Title: ACADEMIC PERFORMANCE AUDIT
1ACADEMIC PERFORMANCE AUDIT
2INTRODUCTION
- APA Academic Performance Audit
- COPIA Code of Practice for Institutional Audit
-
- COPPA Code of Practice for Programme Audit
3SELF-REVIEW PORTFOLIO
- PART A General information on UPM
- PART B Information on the nine areas of
evaluation for quality assurance - PART C Self-review report
4PART A
- GENERAL INFORMATION
- ON UPM
5Name of Higher Education Provider (HEP)
- Â
- Universiti Putra Malaysia
6Date of Establishment
- Universiti Putra Malaysia, previously known as
Universiti Pertanian Malaysia, was established on
4 October 1971. The renaming was done on 15 March
1998. - Approval Reference Number
- Universities and University Colleges 1971 P.U.
(A) 106 (20 October 1971) - Universities and University Colleges 1971 P.U.
(A) 106/1998 (15 March 1998)
7Name, Title and Designation of the Chief
Executive Officer
- Prof. Datuk Dr. Nik Mustapha bin R. Abdullah
- Vice Chancellor
- Universiti Putra Malaysia
- nc_at_putra.upm.edu.my
8Name and Address of Branch Campus
- Universiti Putra Malaysia
- Bintulu Sarawak Campus
- Nyabau Road
- P. O. Box 396
- 97008 Bintulu, Sarawak
9List of Faculties and Number of Programmes
Offered as of 31 December 2008 (1)
10List of Faculties and Number of Programmes
Offered as of 31 December 2008 (2)
11List of Faculties and Number of Programmes
Offered as of 31 December 2008 (3)
12Total Number of Academic Staff as of 31 December
2008
Masters in Medical Speciality/MRCP/MRCPath
13Total Number of Students as of 31 December 2008
14Purpose of Audit
- The purpose of this comprehensive Academic
Performance Audit (APA) - is to obtain the status of
- Self-Accrediting Institution.
15PART B
- INFORMATION ON THE NINE AREAS OF EVALUATION FOR
QUALITY ASSURANCE
16THE NINE AREAS OF EVALUATION
- Vision, mission, educational goals and learning
outcomes - Curriculum design and delivery
- Assessment of students
- Student selection and support services
- Academic staff
- Educational resources
- Programme monitoring and review
- Leadership, governance and administration
- Continual programme quality improvement
17AREA 1
- Vision, mission, educational goals and learning
outcomes
1.1 Statements of Vision, Mission and
Educational Goals 1.2 Participation in the
Formulation of Vision, Mission and Educational
Goals 1.3 Academic Autonomy 1.4 Learning
Outcomes
181.1 Statements of Vision, Mission and
Educational Goals (1)
- Vision
- To become a university of international repute
- Mission
- To be a leading centre of learning and
research, contributing not only towards the
creation of wealth and nation building but also
towards universal human advancement and discovery
of knowledge
19 1.1 Statements of Vision, Mission and
Educational Goals (2)
- The 10 UPM Goals
- Four educational goals
- To produce quality graduates who are
competitive and resilient - To enhance the quality of UPM students through
inculcation of soft skills - To transform UPM into a renowned research
university - To strengthen UPM as a centre of excellence in
agriculture education and research -
20 1.1 Statements of Vision, Mission and
Educational Goals (3)
- Six supporting goals
- To broaden and strengthen UPM network with
industry and society - To manage human capital and work environment
effectively - To enhance a quality management system based on
good practice - To efficiently generate and manage the
financial resources of UPM - To make UPM fully connected based on
information and communication technology - To strengthen UPM through alumni involvement
21 Dissemination of Vision, Mission and Goals
- Print media Pelan Strategi UPM 2001-2010
(Semakan 2007), Annual Reports, Buku Panduan
Fakulti, posters, academic calenders, etc. - Electronic media website (http//www.upm.edu.my
) Putra FM Radio - In-service training
- UPM workshops
- Meetings
- Staff and alumni associations
22 Vision, Mission, Educational Goals And Learning
Outcomes (1)
EDUCATIONAL GOALS AND RELATED LEARNING OUTCOMES
23Vision, Mission, Educational Goals and Learning
Outcomes (2)
- REFERENCE MATERIALS
- UPM Strategic Plan 2001-2010
- UPM Strategic Plan (Rev. 2005)
- UPM Strategic Plan (Rev. 2007)
- UPM Annual Reports (since 2000)
- UPM website (http//www.upm.edu.my)
- Other relevant UPM publications (e.g. calendars,
- diaries, posters and faculty prospectus)
241.2 Participation in Formulation of Vision,
Mission and Educational Goals (1)
- Principal Stakeholders
- Internal stakeholders students, academic and
non- academic staff - External stakeholders MoHE, other government
agencies, employers, sponsors and education loan
providers, alumni, academic experts and
statutory bodies
251.2 Participation in Formulation of Vision,
Mission and Educational Goals (2)
- Involvement of Principal Stakeholders
- Academic programme committees or Faculty Advisory
Committee - Board of Directors approves the strategic plan
- Senate approves academic policies and
programmes - University staff associations and representatives
of professional bodies - Feedback from industrial training programmes
- Alumni tracer studies, student exit surveys ,
employer surveys, industrial market surveys
261.2 Participation in Formulation of Vision,
Mission and Educational Goals (3)
- Other stakeholders
- business partners, NGOs, external
assessors/examiners, academic partners,
community representatives - Involvement of these stakeholders
- meetings
- discussions
- exchange of visits
- feedback
- Frequency of review
- once every three years
- when necessary
271.3 Academic Autonomy (1)Â
- Policy for Curriculum and Allocation of Resources
- Section 20(4) of the Constitution
- Control and responsibility of Senate for the
general direction of instruction, research and
examination, and the determination and award of
degrees, diplomas, certificates and other
academic distinctions - Clause 20(5) of the Constitution
- Senate may delegate any of its duties,
functions and responsibilities to any of its
members or a committee consisting of its members
or any other authorities
281.3 Academic Autonomy (2)Â
- Clause 21(3) of the Constitution
- Faculties, schools, centres, academies and
institutes are also responsible for the
development and review of curriculum and/or
allocation of resources
291.3 Academic Autonomy (3)Â
- Right and Responsibility to Formulate Academic
Programmes - Faculties, centres and schools are given the
right and responsibility to design their
curriculum in accordance with relevant
requirements and needs in order to meet their
targets.
