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

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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

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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
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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
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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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.

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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.
•  

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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
•  

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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
•  
•  

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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
•  
•  
•  

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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

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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
•  

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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
•  

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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

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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