experiences.

(a) 2015 UM self-review portfolio (MQA-03) Pg 157; Pg. 179

(b) Provide manpower needs analysis

4.1.2 The HEP must have a clear

and documented academic staff

recruitment policy where the

criteria for selection are based

primarily on academic merit.

4.1.2

a) State the policy, procedures, and the terms and conditions of service for the recruitment of academic staff. (b) State other requirements which would be the basis for the decision

in the appointment of an academic staff for the programme.

(a) UM-PT03-PK02

(b) Where applicable, refer to Programme standards

4.1.3 The staff–student ratio for

the programme must be

appropriate to the teaching-

learning methods and comply with

4.1.3

Provide data to show that the staffing profile matches the range and balance of teaching skills, specialisations and qualifications required to deliver the programme.


Pg 158

27



the programme standards for the

discipline.


adequate full time academic staff

responsible for implementing the

programme.

4.1.4 (a) Provide a summary on every academic staff involved in conducting the programme:

Provide information as in Appendix 3

4.1.4

(b) Provide CV of each academic staff teaching the programme

Refer to UMExpert

4.1.4

(c)

Table 5 : Staff student ratio

Table 6 : Student projection and academic staff acquisition

Current Staff :student ratio

(15/16)

Required Staff :student ratio

16/17 17/18 18/19 19/20 20/21

Student no

projection

New Academic staff

acquisition plan

The expected ratio of full time and part time

academic staff is 60:40.

The minimum recommended requirements on the

number of full time and part time academic staff by

qualification levels are as follows:

Qualification Levels Minimum number of

academic staff

Certificate – Level 3 4

Diploma – Level 4 6

Advanced Diploma- Level 5 3

Graduate Certificate-Level 6 3

Graduate Diploma-Level 6 6

Bachelor Degree-Level 6 10

Postgraduate Certificate- Level 7 3

Postgraduate Diploma- Level 7 4

Masters (Course Work and Mixed

Mode) – Level 7

5

Doctorate (DBA) –Level 8 10

4.1.5 The policy of the department must reflect an equitable distribution of responsibilities among the academic staff

4.15

Describe how the department ensure equitable distribution of duties and responsibilities among the academic staff.

(a) 2015 UM self-review portfolio (MQA-03) Pg 170

(b) Teaching load and research supervision record of each staff

28



equitable distribution of duties and responsibilities among the academic staff.

4.1.7 Recognition and reward

through promotion, salary

increment or other remuneration

must be based on clear and

transparent policies and

procedures

4.1.7

State the mechanism and procedures for monitoring and appraising

academic staff performance

a) Academic staff KPI b) UM Excellence Award

4.1.8 The department must be

guided by considerations which

are in line with national policy and

international good practices in

academic appointment and

promotion exercise, for example,

that of professors and associate

professors.

4.1.8

Describe policies, criteria and processes in appointment of and

promotion to academic positions, such as professorship and associate

professorship


b) SAPT

4.1.9The department must have

national and international linkages

to provide for the involvement of

renowned academics,

professionals and practitioners in

order to enhance teaching and

learning of the programme.

(This standard applies particularly

to universities)

4.1.9

Describe the nature and extent of the national and international

linkages to enhance teaching and learning of the programme

a) MOU, External Assessor, Academic Icon, International Accreditation

Section 4.2 : Service and development

29




policies addressing matters

related to service, development

and appraisal of the academic

staff.

4.2.1

State the departmental policy on service, development and appraisal of

academic staff


b) UM-PT03-PK04 Urusan Kemajuan Kerjaya Staf c) Elaborate if practices at department/faculty

level differ from the information given in 4.1.7 and 4.1.8

4.2.2 The academic staff must be

given sufficient autonomy to focus

on their respective areas of

expertise

4.2.2

Describe how much autonomy is given to the academic staff in order to

focus on areas of expertise such as curriculum development, curriculum

delivery, supervision of student, research and writing, scholarly and

consultancy activities, community engagement and academically-

related administrative duties.


4.2.3 The HEP must have clear

policies and procedures in

handling disciplinary cases

involving the academic staff, and

on conflict of interest, particularly

in the area of professional

conduct, private practice, multiple

employment, and consultancy

services.

4.2.3

State the departmental policies and practices in handling disciplinary

cases involving academic staff


Pg. 198

4.2.4The HEP must have

mechanisms and processes for

periodic student evaluation of the

academic staff for purposes of

quality improvement.