301.3 Academic Autonomy (4) Â
- Criteria and Input for Allocation of Resources
- Academic staff planning
- Current number of enrolled students
- Number of new student admissions
- New programme proposals
- Lecturer-student ratio in the field of study
- Relevant teaching and learning facilities and
equipment
311.3 Academic Autonomy (5)Â
- Franchising Programmes
- UPM has franchised five diploma and two bachelor
degree programmes to six private Higher
Education Institutions (HEIs) - Franchising carried out in accordance with UPM
Rules (Academic) 2003 Amendment 2005 - Selection of private HEIs based on conditions
set by UPM - Site visit to premises by UPM quality control
committee - Report of visit is tabled for Senate approval
- Quality control committee makes yearly
assessments and reports findings to Senate for
follow-up actions
321.3 Academic Autonomy (6)Â
- Management of Franchised Programmes
- Franchised programmes are managed by the Centre
for External Education (Pusat Pendidikan Luar,
PPL) - Faculties are responsible for academic aspects
of the franchised programmes - Teaching and learning process is monitored by
PPL and corrective actions taken when necessary - Private HEIs are required to obtain
accreditation status from the MQA
331.3 Academic Autonomy (7)Â
- Policies and Practices in Teaching and Learning
- To ensure that the teaching and learning process
is consistent with the curriculum, UPM requires
its academic staff to adhere to the Universiti
Putra Malaysia Rules (Academic) 2003,
specifically Chapter IV on Teaching and
Learning, and Quality Management System (QMS)
procedures and guidelines
341.3 Academic Autonomy (8)Â
- Inconsistencies between teaching and learning
process and curriculum are redressed through
implementation of corrective and preventive
actions as stipulated in QMS procedures. - Academic staff are required to prepare teaching
plans for courses before beginning of each
semester and conduct courses as planned.
351.3 Academic Autonomy (9)Â
- Resource Allocation Review Process
- The process for reviewing resource allocation is
either top-down or bottom-up and involves
decisions made at the following meetings - The University Board of Directors
- The University Management Committee
- Faculty/Institute/School Management
- Department/Research Laboratory
- Management Review Committees
- Recommendations from management audit, QMS audit
and financial audit are also used to review
resource allocations. - Â
36Â
1.3 Academic Autonomy (10)
- Policies on Conflict of Interest
- Conflicts of interest are addressed according to
- Statutory Bodies (Discipline and Surcharge) Act
2000(Act 605) - Part II Code of Conduct, Outside
Employment 4(1) of the Act - Policies of the Employment Guidelines of UPM
- Lecturers Charter Â
- UPM Work Ethics
- Letter of Undertaking
- Oath of Integrity in Public Service
- Â
371.4 Learning Outcomes (1)Â
- Expected Competencies and Attributes of Graduates
- Knowledge in the discipline
- Psychomotor/Practical/Technical skills
- Critical thinking and scientific approach
- Communication skills
- Social skills and responsibility
- Professionalism, values, attitudes and ethics
- Lifelong learning and information management
- Managerial and entrepreneurial skills
- Leadership skills
- Â
- Â
381.4 Learning Outcomes (2)Â
- Learning Domains
- Cognitive domain
- Knowledge, comprehension, application,
analysis, - synthesis, and evaluation
- Psychomotor domain
- Perception, set, guided response, mechanism,
overt - complex response, adaptation, and
origination. - Affective domain
- Receiving, responding, valuing, organising,
and - internalising
- Â
- Â
- Â
391.4 Learning Outcomes (3)Â
- Soft Skills
- Communication skills
- Critical thinking and problem solving
- Lifelong learning
- Teamwork skills
- Entrepreneurship skills
- Morals and professional ethics
- Leadership skills
401.4 Learning Outcomes (4)Â
- Relationship between Learning Outcomes and
Professions and Disciplines - Our graduates will
- contribute to a more knowledgeable and skilled
workforce - be capable of critical thinking, problem solving
and decision making - demonstrate effectsive communication and social
skills, as well as sensitivity to the social,
cultural, psychological and ethical aspects of
their workplace - practise good values, attitude and ethics
- Â
41AREA 2
- CURRICULUM DESIGN AND DELIVERY
2.1 Curriculum Design and Teaching-Learning
Methods 2.2 Curriculum Content and
Structure 2.3 Management of Programmes 2.4 Linkage
with External Stakeholders 2.5 Articulation
Regulations, and Credit Transfer and Exemption
422.1 Curriculum Design and Teaching-Learning
Methods (1)
- Guiding Principles for Curriculum Design
- 1. Alignment of LOs, learning taxonomies and
soft skills - Each course in a programme must have a maximum of
three most important LOs based on course
requirements. - Each programme LO must be addressed by at least
two core courses. - The LOs must be fairly distributed across the
University, core and elective courses.
