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ACADEMIC PERFORMANCE AUDIT

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Title: ACADEMIC PERFORMANCE AUDIT


1
ACADEMIC PERFORMANCE AUDIT
2
INTRODUCTION
  • APA Academic Performance Audit
  • COPIA Code of Practice for Institutional Audit
  • COPPA Code of Practice for Programme Audit

3
SELF-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

4
PART A
  • GENERAL INFORMATION
  • ON UPM

5
Name of Higher Education Provider (HEP)
  •  
  • Universiti Putra Malaysia

6
Date 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)

7
Name, 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

8
Name and Address of Branch Campus
  • Universiti Putra Malaysia
  • Bintulu Sarawak Campus
  • Nyabau Road
  • P. O. Box 396
  • 97008 Bintulu, Sarawak

9
List of Faculties and Number of Programmes
Offered as of 31 December 2008 (1)
10
List of Faculties and Number of Programmes
Offered as of 31 December 2008 (2)
11
List of Faculties and Number of Programmes
Offered as of 31 December 2008 (3)
12
Total Number of Academic Staff as of 31 December
2008
Masters in Medical Speciality/MRCP/MRCPath
13
Total Number of Students as of 31 December 2008
14
Purpose of Audit
  • The purpose of this comprehensive Academic
    Performance Audit (APA)
  • is to obtain the status of
  • Self-Accrediting Institution.

15
PART B
  • INFORMATION ON THE NINE AREAS OF EVALUATION FOR
    QUALITY ASSURANCE

16
THE 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

17
AREA 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
18
1.1 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
23
Vision, 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)

24
1.2 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

25
1.2 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

26
1.2 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

27
1.3 Academic Autonomy (1) 
  • 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

28
1.3 Academic Autonomy (2) 
  • 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

29
1.3 Academic Autonomy (3) 
  • 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.

30
1.3 Academic Autonomy (4)  
  • 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

31
1.3 Academic Autonomy (5) 
  • 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

32
1.3 Academic Autonomy (6) 
  • 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

33
1.3 Academic Autonomy (7) 
  • 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

34
1.3 Academic Autonomy (8) 
  • 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.

35
1.3 Academic Autonomy (9) 
  • 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.
  •  

36
 
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  
  • UPM Work Ethics
  • Letter of Undertaking
  • Oath of Integrity in Public Service
  •  

37
1.4 Learning Outcomes (1) 
  • 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
  •  
  •  

38
1.4 Learning Outcomes (2) 
  • 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
  •  
  •  
  •  

39
1.4 Learning Outcomes (3) 
  • Soft Skills
  • Communication skills
  • Critical thinking and problem solving
  • Lifelong learning
  • Teamwork skills
  • Entrepreneurship skills
  • Morals and professional ethics
  • Leadership skills

40
1.4 Learning Outcomes (4) 
  • 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
  •  

41
AREA 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
42
2.1 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.

43
2.1 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)

44
2.1 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

45
2.1 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
  •  

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

49
2.2 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
  •   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
  •  
  •  

50
 
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
  •  

51
 
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.
  •  

52
 
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

53
2.3 Management of Programmes (1) 
  • 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.

54
2.3 Management of Programmes (2) 
  • 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

55
2.3 Management of Programmes (3) 
  • 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

56
2.3 Management of Programmes (4) 
  • 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

57
2.3 Management of Programmes (5) 
  • 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

58
 
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.

59
 
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.
  •  

60
2.3 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

61
 
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
  •  

62
2.3 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.

63
 
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.

64
 
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.

65
 
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

66
 
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

67
 
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

68
2.3 Management of Programmes (15)
  • Co-curriculum Centre
  • Starting School
  • Intermediate School
  • Finishing School

69
2.4 Linkages with External Stakeholders (1) 
  • 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

70
2.4 Linkages with External Stakeholders (2) 
  • 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
  •  

71
2.4 Linkages with External Stakeholders (3) 
  • 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.

72
2.5 Articulation Regulations, and Credit
Transfer and Exemption (1) 
  • 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.