4.2.4

Describe the mechanism and processes for periodic student evaluation

of academic staff and explain how this evaluation contributes to quality

improvement. Indicate the frequency of this exercise.


Pg. 201

30




development programme for new

academic staff (including

mentoring and formative

guidance) and continuous

professional enhancement for

existing staff.

4.2.6 The HEP must provide

opportunities for academic staff to

participate in professional,

academic and other relevant

activities, national and

international and, where relevant

for them to obtain professional

qualifications to enhance

teaching-learning experience.

4.2.5 and 4.2.6

State the mechanism and procedures for academic staff professional

development and career advancement

a) 2015 UM self-review portfolio (MQA-03) Pg. 198 ; Pg. 200

b) BSM / ADEC / STAND – refer to PT03-PK04 c) Explain how the activities enhance T&L

experience (conference report, sabbatical report)


encourage and facilitate its

academic staff to play an active

role in community engagement

activities.

4.2.7

Describe how the department encourage and facilitate staff

engagement in community activities

Evaluate the extent to which the activities are rewarded

5% KPI and any other activities done by programme

(Jalinan Masyarakat)

31

Area 5: EDUCATIONAL RESOURCES



Section 5.1 : Physical facilities

5.1.1 The programme must have

sufficient and appropriate physical

facilities and educational

resources to ensure its effective

delivery including facilities for

practical-based programmes and

for those with special needs

5.1.1

List all physical facilities related to the programme. (a – d and f) Provide list of physical facilities form as in Appendix 4.

5.1.1

(e) Provide information on the arrangement for practical and industrial

training

a) Program Persediaan Latihan Industri

UM-PT01-PK01-AK030

b) Penempatan Latihan Industri

UM-PT01-PK01-AK031

5.1.2 The physical facilities must

comply with the relevant laws and

regulations.

5.1.2

State the relevant laws and regulations (including licensing &

intellectual property rights) to which the physical facilities comply

(a) Buku Panduan Keselamatan Makmal (b) License of software (Faculty and PTM) (c) Aktiviti Permohonan Dan Pendaftaran Harta

Intelek UM-PT02-PK01-AK012 (d) Pemasaran Paten / Hakcipta / Harta Intelek

UM-PT02-PK01-AK014

5.1.3 The library or resource

centre must have adequate and

up-to-date reference materials

and qualified staff that meet the

needs of the programme and

research amongst academic staff

and students. This would include

5.1.3 (a-e)

(a) state the database system used in the Library

Information will be provided by UM Library

(b) state the number of staff at the Library and their qualifications

(c) Describe resource sharing and access mechanism available at the

Library. Provide data on extend of use of these resources by academic

32



provisions for appropriate

computer and information and

communication technology-

mediated reference materials.

staff and students. Comment if the library support for the programme is

adequate.

(d) List the reference materials supporting the programme

Provide information as in Appendix 5

(e) Describe how the Library obtains feedback on the Library policy,

services and procedures

5.1.4 The educational resources,

services and facilities must be

periodically reviewed and

improved upon to maintain their

quality and appropriateness for

current education and training.

5.1.4

(a) Describe how the department improves the adequacy, currency and

quality of its educational resources

(a) Penilaian Kursus Dan Pengajaran UM-PT01-PK01-AK012

(b) Course Information For Current Semester/Term

UM-PT01-PK03-BR004

5.1.4

(b) Provide evidence of improvement of physical learning spaces

through renovations, refurbishments, building of new facilities, and

acquisition of latest and appropriate equipment to keep up with

development in educational practices.

Section 5.2 : Research & Development


research policy with adequate

facilities and resources to sustain

them.

5.2.2 The interaction between

research and learning must be

reflected in the curriculum,

5.2.1 , 5.2.2 and 5.2.4

Table 7: Academic staff research information

33



influence current teaching, and

encourage and prepare students

for engagement in research,

scholarship and development.

5.2.4 The university must show a

link between research,

development and

commercialisation within a

reasonable time after its

establishment.

Staff

Name

(PI)

Research

Area

Research

Funding

Available facilities (if any)

Interaction

between

research

and

learning

Commercialisati

on of product

(if any)


periodically review its research

resources and facilities and take

continuous appropriate action to

enhance its research capabilities

and to promote a conducive

research environment.

5.2.3 Describe steps taken to review research resources and facilities to

enhance research capability

Section 5.3 : Expertise in Education

5.3.1 The department must utilise

educational experts (especially

those with expertise in pedagogy

and assessment methods) in the

planning of its programmes and in

the development of new teaching

and assessment methods.