432.1 Curriculum Design and Teaching-Learning
Methods (2)
- Guiding Principles (contd)
- Other guiding principles
- Feedback from stakeholders
- Panduan Penyediaan Program Baharu dan
Penstrukturan Semula/Semakan Semula Kurikulum,
Edisi 20 Mei 2008 - Malaysian Qualifications Framework by the
Malaysian Qualifications Agency - Reports from external assessors/examiners
appointed by the Senate - Guidelines stipulated by professional bodies
of specific programmes (e.g., MMC for Medicine,
EAC for Engineering, MVC for Veterinary
Medicine, and MIA for Accountancy)
442.1 Curriculum Design and Teaching-Learning
Methods (3)
- Programme objectives are achieved through
- proper design of the curricula, where programme
objectives are mapped and aligned against
courses, learning taxonomy, soft skills, student
learning times and course outlines as approved
by the Senate - implementation of appropriate teaching and
learning strategies, methodologies and
techniques which are geared towards
student-centred learning - implementation of various and appropriate
formative and summative course assessments
452.1 Curriculum Design and Teaching-Learning
Methods (4)
- a quality management system in all faculties
- monitoring strategies in the form of assessments
and surveys conducted at university level so that
appropriate intervention can be carried out for
continual improvement
46 2.1 Curriculum Design and Teaching-Learning
Methods (5)
- Participation of Students in Learning
- Student participation is achieved through
- their involvement, feedback and interaction
during classes, tutorials, laboratories, group
discussions, projects, problem solving,
field-work, presentations and seminars - SCL methods like Problem-Based Learning (PBL),
Project-Oriented Problem-Based Learning, Case
Study, and Modular Approach in professional
courses - the continuous assessment system which entails
greater students participation in their
learning. - compulsory co-curricular courses
- industrial training
47 2.1 Curriculum Design and Teaching-Learning
Methods (5)
- Preparation for Lifelong Learning
- Emphasis is on
- ability to manage information through the use of
ICT - critical thinking, and investigative and
problem-solving skills - Opportunities for students to experience LL
- handling case studies that enhance
information-gathering skills - participating in and/or organising short
courses, workshops, - seminars, motivational talks, field trips,
competitions, exhibitions, debates, cultural
performances, theatre, art and design and
musical shows, and co-curricular events - learning to apply theories in industrial
training and final- year projects - Â
48 2.1 Curriculum Design and Teaching-Learning
Methods (6)
- Preparation for Student Knowledge Acquisition,
Personal Development and Social Responsibility - Approaches employed
- Academic lectures focusing on expansion of
- knowledge
- Laboratory sessions, fieldwork, projects and
other experiential or hands-on learning aimed
at mastery of skills - Co-curricular activities, including compulsory
- co-curricular courses, to strengthen soft
skills
492.2 Curriculum Content and Structure (1)
- General Content Requirements
- Each undergraduate programme is regularly
reviewed to address issues related to
developments in knowledge and technology and to
the needs of the country. - Requirements taken into account
- Â 40-60 concept and theory, 15-45 skills, and
15-25 humanities (MoHE) - 15-20 University courses, 55-60 core courses,
and - 25- 30 elective courses (MPTN)
- Recommendations of relevant professional bodies
and - various levels of curriculum committees in
the University - Â
- Â
50Â
2.2 Curriculum Content and Structure (2)
- Inclusion of MultidisciplinaryTopics
- Multidisciplinary topics covering local, national
and/or international importance are covered - in compulsory courses for undergraduates
Islamic and Asian Civilisation (SKP 2203),
Ethnic Relations (SKP 2204), Basic
Entrepreneurship (MGM 3180) and Agriculture and
Man (PRT 2008) - when students, including the postgraduates
enrolled in non-thesis programmes, register for
elective (minor/option) courses to complement
the specialisation courses in their respective
programmes - Â
51Â
2.2 Curriculum Content and Structure (3)
- Inclusion of Practical, Intellectual and Soft
Skills - Seven LOs address the soft skills.
- Two LOs address the intellectual and practical
skills. - The depth of the programme outcomes is
determined by the targeted level of the learning
taxonomy. - The elective component enriches students
skills. - Experience in different learning and teaching
methods, especially the SCL approach and
internship, further enhances the acquisition of
practical and soft skills. - Â
52Â
2.2 Curriculum Content and Structure (4)
- Inclusion of Character Education
- Character education is incorporated through
- courses related to professional ethics, moral
studies, citizenship and nationhood, and/or
civilisation studies - co-curricular courses and activities, and SCL
activities - Its implementation involves
- monitoring done through The Survey of Soft
Skills at entry, intermediate and exit levels to
assess the values and attitudes of UPM students - intervention programmes arranged to ensure that
the desired values and attitudes of UPM students
are fostered
532.3 Management of Programmes (1)Â
- Terms of Reference (TOR)
- of Curriculum Committees
- The Senate
- Acts as the highest academic body of the
University - Responsible for the general direction of
instruction, research and examination, and the
conferral of degrees, diplomas, certificates and
other academic distinctions.