73
2.5 Articulation Regulations, and Credit Transfer
and Exemption (2) 
  • 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.

74
AREA 3
  • ASSESSMENT OF STUDENTS

3.1 Relationship Between Assessment and
Learning 3.2 Assessment Method 3.3 Management
of Student Assessment
75
3.1 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

76
Compatibility 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

77
Compatibility of Assessment Methods with LOs and
Learning Methods (1)
78
Compatibility of Assessment Methods with LOs and
Learning Methods (2)
79
Compatibility of Assessment Methods with LOs and
Learning Methods (3)
80
Compatibility of Assessment Methods with LOs and
Learning Methods (4)
81
Compatibility of Assessment Methods with LOs and
Learning Methods (5)
82
Monitoring 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

83
Integrated 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

84
Inculcation 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

85
3.2 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

86
General 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)

87
Authorities 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

88
Attainment 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

89
Professional Accreditation Bodies
90
Meeting 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

91
Opportunity 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)

92
Assurance of Evaluation and Feedback
  • QMS ensures evaluation conducted and feedback
    provided
  • Student evaluation of teaching includes item on
    evaluation and feedback

93
Institutional 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

94
Availability 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

95
Monitoring 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

96
3.3 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

97
Confidentiality 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

98
Confidentiality 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

99
Mechanisms 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

100
Review of Assessment Methods
  • Lecturers are able to accommodate new methods of
    assessment, if necessary, within the coursework
    component of their course.

101
Involvement 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

102
AREA 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
103
4.1 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

104
Admission 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

105
Admission 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

106
Additional 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

107
Responsibility 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

108
Responsibility 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

109
Technical 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

110
Determination 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

111
Determination 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

112
UPM Student Enrolment based on Human Resource
Planning (2008 2015)
113
Appeal 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

114
Evaluation 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.

115
Evaluation 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.

116
Remedial 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

117
Changes 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.

118
4.2 Transfer of Students
  • Mechanisms for Course Exemptions
  • Comparable Achievement of Transfer Students
  • Mechanisms for Student Transfer

119
Mechanisms 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

120
Mechanisms 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

121
Mechanisms 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

122
Mechanisms 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

123
Comparable Achievement of Transfer Students
  • To ensure comparability of student achievement
    to UPM standards, the faculty scrutinises syllabi
    and assessment grades from previous institutions.

124
Mechanisms 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

125
Mechanisms 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

126
Mechanisms 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

127
4.3 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

128
Accessibility, 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

129
Accessibility, 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

130
Support Services Staff Qualifications
  • Recruitment of support service staff adheres to
    the Malaysian Public Services Departments
    Schemes of Service for qualified professionals.

131
Additional 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

132
Accessibility 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

133
Mechanisms 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)

134
Mechanisms 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

135
4.4 Student Representation
  • Policies on Student Participation in the
    Teaching-Learning Process
  • Student Self-Government

136
Policies 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

137
Student 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

138
4.5 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

139
Role 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

140
AREA 5ACADEMIC STAFF
141
AREA 5ACADEMIC STAFF
  • 5.1 Recruitment and Management
  • 5.2 Service and Development

142
5.1 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

143
Staff 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)

144
Frequency of Policy Review
  • Governments staff recruitment policy is
    reviewed twice since 2006

145
Academic Staff Profile
  • UPM strives to employ academic staff with the
    range and balance of teaching skills,
    specialisations and qualifications required to
    deliver academic programmes

146
Recruitment 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

147
Influence of Improvements Made to Policy on Staff
Recruitment (1)
  • Improvements made to the recruitment policy has
    raised the quality of academic staff

148
Number of Lecturers with PhD or Equivalent
149
Teaching Evaluation
Percentage of Academic Staff with a Teaching
Score of 3.5 or More on a Likert Scale of 5.0
150
Teaching Evaluation
Average Teaching Score of Academic Staff on a
Likert Scale of 5.0
151
Total Number of Citations of Journal Articles
152
Results 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)

153
5.2 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

154
5.2 Service and Development (2
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