5.3.1

Describe the policy and practice on the utilization of appropriate

experts in the field of education, in the planning of the programme and

in the development of new teaching and assessment methods

Explain role of ADEC and JK Kurikulum at the faculty

in programme development

34



(This standard must be read

together with Standards 1.3.6 –

page 13 )

Section 5.4 : Financial Resources

5.4.1 The HEP must have a clear

line of responsibility and authority

for budgeting and resource

allocation that takes into account

the specific needs of the

department.

5.4.1

(a) Indicate the line of authority for budget and resource allocation in

the HEP with respect to specific needs of the department


clear procedures to ensure that its

financial resources are sufficient

and that it is capable of utilising

them efficiently and responsibly

5.4.1 and 5.4.2

(b) Provide the financial planning for the programme in the next five years. Describe procedures to ensure that its financial resources are sufficient.

35

Area 6: PROGRAMME MANAGEMENT



Section 6.1 : Programme Management

6.1.1 The department must clarify

its structure and function, and the

relationships between them, and

these must be communicated to

all parties involved based on the

principles of responsibility,

accountability and transparency

6.1.1 (a & b) Provide information as in Appendix 6 : Governance structure and functions


policies, procedures and

mechanisms for regular reviewing

and updating of its structures,

functions, strategies and core

activities to ensure continuous

quality improvement

6.1.2

Describe the mechanism for regular reviewing and updating the department’s structure, functions, strategies and core activities to ensure continual quality improvement. State those responsible for continual quality improvement within the department

Management meetings

Faculty Strategic Plan

Annual Performance review (KPI)

6.1.4 Mechanisms to ensure

functional integration and

comparability of educational

quality must be established for

programmes conducted in

campuses or partner institutions

that are geographically separated.

6.1.4

Describe the arrangements agreed upon by the HEP and its campuses

or partner institutions – for example, franchise programmes, joint

awards, collaborative research, student exchange arrangements -- to

assure functional integration and comparability of educational quality

.


formal committee system

responsible for internal and

6.1.5

36



external consultation, feedback,

market needs analysis and

employability projections of the

programme.

(This standard must be read

together with Standards 1.1.1 and

1.2.2 Area 1- page 2 & 6)

State the Committee responsible for consultation and feedback, market

needs analysis and employability projections of the programme

[refer to 1.1.1 and 1.2.2 Area 1]

6.1.6 The governance of the

department must involve the

participation of, and the

consultation with, academic staff,

students and external

stakeholders

6.1.6

Describe the participation of, and consultation with the academic staff,

students and external stakeholders in the governance process

Section 6.2 : Programme Leadership

6.2.1 The criteria for the

appointment and the

responsibilities of the programme

leader must be clearly stated.

6.2.2 The leadership of the

programme must be held by those

with appropriate qualifications

and experience, and with

sufficient authority for curriculum

design, delivery and review.

6.2.2

Describe the management structure of the programme. Detail the

qualifications, experiences, tenureship and responsibilities of the

programme leadership.

6.2.1 & 6.2.3

Describe the selection process and provide the job description of the

Programme Coordinator (Leader) including the role in recruitment and

(a) Provide Letter of Appointment and TOR for the Programme Coordinator

(b) Identify criteria for selection process – qualification, experience

37




and processes to allow for

communication between the

programme and the HEP

leadership on matters such as

staff recruitment and training,

student admission, allocation of

resources and decision making

processes

training, student admission, allocation of resources and decision-

making process.

Section 6.3 : Administrative staff

6.3.1 The administrative staff of

the department must be

appropriately qualified, technically

competent and sufficient in

number to support the

implementation of the

programme and related activities

6.3.1

Provide details on Administrative staff structure (a), (c)

Table 8 : Administrative staff details

No. Job

Category

Numbers

required

Current

numbers

Minimum

qualifications


Pg.344-352

38



(c) Describe the recruitment process and procedures. State the terms and conditions of service.

Urusan Pengambilan Dan Penempatan Staf

UM-PT03-PK02


conduct regular performance

review of the administrative staff

of the programme

6.3.2

State the mechanism and procedures for monitoring and appraising the

performance of the administrative staff of the programme

Elaborate KPI done at Department level


an appropriate training scheme

for the advancement of the

administrative staff as well as to

fulfil the specific needs of the

programme, for example, risk

management, technology

management, maintenance of

specialised equipment, and

advance technical skills.

6.3.3

Describe the training scheme for the advancement of the

administrative staff. How does this scheme fulfil the specific advanced

and future needs of the programme?