542.3 Management of Programmes (2)Â
- The University Curriculum Committee
- To provide the curriculum a system of teaching
and learning that centres around the students - To study the curriculum objectives, structures
and methods of delivery at a fixed interval - To provide curricula that are appropriate based
on demand - To gather and coordinate current academic
programmes - To market academic programmes to the public and
private sectors as well as internationally - To study and identify the demand for new
academic programmes
552.3 Management of Programmes (3)Â
- The Faculty Curriculum Committee
- To prepare the curriculum based on students
centred learning systems - To review the curriculum periodically towards
the objectives, structure, and course delivery
method - To prepare the training curriculum according to
demand - To coordinate the existing academic programmes
- To market the academic programmes to the private
and public sectors at local and international
levels - To conduct surveys and indentify the demand for
new academic programmes
562.3 Management of Programmes (4)Â
- The University Graduate Studies Committee
- To recommend policies pertaining to postgraduate
studies for Senate approval - To recommend new programmes and courses or
restructuring of programmes or courses for
Senate approval - To approve applications for admission
- To approve applications for transfer of
programme/field of study
572.3 Management of Programmes (5)Â
- To approve appointments and re-constitution of
supervisory committees - To approve appointments of thesis examination
committees - To approve conversion to PhD programme or
reversal to Master programme - To recommend students for graduation to the
Senate - To act on any other matters as delegated by the
Senate
58Â
2.3 Management of Programmes (6)
- Authority of the
- University Curriculum Committee
- In cases where conflicts of educational
principles cannot be resolved, the Committee has
the authority to recommend measures to the Senate
for resolving the conflicts.
59Â
2.3 Management of Programmes (7)
- Programme Implementation according to Goals
- Each faculty implements programmes according to
specific goals. - The Dean ensures that academic rules and
regulations, as well as QMS procedures and
guidelines, are followed. - Â
602.3 Management of Programmes (7)
- The Head of Department/Programme Coordinator is
responsible for ensuring that - courses are conducted by lecturers who have
expertise and competencies in the subject areas
concerned - lecturers conduct courses according to course
outlines - students receive the course outline that specify
the LOs, methods of assessment and course
materials - lecturers periodically evaluate students
performance - delivery of courses is evaluated
61Â
2.3 Management of Programmes (8)
- To ensure that each programme meets its
objectives, the faculty revises the curriculum
every five years or as required. - The input of the curriculum revision are
obtained mainly from - Market surveys
- External assessors/examiners reports
- Exit surveys
- Tracer studies
- Accreditation process for professional
programmes - Feedback from the industries
- Â
622.3 Management of Programmes (9)
- The faculty monitors and evaluates the running
of the programmes, and makes recommendations for
continual improvement to the programme as
specified by the QMS of respective faculties.
63Â
2.3 Management of Programmes (10)
- Student Supervision
- Every undergraduate student is assigned an
academic advisor upon registration as required
by Academic Advisory System. - Postgraduate students in programmes with thesis
have their supervisory committee appointed by
the respective graduate school after approval by
the Senate, while postgraduate students in the
non- thesis programme are assigned a programme
coordinator and/or project advisor.
64Â
2.3 Management of Programmes (11)
- Students with academic difficulties
- The lecturer will take appropriate action to
rectify the problem. - Students with poor CGPA
- special programmes are conducted by the faculty
- through the academic advisory/supervisory
system, the academic staff provides guidance - students concerned are sent for counselling,
given remedial courses and tutorials, and
academic workshops (some of these actions are
carried out in collaboration with the
Residential College) - New students
- A compulsory Starting School programme helps
students adapt quickly to campus life.
65Â
2.3 Management of Programmes (12)
- Discordance in Programme Management
-
- Possible causes
- Insufficient experienced support staff and
academic staff - Brain drain leading to shortage of needed
expertise - Inadequate infrastructure, info-structure and
facilities - Limited suitable places for industrial training
and internship
66Â
2.3 Management of Programmes (13)
- Actions taken at different levels to minimise the
effects of discordance - Reducing the shortage of staff
- Minimising brain drain
- Ensuring sufficient, appropriate and conducive
infrastructure, info-structure and facilities for
student-centred teaching and learning - Increasing the number of placements for
industrial training and internship
67Â
2.3 Management of Programmes (14)
- Mechanisms and Resources for Introducing
Innovations in Teaching-Learning and Evaluation
Methods - Centre for Academic Development (CADe)
- courses and training programmes focusing on
teaching and - learning effectiveness
- teaching evaluation by students
- laboratory services evaluation
- online lectures (e-kuliah)
- learning management system (LMS)
- RD in teaching and learning
- the Vice-Chancellors Fellowship and the
Anugerah Pengajaran Putra
682.3 Management of Programmes (15)
- Co-curriculum Centre
- Starting School
- Intermediate School
- Finishing School
692.4 Linkages with External Stakeholders (1)Â
- Existing Links
- The MoHE the general requirements of academic
programmes and approval - Academic experts and representatives from
industries, government agencies and statutory
bodies members of a facultys academic
programme committees or Faculty Advisory
Committee - The alumni provide feedback regarding the
relevancy of academic programmes. - Industries and government agencies industrial
training for students and industrial attachment
for staff - Mechanism for establishment of linkages
MoUs/MoAs
702.4 Linkages with External Stakeholders (2)Â
- Participation of External Stakeholders in
Providing Feedback on Graduate Performance - Respondents in market surveys, tracer studies,
- employer surveys
- Representatives who sit on the Board of
Directors of - UPM also provide feedback on graduate
performance - Â
712.4 Linkages with External Stakeholders (3)Â
- Feedback for Curriculum Improvement
- Feedback is presented to the facultys Academic
Programme Committees or Faculty Advisory
Committee. - Comments and suggestions are acted on by the
Faculty to improve existing curricula or propose
new programmes. - New or revised curricula are then presented to
the University Curriculum Committee for
approval. - New or revised curricula are presented to the
Senate for endorsement. - New curricula and existing curricula that
undergo major revision are submitted to the MoHE
for approval.
722.5 Articulation Regulations, and Credit
Transfer and Exemption (1)Â
- Students from other HEPs
- For undergraduate programmes, the number of
credit hours exempted is not more than 30 of
the total required for graduation. - For non-thesis postgraduate programmes, the
number of credits exempted is not more than 30
of the total required for graduation. - For postgraduate programmes with thesis, the
number of credits exempted for courses is not
more than 50 of the total required for
graduation.
732.5 Articulation Regulations, and Credit Transfer
and Exemption (2)Â
- UPM students
- Credit transfer is based on course
equivalent, approved by the Dean of the
faculty/school concerned. - Additional regulations pertaining to postgraduate
studies - Rule 7 of Universiti Putra Malaysia Rules
(Graduate Studies) 2003 stipulates that a
student from another HEP - may apply for a transfer to an equivalent
postgraduate - programme at UPM.
- Rule 24 allows a UPM student to apply for a
transfer from a programme or field of study once
during the duration of study.
74AREA 3
3.1 Relationship Between Assessment and
Learning 3.2 Assessment Method 3.3 Management
of Student Assessment
753.1 Relationship Between Assessment and Learning
- Compatibility of Assessment with Educational
Goals and Learning Methods - Monitoring of Student Assessment
- Integrated Curriculum Assessment
- Inculcation and Assessment of Positive Attitudes
76Compatibility of Assessment with Educational
Goals and Learning Methods
- Student assessments compatible with educational
goals and learning methods for undergraduate /
graduate programmes - Nine programme LOs aligned with course LOs and
student learning time - Suitable learning and assessment methods
developed to suit course LOs - External assessors reports ensure compatibility
between assessment methods, learning goals and
learning methods
77Compatibility of Assessment Methods with LOs and
Learning Methods (1)
78Compatibility of Assessment Methods with LOs and
Learning Methods (2)
79Compatibility of Assessment Methods with LOs and
Learning Methods (3)
80Compatibility of Assessment Methods with LOs and
Learning Methods (4)
81Compatibility of Assessment Methods with LOs and
Learning Methods (5)
82Monitoring of Student Assessment
- To reduce curriculum overload and promote
integrated learning - Monitored by Deans, Deputy Deans and Department
Heads - Mechanisms include
- - study scheme,
- - continuous assessment,
- - verification of teaching plan, and
- - use of learning taxonomy, SCL and soft skills
83Integrated Curriculum Assessment
- Addressing course LOs through continuous
assessment (summative and formative) - Formative assessment tests, assignments,
laboratory reports presentations (60) - Summative assessment final examination (40)
- Students cognitive, affective and psychomotor
abilities assessed through final year project
84Inculcation and Assessment of Positive Attitudes
- Inculcated through academic and co-curricular
activities - Attitudes also conveyed through specific courses
(SKP 2101 and PRT 2008) - Appropriate strategies and psychometric tools
also used - Role of CADe
- Entry Level Soft Skills Assessment for new
undergraduates for planning intervention
programmes - Two credits of co-curriculum courses required
- UPM Co-curriculum Centre conducts Starting
School, Finishing School, and Co-curricular
courses
853.2 Assessment Methods
- General Assessment Policy
- Authorities Responsible for Assessment Policies
- Attainment of Standards of Achievement and
Performance - Meeting Standards of Achievement
- Opportunity for Remediation in Performance
- Assurance of Evaluation and Feedback
- Institutional Initiatives for Student
Remediation - Availability of Records of Performance for
Feedback, Corrective Measures and Appeal - Monitoring Reliability and Validity of Assessment
86General Assessment Policy
- Documents that contain policies, rules and
regulations on course assessment, progression and
graduation - - Universities and University Colleges Act
(AUKU) 2001 - - UPM Rules (Academic) 2003
- - UPM Rules (Graduate Studies) 2003
- - UPM Examination Guidelines
- - Faculty Programme Guide Book and course
outlines - - Viva Voce Guidelines
- - Semester Time Table Guidelines
- - Student-centred teaching and learning modules
- - Quality Management System (QMS)
87Authorities Responsible for Assessment Policies
- University Senate (Section 20(4) of UPM Const.)
- Assisted by University Curriculum Committee and
University Graduate Studies Committee - Senate Review Committee deliberates on requests
for grade reviews - Postgraduate Review Committee reviews appeals of
students
88Attainment of Standards of Achievement and
Performance (1)
- Undergraduate students 2.0 minimum final CGPA
pass all compulsory subjects - Postgraduate students 3.0 minimum final CGPA
pass viva voce (for thesis students) - QMS, programme assessors, and accreditation
bodies ensure standards and quality
89Professional Accreditation Bodies
90Meeting Standards of Achievement
- Faculty verifies examination results via
Examination Results Verification Committee - Faculty submits results to Academic Division
- Senate endorses the results
- Standards audited by accreditation bodies
- Improvements made based on recommendations /
feedback from audit
91Opportunity for Remediation in Performance
- First course assessment conducted within 5th or
6th week of semester - Results of assessment released not later than two
weeks after assessment - Remedial action taken for students who perform
below expectations (e.g. tutorial, guidance)
92Assurance of Evaluation and Feedback
- QMS ensures evaluation conducted and feedback
provided - Student evaluation of teaching includes item on
evaluation and feedback
93Institutional Initiatives for Student
Remediation
- Every student is assigned an academic advisor
- Residential colleges organise remedial sessions
- Final year students with a CGPA of less than 2.0
allowed to re-sit final examinations - Medical programme remedial weeks are scheduled
94Availability of Records of Performance for
Feedback, Corrective Measures and Appeal
- All records available for review at faculty
- Answer scripts kept for a minimum of 1 year
- Appeal policy - UPM Rules (Academic) 2003 and
Examination Guidebook by University Academic
Division (2007) - Postgraduate may file for grade review not
later than two weeks after results announced
95Monitoring Reliability and Validity of Assessment
- Course assessments based on specified LOs
- Final exam questions moderated and endorsed by
Department Head (for franchise programmes
endorsed by programme coordinators) - Theses assessed by thesis exam committee which
includes internal and external examiners - Periodical evaluation of final exam questions by
external assessors - Periodical audits of professional programmes by
relevant professional accreditation bodies
963.3 Management of Student Assessment
- Confidentiality and Security of Assessment
Processes - Mechanisms to Ensure Validity, Reliability and
Fairness of the Examination System - Review of Assessment Methods
- Involvement of Stakeholders in the Improvement of
the Assessment System
97Confidentiality and Security of Assessment
Processes (1)
- Final examination questions sealed and kept in
faculty strong room with access only for
authorised personnel - Invigilators can collect papers only one hour
before examination - Only course lecturer/coordinator can key in
results of each course - Student access to their online academic records
are password protected
98Confidentiality and Security of Assessment
Processes (2)
- Academic records managed by University Academic
Division (for undergraduate students) School of
Graduate Studies / Graduate School of Management
(for graduate students) Centre for External
Education (distance education students) - Only authorised personnel can access and manage
records
99Mechanisms to Ensure Validity, Reliability and
Fairness of the Examination System
- The University Academic Division issues the Final
Examination Notice (Notis Peperiksaan Akhir)
which describes the conduct of the examination - Each faculty follows procedures related to the
conduct of examinations specified in its QMS
100Review of Assessment Methods
-
- Lecturers are able to accommodate new methods of
assessment, if necessary, within the coursework
component of their course.