(a) Competency matrix (b) Training schedule

Section 6.4 : Academic records


appropriate policies and practices

concerning the nature, content

and security of student and

academic staff records


implement policies on the rights

6.4.1 & 6.4.2 & 6.4.3

Describe how the department ensures the rights of individual privacy

and confidentiality of student and staff records


Pg.353-357

39



of individual privacy and the

confidentiality of records


continuously review policies on

security of records including

increased use of electronic

technologies and safety systems.

Area 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT



Section 7.1 : Mechanism for programme monitoring, review and Continuous improvement


clear policies and appropriate

mechanisms for regular

monitoring and review of the

programme

7.1.1 Describe the policies and mechanism for regular monitoring and review of the programme


Pg.284

b) UM Teaching and Learning Policy c) Dasar Pengurusan Program Akademik (DPPA), d) Garis Panduan Penetapan Nomenklatur Program

Akademik, Kod Program dan Kod Kursus Universiti Malaya

e) UM-PT01-PK03 Perkembangan Kurikulum Ijazah Dasar


dedicated Quality Assurance (QA)

unit or personnel responsible for

internal quality assurance of the

department to work hand-in-hand

with the QA unit of the HEP

7.1.2

Describe role and the effectiveness of the unit/personnel responsible

for internal quality assurance

Refer to 6.2.1 (TOR Programme coordinator)

40




an internal monitoring and review

committee with a designated head

responsible for continuous review

of the programme to ensure its

currency and relevancy.

7.1.3

Describe the structure of the internal program monitoring and review

committee.

State the frequency of the review undertaken.

State the mechanism and procedure for internal program monitoring

and review.

Describe how the feedback from internal program monitoring and

review is used to improve the programme.


Pg.284

b) Refer to Jawatankuasa Kurikulum 6.1.1 in terms of monitoring role

c) Use of Course and Teaching Evaluation System(CTES), UMPT01-PK03-BR011, UMPT01-PK03-BR012 and how the programme utilise feedback for CQI

d) Collaborative arrangement – internal and external

i. Jawatankuasa Kurikulum 6.1.1 in terms of its review role

ii. Input from External Assessor and UMPT01-PK03-BR015

iii. Describe the whole curriculum review proses

e) Frequency of review f) Stakeholder involvement:

alumni/employer/external expertise g) Analysis of student’s performance, progression

and attrition h) Responsibilities for collaborative arrangement (if

any) i. JKIK - Findings of the review are

disseminated to the HEP. Comment on the action taken therefrom. (7.1.)

7.1.4 A programme review must

involve the relevant stakeholders

whose views are taken into

consideration.

(For MQF level 6 and above, the

review must involve external

examiners at periodic intervals)

7.1.5 The department must make

the programme review report

accessible to relevant

stakeholders in order to seek their

views.

7.1.4 & 7.1.10

State which relevant stakeholders are involved in programme review,

how their views are taken into consideration and how the department

informs stakeholders of the result of the programme review.

7.1.6 Various aspects of student

performance, progression and

attrition must be analysed for the

purpose of continual quality

improvement.

7.1.6

Describe how student performance, progression and attrition are

analysed for CQI

41



7.1.7 In collaborative

arrangements, the partners

involved must share the

responsibilities of programme

monitoring and review.

7.1.7

Describe how parties in the collaborative share the responsibilities of

programme monitoring and review

7.1.8 The findings of a programme

review must be presented to the

HEP for its attention and further

action.

7.1.8

State how the findings of a programme review is presented to the HEP

for its attention and further action

7.1.10 The department’s review

system must constructively

engage relevant stakeholders

including the alumni and

employers as well as the external

expertise (nationally and

internationally) to identify areas of

concerns and demonstrate ways

to improve the programme

Refer to 7.1.4


embrace the spirit of continual

quality improvement based on

prospective studies and analyses,

that leads to the revision of its

current policies and practices,

taking into consideration past

experiences, present conditions,

and future possibilities

Describe steps taken to build a culture of quality

42

PART C: PROGRAMME SELF EVALUATION

The department needs to prepare a Programme self-evaluation which includes the following:

Strengths of the programme in meeting its goals;

Areas of concern that need to be addressed;

Strategies for maintaining and enhancing the strengths of the programme;

Steps that have been taken to address the problem areas; and

Conclusions and recommendations for improvement.

guidelines for programme reaccreditation · 4 section 1: introduction 1. introduction the guideline...

Documents