101Involvement of Stakeholders in Improvement of
Assessment System
- External stakeholders through a facultys
academic programme committee or Faculty Advisory
Committee - Academic staff - through participation in related
committees at various levels - Students - through surveys, exit surveys and
complaint forms provided at each faculty as
required by the QMS
102AREA 4
- STUDENT SELECTION AND SUPPORT SERVICES
4.1 Admission and Selection 4.2 Transfer of
Students 4.3 Student Support Services and
Co-Curricular Activities 4.4 Student
Representation 4.5 Alumni
1034.1 Admission and Selection
- Admission Requirements and Dissemination Of
Information - Additional Requirements at The National Level
- Responsibility for Selection Policy
- Technical Standards for Students with Special
Needs - Determination of Student Intake Size
- Appeal Mechanisms
104Admission Requirements and Dissemination of
Information (1)
- Admission into foundation, diploma and
bachelor-level programmes subject to procedures
and conditions stated by Ministry of Higher
Education (MoHE) - Must also fulfil special requirements of the
respective programmes offered by UPM - Admission into postgraduate programmes subject to
conditions and procedures set by UPM - Two additional requirements for international
students (Circular on Immigration No.9, 2008,
Dept. of Immigration) (i) compulsory medical
exam (ii) compulsory health insurance
105Admission Requirements and Dissemination of
Information (2)
- Information on admission into UPM is disseminated
through - UPM website (www.upm.edu.my)
- MoHE website (www.mohe.gov.my)
- Mass media
- Brochures/pamphlets
- Promotional activities
106Additional Requirements at National Level
- Additional requirements for B. Ed. programmes
i.e. the candidate must - be a Malaysian citizen
- pass the Malaysian Educator Selection Inventory
(MedSI) test and interview - pass a special test and/or interview for certain
programmes - not be more than 30 years old
107Responsibility for Selection Policy (1)
- UPM Senate and MoHE responsible for undergraduate
selection policy - Policy on science-arts ratio is 60 40 but with
leeway to adjust percentage of Science students - Selection method determined and implemented by
MoHE - Admissions application to be made online and
centralised at MoHE - Selection also by joint-selection committee
- Foundation in Agricultural Science students
selected by MoHE, but subsequent selection for
Bachelors programmes done by UPM
108Responsibility for Selection Policy (2)
- UPMs own selection criteria and procedures for
Bachelor of Design (Architecture) graduates
applying for Bachelor of Architecture - UPM selects its own international candidates
directly via its Academic Division (i.e.
Committee for International Student Intake) - Postgraduate candidates are selected for
admission by each faculty or institute - Results of selection processes are tabled at the
Senate meeting for endorsement
109Technical Standards for Students with Special
Needs
- UPM currently has no technical standards for
admission of students with special needs - UPM provides facilities for such students
including parking space, toilets and ramps at
certain locations
110Determination of Student Intake Size (1)
- Undergraduate student intake size determined by
ratios specified by - - Human Resource Planning (Academic) IPTA
2008-2015 - - feedback from tracer studies on student
employability - - government directives
- - current capacity of the University
- - other regulatory requirements
111Determination of Student Intake Size (2)
- A faculty can adjust student intake size subject
to Senate endorsement - Postgraduate enrolment projected to reach 13,000
by 2015 with a 11 postgraduate-undergraduate
ratio - Recommended ratios for quality postgraduate
supervision in programmes with thesis - - Professor 110
- - Associate Professor 17
- - Lecturer 15
- Student intake for programmes without thesis
capped at about 30 of total student population
112UPM Student Enrolment based on Human Resource
Planning (2008 2015)
113Appeal Mechanisms (1)
- Undergraduate admission application results are
announced via mail or UPM and MoHE websites - Unsuccessful candidates may appeal through MoHE
e-appeal system within 10 days of announcement of
results - Candidates who appeal can submit two choices of
programme - Appeals are considered by the PHEI-MoHE
Co-selection Meeting - Unsuccessful postgraduate candidates may appeal
in the following semester by writing to the Dean,
School of Graduate Studies / Graduate School of
Management or the Director, Centre of External
Education
114Evaluation of Selection Methods (1)
- UPM strives to make its selection methods
compliant with - - social responsibilities (no age limit for
lifelong learning) - - human resources requirements (in line with
national human capital needs) - - entry qualifications (candidates without
minimum admission requirement but with
relevant work experience) - UPM evaluates effectiveness methods by reviewing
demographic and academic data of students, and
conducting exit surveys and tracer studies to
match programmes to national human capital needs.
-
115Evaluation of Selection Policies
- Admission policies evaluated based on national
needs, the NEP, meritocracy policy, capacity as
higher education provider, and other set
requirements. - Postgraduate admission criteria reviewed by
faculty/institute particularly in relation to
elevation of entry qualifications. - A faculty/institute proposing adjustment to
postgraduate admission policy must present it to
the University Graduate Studies Committee and
subsequently for Senate endorsement.
116Remedial Programmes
- UPM provides remedial courses to students who do
not meet the minimum level of technical
competence. - Students lacking competence in English must enrol
in English proficiency courses as specified in
the UPM Rules (Academic) 2003 - International postgraduate students with TOEFL
score between 500-549 or IELTS Band 5.5 may be
given provisional admission but must obtain a
minimum grade of B in the Tertiary English
Programme
117Changes to Student Intake Size and Composition
- Changes in size and composition of undergraduate
student intake are presented to the MoHE-PHEI
Consolidation of Enrolment Projection Committee
upon Senate approval. - Size and composition of postgraduate student
intake based on UPM Strategic Plan, the National
Higher Education Strategic Plan and the MyBrain
15 initiatives.
1184.2 Transfer of Students
- Mechanisms for Course Exemptions
- Comparable Achievement of Transfer Students
- Mechanisms for Student Transfer
119Mechanisms for Course Exemptions (1)
- Transfer students given course exemptions by
taking into account - - previous experience
- - qualifications obtained from another
programme and the credits accumulated - The faculty to which the student is transferred
assigns an academic advisor to assist the student
in all academic matters including course
exemption - The faculty reviews and deliberates on
applications for course exemption by the third
week of the first semester of study
120Mechanisms for Course Exemptions (2)
- Undergraduate course exemption is considered only
for similar or equivalent courses with a minimum
grade of C - The maximum total exemption allowed is 30 of the
total credits of the new programme - Course exemption on a course-by-course basis and
not overall programme - Course exemption application may be made only
once throughout programme duration
121Mechanisms For Course Exemptions (3)
- Postgraduate students changing programme or field
of study may apply for course exemption and
provisions are - - courses are relevant to programme of study
- - credits exempted are for equivalent university
courses subject to a minimum of B grade or
65 - - courses undertaken within five years from
registration date at the university - - total credits exempted shall not exceed 30 of
total credits required for full-time programme
122Mechanisms For Course Exemptions (4)
- - total credits exempted shall not exceed 50
of total credits required for a programme with
thesis - - course exemptions are approved by the Dean of
School of Graduate Studies/ Graduate School
Management, Director of Centre for External
Education
123Comparable Achievement of Transfer Students
- To ensure comparability of student achievement
to UPM standards, the faculty scrutinises syllabi
and assessment grades from previous institutions.
124Mechanisms for Student Transfer (1)
- Application for transfer of undergraduate
students to another faculty is made through the
Academic Division within two weeks after exam
results are released - Final decision subject to approval of Deans of
both faculties - Academic Division informs applicant within the
first week of the subsequent semester - Transfer application can only be made by students
who - - have completed wo semesters of study
- - are in good standing with a CGPA of at least
2.0
125Mechanisms for Student Transfer (2)
- Students on Warning or Probation allowed to
apply for programme transfer without course
exemptions and are considered as new students - New postgraduate students may apply for transfer
of programme or field of study not later than
second week of first semester - Continuing students may apply for such a transfer
not later than 10th week of second semester. If
approved, transfer takes effect the following
semester
126Mechanisms for Student Transfer (2)
- A transfer application within first two semesters
is subject to approval of the Dean of the School
of Graduate Studies or Graduate School of
Management - Any application after two semesters of study is
not allowed except under special circumstances
approved by the University Graduate Studies
Committee - Such a transfer is allowed only once and students
may apply for course exemptions
1274.3 Student Support Services and Co-curricular
Activities
- Accessibility, Confidentiality and Effectiveness
of Counselling and Support Services - Support Services Staff Qualifications
- Additional Support Programmes
- Accessibility and Effectiveness of Career
Counselling Services - Mechanisms to Identify Students in Need of
Spiritual, Psychological, Social and Academic
Support
128Accessibility, Confidentiality and Effectiveness
of Counselling and Support Services (1)
- Counselling and support services provided by
Student Affairs Division for student learning and
development - The International Office in association with the
Student Affairs Division provides non academic
support services to international students - Counselling and Careers Section provides
individual and group counselling to address
academic, personal and discipline problems - Counselling services available at both Serdang
and Bintulu campuses and accessible via
interactive electronic service
129Accessibility, Confidentiality and Effectiveness
of Counselling and Support Services (2)
- e-Guidance and Counselling (e-BIKA) includes
Outreach Programme, Bengkel Penetapan Matlamat,
Bengkel Jom Bersahabat, and Stress Management and
Relaxation Techniques - Confidentiality of student services safeguarded
through the Registrars office and respective
service providers - Counselling information subject to Malaysian
Counselling Act (580) - 14 UPM student counsellors with
counsellor-student ratio of 11,250 which exceeds
MoHE requirements - Students generally satisfied with counselling and
career services as well as other support and
co-curricular services
130Support Services Staff Qualifications
- Recruitment of support service staff adheres to
the Malaysian Public Services Departments
Schemes of Service for qualified professionals.
131Additional Support Programmes
- External organisations that participate in
student support programmes on campus - - The Royal Malaysian Police via Student Police
Voluntary Corp (SUKSIS) - - The Malaysian Armed Forces through the
Reserved Officers Training Unit (PALAPES) - - The Ministry of Youth and Sports assists UPM
Rakan Muda programmes - Other external organisations that provide support
include government agencies, foreign embassies,
research institutes, and NGOs
132Accessibility and Effectiveness of Career
Counselling Services
- Counselling services accessible at the
Counselling and Careers Section via walk-in and
online (e-BIKA) modes - The section also conducts job recruitment events
and career carnivals involving various agencies
133Mechanisms to Identify Students in Need of
Spiritual, Psychological, Social and Academic
Support (1)
- QMS helps identify students who perform poorly
- Students referred to appropriate parties
- Undergraduate academic performance monitored
through Academic Advisory System - Academic advisor advises students on academic
matters and helps resolve problems - Postgraduate students academic performance
monitored through the Internet Graduate
Information Management System (iGIMS)
134Mechanisms to Identify Students in Need of
Spiritual, Psychological, Social and Academic
Support (2)
- Students in need of spiritual, psychological, and
social support are channelled to - - counsellors
- - medical officers
- - residential college principals
- - Director of the Islamic Centre
1354.4 Student Representation
- Policies on Student Participation in the
Teaching-Learning Process - Student Self-Government
136Policies on Student Participation in the
Teaching-Learning Process
- UPM emphasises student participation in the
teaching-learning process through SCL - Students contribute to SCL development via
feedback on its implementation, effectiveness and
assessment methods every semester through
University Teaching-Learning Committee surveys - Postgraduates receiving GRA, S-GRA and GRF assist
in undergraduate teaching/ tutoring, final-year
project supervision and demonstrations
137Student Self-Government
- UPM encourages student self-government and
participation in activities of governing bodies
through the Students Representative Council - Students Representative Council gives feedback
on university policy pertaining to students
academic performance and welfare - Students represented in the Student Welfare
Committee as required in the AUKU 1971 (Pindaan)
2009 Subsection 21(1) - Students are involved in organising university,
residential college and faculty activities
1384.5 Alumni
- Role of Alumni in Curriculum Development,
Achievement of Learning Outcomes and Future
Direction of UPM - Role of UPM alumni is articulated in Goal 10 of
UPM Strategic Plan 2001-2010 (Revised 2007) - Alumni provide feedback on curriculum design and
development via the facultys Academic Programme
Committee or Faculty Advisory Committee - UPM Alumni Centre conducts annual tracer study to
gauge employability of graduates - Tracer study findings assist UPM in assessing
achievement of LOs
139Role of Alumni in Curriculum Development,
Achievement of Learning Outcomes and Future
Direction of UPM (2)
- Alumni Centre maintains a large database
accessible for alumni participation in curriculum
development and extending of expertise in
teaching and research - The Pak Rashid Foundation under UPM Alumni
financially assists needy students - The Alumni Mentorship Programme provides the
platform for alumni to assist students in soft
skills acquisition and career pathways - Alumni facilitate UPM networking with industries
and local/international organisations
140AREA 5ACADEMIC STAFF
141AREA 5ACADEMIC STAFF
- 5.1 Recruitment and Management
- 5.2 Service and Development
1425.1 Recruitment and Management
- Staff Recruitment Policies and Requirements
- Frequency of Policy Review
- Academic Staff Profile
- Recruitment Strategies
- Influence of Improvements Made to Policy on Staff
Recruitment
143Staff Recruitment Policies and Requirements
- Staff Recruitment Policies and Requirements
- Based on the Service Scheme as specified by the
Government - UPM imposes special requirements for the
appointment of academic staff such that a
lecturer must have a PhD qualification or its
equivalent (for those in the fields of
architecture and medicine)
144Frequency of Policy Review
- Governments staff recruitment policy is
reviewed twice since 2006
145Academic Staff Profile
- UPM strives to employ academic staff with the
range and balance of teaching skills,
specialisations and qualifications required to
deliver academic programmes
146Recruitment Strategies (1)
- prospecting for staff
- providing attractive service scheme offering
better starting salary schemes for PhD holders - recognising professional experience and
qualification - disseminating clear promotion criteria
- instituting online job application procedures
- implementing QMS for appointment and promotion
- new service schemes introduced for researchers
are Research Fellow, Adjunct Professor, Fellow
Consultant, and Postdoctoral Fellow
147Influence of Improvements Made to Policy on Staff
Recruitment (1)
- Improvements made to the recruitment policy has
raised the quality of academic staff
148Number of Lecturers with PhD or Equivalent
149Teaching Evaluation
Percentage of Academic Staff with a Teaching
Score of 3.5 or More on a Likert Scale of 5.0
150Teaching Evaluation
Average Teaching Score of Academic Staff on a
Likert Scale of 5.0
151Total Number of Citations of Journal Articles
152Results of Improved Staff Recruitment
- Increase in number of PhD Students graduated
(doubled in 2008 compared to 2004) - Increase in number of students graduated with
first class honours (almost doubled in 2008
compared to 2004)
1535.2 Service and Development (1)
- Criteria and Procedures for Initial Appointment,
Promotion and Tenure - Academic Staff to Student Ratios in Staff
Recruitment Policy - Staff Appraisal Policy
- Teaching Responsibilities of Academic Staff and
Workload Distribution
1545.2 Service and Development (2